ҚМЖ 3 сынып English language кітабы бойынша

Module 1: Hello English!

Lesson 1

School:

Date:

Teacher name:

Grade: 3

Number present:

absent:

Lesson theme

Greetings and Names

Learning objectives

3.1.1.1 recognise the sounds of phonemes and phoneme blends in words;

3.1.2.1 recognise familiar words with visual support;

3.1.3.1 understand a range of short classroom instructions;

Lesson objectives

Learners will be able to:

• introduce the characters;

• practice introducing oneself and greeting others;

• respond to basic questions with single words or short responses;

Plan

Stages / Time

Teachers actions

Students’ actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

7 min

Organization moment:

Welcome the pupils and introduce the topic of the lesson.

Warming up

Welcome your class by saying Hello several times. Write your name on the board. Point to your name and to yourself and say: Hello, I’m (Miss Sharipova).

Encourage the pupil to respond. Hand out the photocopies of the name tags, filled in with the pupils’ names. The pupils colour their name tags using their favourite colour.

Pupils say Hello.

e.g., Pupil 1: Hello, I’m (Ulan). (points to name tag)

Pupil 2: Hello, I’m (Assel). (points to name tag) etc

The teacher

assesses learners for their ability.

“Good job!

Well done!”

Formative Assessment

Emoticons

Photocopies of the name tags,

one per pupil, from the Teacher’s Resource Material for the Beginning the Lesson activity; Class Audio.

Middle of the lesson

Presentationand Practice.

30 min

To present the characters and greetings/ introductions

Present the characters by pointing to them, one at a time, and saying their names. Explain that Elsa and Cody are brother and sister while Cody and Tara are their friends. Carlos has got a dog called Chico!

The pupils listen and point to the pictures.

The pupils listen, point to the pictures and repeat, chorally and/or individually.

Picture

Audio CD

Pb. p.7, ex.1

Read out the example.

Divide the class into groups. The pupils act out similar dialogues. Go around the classroom providing any necessary help. Ask some groups to come to the front of the classroom and act out their dialogues.

Play the Guess Who? game.

Ask a pupil to come to the front of the classroom with their back to the class.

Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities.

A pupil from the class says: Hello, (Ulan). The pupil at the front has to guess who it is and respond: Hello, (Sultan). If (Ulan) guesses correctly, (Sultan) takes his place at the front and the game continues. e.g. Sultan: Hello, (Ulan)! Ulan: Hello, (Sultan)! etc

Activity book

IWB

(Whiteboard)

Pb. p.7,

ex.2-3

End of the lesson

8 min

FEEDBACK

Traffic light method is used to find out was the lesson clear or not. Use the stickers.

Poster Success

Emoticons

Module 1: Hello English!

Lesson 2

School:

Date:

Teacher name:

Grade: 3

Number present:

absent:

Lesson theme

Colours

Learning objectives

3.2.1.1 pronounce various sounds of phonemes and phoneme blends using appropriate stress, rhythm, and intonation;

3.2.2.1 use isolated words and basic expressions to provide personal information;

3.2.3.1 respond to basic questions with single words or short responses.

Lesson objectives

Learners will be able to:

• talk about one’s favourite colour;

• recognise familiar words with visual support;

• respond to basic questions with single words or short responses;

Plan

Stages / Time

Teachers actions

Students’ actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

7 min

Organization moment:

Welcome the pupils and introduce the topic of the lesson.

Warming up

Revise the language of the previous lesson. Ask individual pupils to tell you their names. e.g. Teacher: Hello! I’m (Miss Sharipova). What’s your name? Pupil 1: Hi. I’m Ulan. Etc

Pupils say Hello.

e.g., Pupil 1: Hello, I’m (Ulan). (points to name tag)

Pupil 2: Hello, I’m (Assel). (points to name tag) etc

The teacher

assesses learners for their ability.

“Good job!

Well done!”

Formative Assessment

Emoticons

Picture

Audio CD

Middle of the lesson

Presentationand Practice.

30 min

Present and practise colours.

Present the new vocabulary.

Introduction for ways to present the new vocabulary. (Ex 1 p 8 PB) Plays the audio.

Plays the audio a second time, pausing after each word. Ask individual pupils to point to and say the colours.

The pupils listen and point to the colours.

The pupils listen, point to and repeat the colours, chorally and/or individually.

Emoticons

IWB

(Whiteboard)

Practises talking about one’s favourite colour.

What’s your favourite colour? Does a class survey and find out which is the most popular colour with boys and which is with girls. Explains that we shouldn’t categorise colours based on gender.

Listen and colour. (Track 04)

Play the audio, twice, if necessary.

Pupils practise talking about their favourite colour. Go around the classroom providing any necessary help. Invite some pairs to come to the front of the classroom and act out their dialogues.

Refer the pupils to the flowers and explain the activity.

The pupils listen and colour the flowers according to what they hear. Check their answers.

Emoticons

Activity book

End of the lesson

8 min

FEEDBACK

Traffic light method is used to find out was the lesson clear or not. Use the stickers.

Poster Success

Emoticons

Module 1: Hello English!

Lesson 3

School:

Date:

Teacher name:

Grade: 3

Number present:

absent:

Lesson theme

I can talk about myself and my friend.

Learning objectives

3.2.1.1 pronounce various sounds of phonemes and phoneme blends using appropriate stress, rhythm, and intonation;

3.2.2.1 use isolated words and basic expressions to provide personal information;

3.2.3.1 respond to basic questions with single words or short responses.

Lesson objectives

Learners will be able to:

• use the verb ‘to be’ for presenting personal information and description of people and things;

• use personal subject pronouns in a limited range of familiar topics;

• use words and short simple phrases to complete a written text at a sentence level;

Plan

Stages / Time

Teachers actions

Students’ actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

7 min

Organization moment:

Welcome the pupils

Warming up

Revises the language of the previous lesson.

Asks pupils to name as many colours as they can remember. Then asks them to come to the front of the classroom in pairs and asks each other about their favourite colour. Repeats with as many pupils as she(he) feels necessary.

Pupils practise talking about their favourite colour. Go around the classroom providing any necessary help. Invite some pairs to come to the front of the classroom and act out their dialogues.

The teacher

assesses learners for their ability.

“Good job!

Well done!”

Formative Assessment

Emoticons

Picture

Audio CD

Middle of the lesson

Presentationand Practice.

30 min

Circle.

To present and practise the verb ‘to be’ (singular) and short answers.

Books closed. Points to herself (himself) and says: I am a teacher.

Writes I am on the board. Points to a pupil and says: You are a pupil.

Writes You are on the board. Follows the same procedures and present the rest of the singular form of the

verb to be and how the affirmative short forms are made. Following the same procedure present the negative and interrogative forms of the verb to be (singular).

Drill your pupils:

e.g. Teacher: I/ten

Pupil 1: I am ten.

Teacher: he/nine?

Pupil 2: Is he nine?

Teacher: you/not/five

Pupil 3: You aren’t five. etc

The pupils repeat after teacher.

Books open.

Go through the Grammar box briefly. Read the instructions and explain the activity.

Allow some time to circle the right answer. Check their answers.

Emoticons

Photocopies of the story cards

from the Teacher’s Resource Material, one set IWB

(Whiteboard)

Pb p 9 ex 3,4

To present and practise questions and short answers.

Books closed. Holds up a pencil and says: Is it a pencil?

Hold up a book and say: Is it a schoolbag?

Explains to the pupils that in short answers we use Yes or No, the subject pronoun and the verb form is/isn’t, are/aren’t.

Books open.

Teacher reads the instructions and explains the activity. Allows the pupils some time to complete it. Check their answers.

Yes, it is.

The pupils repeat after teacher.

No, it isn’t. The pupils repeat after teacher.

Pupil 1: Is it a pencil? /Is it green? Pupil 2: Yes, it is. /No, it isn’t.

Ss evaluate each other and encourage classmate with phrases like:

Well done!

Brilliant!

Good job!

I like it!

IWB

End of the lesson

8 min

To consolidate the language of the lesson. Invites pupils to come to the front of the classroom and brings a pen/pencil/book with them. The pupils take turns asking questions about the objects they are holding.

Self-evaluation” method

Emoticons

Poster Success

Module 1: Hello English!

Lesson 4

School:

Date:

Teacher name:

Grade: 3

Number present:

absent:

Lesson theme

About me

Learning objectives

3.2.1.1 pronounce various sounds of phonemes and phoneme blends using appropriate stress, rhythm, and intonation;

3.2.2.1 use isolated words and basic expressions to provide personal information;

3.2.3.1 respond to basic questions with single words or short responses.

Lesson objectives

Learners will be able to:

• listen to and read a story about children meeting ROLO;

• make a rainbow hat and play a game;

• develop listening comprehension skills through a story.

Plan

Stages / Time

Teachers actions

Students’ actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

7 min

Organization moment:

To revise the language of the previous lesson.

Points to herself and says:

I’m (Miss Gulsara).

Points to a pupil and says: You are (Kanat).

Encourages pupils to makes sentences using the singular form of the verb to be in all its forms.

To present The Rainbow story.

Read the title and elicit its meaning, in L1 if necessary. Go through the pictures and set the scene.

e.g. Teacher: (pointing to Cody in picture

1) Who’s this?

Pupil 1: He is Aidar. Pupil 2: She is Dana.

Pupil 3: It is a book.

Pupil 4: Is it blue?

Pupil 5: No, it isn’t. etc

Class: Cody.

The teacher

assesses learners for their ability.

“Good job!

Well done!”

Formative Assessment

Emoticons

Class Audio; track 05

photocopies of the story cards from the Teacher’s Resource Material, one set per pupil, for Ex. 2 (Extension Activity);

Middle of the lesson

Presentationand Practice.

30 min

Teacher: (pointing to Elsa) Who’s this?

Teacher: Yes.

They’re in the garden.(pointing to Grandma in picture

2) Who’s this?

Teacher: Yes. (pointing to the rain)

Oh, no! Rain! Come in, Cody! Come in, Elsa! etc

Class: Elsa.

Class: Grandma.

Pupils are evaluated by collecting color pencils

The Rainbow hat template from the Teacher’s Resource Material, one set per pupil, for Ex. 3 (Craftwork)

Teacher: (pointing to Elsa) Who’s this? Class: Elsa. Teacher: Yes. They’re in the garden.(pointing to Grandma in picture 2) Who’s this? Class: Grandma. Teacher: Yes. (pointing to the rain) Oh, no! Rain! Come in, Cody! Come in, Elsa! Etc

Follow the same procedure and present the rest of the story. Play the audio. The pupils listen and follow along in their books. Ask: How many colours are there?

Write 5, 6 and 7 on the board. Play the audio again. The pupils listen and answer (7). Time permitting, play the audio a third time with pauses for the pupils to listen and repeat, chorally and/or individually. Check the pupils’ pronunciation and intonation. If you wish, play the animated video for he pupils to watch.

To interpret visual information.

Explain the activity. The pupils look at the pictures and the story. Then they tick the images they see in the story. Check the pupils’ answers.

Craftwork

Make a rainbow hat. Play the Rainbow game.

Hand out the photocopies of the Rainbow hat template, one set for each pupil. If the template is not big enough, you can make an enlarged photocopy of the template. Guide the pupils through the cutting out and stapling of the paper bands to make a hat. Then ask the pupils to colour in the rainbows. Help the pupils staple the rainbows onto their hats. The pupils can refer to the rainbow on p. 8 to see the order of the colours.

In two teams, the pupils play the Rainbow game. The pupils put on their rainbow hats. Pupils from each team take turns pointing to a colour on their rainbow hat (without looking at it) and trying to guess which colour it is. Each correct guess wins a point. The team with the most points wins.

Pupils listen and follow along in their books.

Pupils listen and answer (7).

Pupils to listen and repeat, chorally and/or individually.

Pupils act out the dialogue.

groups to come to the front of the classroom and act out their dialogues.

Pupils to colour in the rainbows.

pupils can refer to the rainbow on p. 8 to see the order of the colours.

Pupils play the Rainbow game

The pupils put on their rainbow hats. Pupils from each team take turns pointing to a colour on their rainbow hat (without looking at it) and trying to guess which colour it is.

Ss evaluate each other and encourage classmate with phrases like:

Well done!

Brilliant!

Good job!

I like it!

The teacher evaluates learners for their ability.

“Good job!

Well done!”

Activity book

Pb p 12 ex 1,2

IWB

End of the lesson

8 min

Ask the pupils to look at the story again and try to memorise as much as possible. Explain to the pupils that they are going to play a memory game. Divide the class into two teams, A and B, and ask them to close their books. Ask questions about the pictures in the story. Each correct answer gets one point. The team with the most points wins. e.g. Teacher: Who is in the first picture? Team A Pupil 1: Elsa and Cody.

Teacher: Right. One point for Team A.

Self-evaluation” method

P oster Success

Module 1: Hello English!

Lesson 5

School:

Date:

Teacher name:

Grade: 3

Number present:

absent:

Lesson theme

I can talk about my friends.

Learning objectives

3.3.1.1 recognise sounds and name the letters of the alphabet;

3.3.2.1 identify some familiar words and signs on illustrations /pictures in common everyday situations;

3.3.2.2 deduce the meaning of a word in a picture or icon on a limited range of topics;

3.3.3.1 understand short, simple instructions used in familiar everyday contexts.

Lesson objectives

Learners will be able to:

• present and use ordinal numbers 1-10 to count;

• talk about age;

• spell accurately a few high-frequency words;

• understand basic personal questions and respond to them with single words or short responses;

• use isolated words and basic expressions to provide personal information

Plan

Stages / Time

Teachers actions

Students’ actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

7 min

Organization moment:

To revise the language of the previous lesson.

Ask the pupils, in L1 if necessary, to tell you which part of the story they liked best and why. Ask them to tell you how many colours there are in a rainbow and name them. Then invite pupils to come to the front of the classroom and act out parts of the story. Ask the rest of the class to vote on the best performance.

Pupils tell part of the story

Pupils vote on the best performance.

The teacher

assesses learners for their ability.

“Good job!

Well done!”

Formative Assessment

Emoticons

Class Audio; slips of paper with numbers

1-10, one slip per pupil and a box/jar for Ex. 3.

Middle of the lesson

Presentationand Practice.

30 min

To present numbers 1-10.

Present the new vocabulary. (See p. X of the Introduction for ways to present the new vocabulary.) Play the audio. The pupils listen and point to the numbers. Play the audio a second time, pausing after each word.

How old are they? Listen and write. (Track 07)

The pupils listen and point to the numbers.

The pupils listen, point to and repeat the numbers, chorally and/or individually.

Pupils are evaluated by collecting color pencils

Track 07

To practise numbers 1-10.

Say, as you write on the board: How old are you? The pupils repeat after you.

Explain the meaning of the

question, in L1 if necessary. Say: I’m ten. Repeat the question and elicit answers from around the class. Point to the example and explain the activity. Play the audio, twice if necessary. The pupils listen and write the correct answers. Check their answers.

Let’s play!

To practise talking about age and numbers 1-10 through a game. Put the slips of paper with the numbers 1-10 in a box or jar. Divide the class into two teams, A and B. A pupil from Team A picks a slip of paper. A pupil from Team B asks: How old are you? The pupil from Team A must answer using the number on the slip of paper.

If he/she answers correctly, Team A gets a point and the game continues with Team B picking a number.

The pupils repeat after teacher.

The pupils listen and write the correct answers.

A pupil from Team B asks: How old are you?

The pupil from Team A must answer using the number on the slip of paper.

Team A Pupil 1: (picks number 8) Team B Pupil 2: How old are you? Team A Pupil 1: I’m eight. etc

Ss evaluate each other and encourage classmate with phrases like:

Well done!

Brilliant!

Good job!

I like it!

The teacher evaluates learners for their ability.

“Good job!

Well done!”

Activity book

Pb.p13

ex 1,2

End of the lesson

8 min

Write numbers 1-8 on the board. Write a colour under each number.

1 red 5 blue 2 3 orange yellow 6 white 7 black 4 green 8 purple

Elicit the numbers and the colours. Ask the pupils to close their eyes. Erase a colour. Ask the pupils to open their eyes and name the numbers and the colours (including the colour you have erased). Repeat with the second colour and so on until all the colours have been erased.

Self-evaluation” method

The pupil who writes the most words wins and gets points

P oster Success

Module 1: Hello English!

Lesson 6

School:

Date:

Teacher name:

Grade: 3

Number present:

absent:

Lesson theme

Project: All about me

Learning objectives

3.2.1.1 pronounce various sounds of phonemes and phoneme blends using appropriate stress, rhythm, and intonation;

3.2.2.1 use isolated words and basic expressions to provide personal information;

3.2.3.1 respond to basic questions with single words or short responses.

Lesson objectives

Learners will be able to:

• make a personal fact file;

• spell accurately a few high-frequency words;

• understand a range of short classroom instructions;

• use isolated words and basic expressions to provide personal information.

Plan

Stages / Time

Teachers actions

Students’ actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

7 min

Organization moment:

To revise the language of the previous lesson.

Play the Fizz and Buzz game.

At the beginning of the game, decide which numbers represent “fizz” and which represent “buzz” (e.g. 2 is “fizz”, 3 is “buzz”, 6 is “fizz”, 10 is “buzz”, etc) and write them on the board. Individual pupils start to say the numbers 1-10 in sequence. When they come to a number assigned to “fizz” or “buzz”, they say these words instead of the number in the sequence (e.g. One, “fizz”, “buzz”, four, etc). Pupils who forget to say “fizz” or “buzz”, or who say the wrong number, are out. The last pupil standing is the winner!

Pupils start to say the numbers 1-10 in sequence.

The teacher

assesses learners for their ability.

“Good job!

Well done!”

Formative Assessment

Class Audio;

Pb.14

Ex1.2.3

Middle of the lesson

Presentation part.

30 min

PROJECT (Social Science)

Point to Aizhan’s project and ask: What's her favourite colour? Elicit: (Her favourite colour is) purple. Explain the activity. The pupils read the fact file and complete the sentences. Check their answers.

The pupils read the fact file and complete the sentences. Check their answers.

Pupils are evaluated by collecting color pencils

Track 07

Tell the class.

Read the questions aloud. Invite individual pupils to answer them.

To consolidate the language of the module through a project.

Explain the activity. The pupils do their own project in class or for homework. They can use Aizhan’s project as a model.

The pupils do their own project in class or for homework

Suggested answer key

• I’m eight years old. •I’m in the 3rd grade.

• My best friend is Nurlan.

• My favourite colour is green.

Do an All About Me! project. Present it to the class.

e.g My name is Kairat. I am 8 years old. I am in the 3rd grade.

Ss evaluate each other and encourage classmate with phrases like:

Well done!

Brilliant!

Good job!

I like it!

The teacher evaluates learners for their ability.

“Good job!

Well done!”

Activity book

End of the lesson

8 min

Ask one of the pupils to come to the front of the classroom and introduce themselves (e.g. My name is … . I’m … years old. etc) or, if they are shy, have one of their classmates introduce them (e.g. His name is … . He’s … years old. He is in the … grade. etc).

Emoji Self-Assessment

P oster Success

Module 1: Hello English!

Lesson 7

School:

Date:

Teacher name:

Grade: 3

Number present:

absent:

Lesson theme

CLIL. Sounds and words. SAU №1

Learning objectives

3.4.1.1 spell accurately a few high-frequency words;

3.4.2.2 use words and short simple phrases to complete a written text at a sentence level.

3.5.1.8 use personal subject and object pronouns in a limited range of familiar topics.

Lesson objectives

Learners will be able to:

• explore English through other subject areas

• distinguish between primary and secondary colours;

• deduce the meaning of a word in a picture or icon on a limited range of topics.

• do the tasks of SAU №1

Plan

Stages / Time

Teachers actions

Students’ actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

7 min

Organization moment:

To revise the language of the previous lesson.

Ask the pupils to present their projects to the class. Make sure you display their work in the classroom. Then help the pupils file them in their Language Port folios.

Point to the first row and say: Red and yellow make orange!

Present the song. Say, as you point: Get ready to mix! Red and yellow make orange! The pupils repeat after you. Follow the same procedure and present he rest of the song. Play the audio. The pupils listen and point to the colours in their books. Play the audio again. Encourage the pupils to listen and sing along. If you wish, play the animated video for the pupils to watch and sing along.

Pupils repeat after teacher. Repeat with the rest of the items. The pupils then colour in the pictures using the corresponding colours.

The pupils listen and point to the colours in their books.

Pupils to watch and sing along.

The teacher

assesses learners for their ability.

“Good job!

Well done!”

Formative Assessment

Emoticons

Class Audio;

Middle of the lesson

Presentation part.

30 min

Books closed. Draw a simple sketch of an ant on the board. Point to it and say: \œ\ – \œnt\. The pupils repeat after you. Write the letter a on the board and demonstrate how it is written. Follow the same procedure for bed, cap, dog, egg, fox, goat and hen. Say the sounds in random order. Ask the pupils to say the words.

Books open. Play the audio. The pupils listen, point to the pictures and repeat the sounds and the words. Allow the pupils some time to trace the letters and complete the activity.

Pupils repeat after teacher

The pupils listen, point to the pictures and repeat the sounds and the words.

Pupils are evaluated by collecting color pencils

Slips of paper with the words ant, bed, cap, dog, egg, fox, goat and hen for Ending the Lesson

To recognise and practise the sounds of the letters; to practise phonemes and phoneme blends.

Refer the pupils to the pictures. Ask: What’s this? Elicit answers: It’s a bed. It’s a dog. Ask the pupils to say what letters they can see. Then the pupils draw lines connecting the right letters in order to form the words bed and dog, and write the words. Ask individual pupils to say the letters and the words. Play the audio. The pupils listen and check their answers.

Pupils to say what letters they can see.

Pupils draw lines connecting the right letters in order to form the words bed and dog, and write the words.

The pupils listen and check their answers.

Ss evaluate each other and encourage classmate with phrases like:

Well done!

Brilliant!

Good job!

I like it!

The teacher evaluates learners for their ability.

“Good job!

Well done!”

Activity book

End of the lesson

8 min

Prepare slips of paper with the words (ant, bed, cap, etc). Write the letters a-h on the board. Hand out the slips of paper. Ask the pupils to come to the board and stick their word under the correct letter. Ask the rest of the class for verification.

Emoji Self-Assessment

P oster Success

Module 1: Hello English!

Lesson 8

School:

Date:

Teacher name:

Grade: 3

Number present:

absent:

Lesson theme

Check point

Learning objectives

3.5.1.2 use the verb to be for presenting personal information and describe people and things

3.5.1.3 use cardinal numbers 1-10; 11 - 20; 21 – 100;

3.5.1.8 use personal subject and object pronouns in a limited range of familiar topics.

Lesson objectives

Learners will be able to:

• revise and consolidate the language of the module

• spell accurately a few high-frequency words;

• use words and short simple phrases to complete a written text at a sentence level..

Plan

Stages / Time

Teachers actions

Students’ actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

7 min

Do a quick revision of what pupils have learnt in the module by asking them questions.

e.g. Teacher: What’s your favourite colour?

Pupil 1: Blue.

Teacher: How old are you? Pupil 2: I’m eight years old. Etc

Unscramble the letters and write the colours. Colour.

Read the instructions and explain the activity. Allow the pupils time to unscramble the letters, write the colours and then colour the balloons accordingly. Check their answers.

Pupils find unscramble letters, write the colours and then colour the balloons accordingly

The teacher

assesses learners for their ability.

“Good job!

Well done!”

Formative Assessment

Emoticons

Activity book

IWB

Pb 17 ex 1

Middle of the lesson

Presentation part.

30 min

Look, read and underline

Read the example and explain the activity. The pupils count the candles on the birthday cakes, read the sentences and underline the correct answer. Allow them some time to complete the activity. Check their answers.

Pupils count the candles on the birthday cakes, read the sentences and underline the correct answer.

Pb 17 ex 1

Say the sight words, one at a time, and write them

on the board. Play the

audio.

The pupils listen and repeat.

Individual evaluation

End of the lesson

8 min

Extension Activity

Ask the pupils to go through the module, find and circle any of the sight words they can see.

Extension Activity

Ask the pupils to go through the module, find and circle any of the sight words they can see.

Ss use their stickers to show their knowledge according to the lesson

Green- I understood

Yellow-I have some questions

Red-I need a help.

P oster Success

Module2: My school

Lesson 9

School:

Date:

Teacher name:

Grade: 3

Number present:

absent:

Lesson theme

My schoolbag

Learning objectives

3.1.1.1 recognise the sounds of phonemes and phoneme blends in words;

3.1.2.1 recognise familiar words with visual support;

3.1.4.1 understand basic personal questions;

3.1.4.2 understand simple descriptions of people, actions, and objects with visual support.

Lesson objectives

Learners will be able to:

• identify and describe school things;

• practise talking about school things;

• recognise familiar words with visual support;

• identify some familiar words on illustrations/pictures in common everyday situations.

Plan

Stages / Time

Teachers actions

Students’ actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

7 min

Organization moment:

Hand out the completed Progress Report Cards for the previous module and ask the pupils to file them in their Language Portfolios.

Ask the pupils to look at the picture on page 18 and tell you what they can see, in L1 if necessary. Point to the title of the module and say: My School. The pupils repeat, chorally and/or individually.

Pupils look at the picture and tell what they can see

The pupils repeat, chorally and/or individually.

The teacher

assesses learners for their ability.

“Good job!

Well done!”

Formative Assessment

Emoticons

Class Audio;

page 18

Middle of the lesson

Presentation part.

30 min

Introduce school things.

Present the new vocabulary.

Play the audio. The pupils listen and point to the pictures. Play the audio a second time, pausing after each word.

The pupils listen and point to the pictures.

The pupils listen, point to and repeat the school things, chorally and/or individually.

Pupils are evaluated by collecting color pencils

Completed Progress Report Cards for Beginning the Lesson;

Class Audio; a soft ball for Ending the Lesson (Extension Activity).

Refer the pupils to the picture and elicit the school things. Explain the activity. Play the audio, twice if necessary. The pupils listen and tick the items they hear. Check their answers.

Further practise school things through a song.

Present the song. Say: Get your schoolbag, it’s school again!

Have the pupils repeat after you. Follow the same procedure and present the rest of the song. Play the audio. The pupils listen and follow along in their books. Play the audio again and encourage the pupils to sing along. If you wish, play the animated video for the pupils to watch and sing along.

Ask the pupils to have a pencil, a pen, a ruler and a pencil case ready. Play the audio.

Consolidate the language of the lesson.

Invite a pupil to the front of the classroom. Whisper a school thing in their ear. The pupil mimes an action for the rest of the class to guess what the school thing is. Repeat with as many pupils as you feel necessary.

e.g. Teacher: (whispers the word ‘schoolbag’)

Pupil 1: (mimes opening an imaginary schoolbag, putting things in, closing it and putting it on his/her back) What’s this?

Class: It’s a schoolbag!

The pupils listen and follow along in their books.

Pupils watch and sing along.

The pupils sing along and hold up or point to the school things as they hear them.

Pupil mimes an action for the rest of the class to guess what the school thing is.

Ss evaluate each other and encourage classmate with phrases like:

Well done!

Brilliant!

Good job!

I like it!

The teacher evaluates learners for their ability.

“Good job!

Well done!”

Ex.1,2,3p19

PB

Audio track 12

End of the lesson

8 min

Play Basketball.

Divide the pupils into two teams, A and B. Choose a pupil from Team A. Show them a school thing and elicit the name of the thing. If the pupil answers correctly, give them a soft ball and have them take a shot at the ‘basket’ (bin). If the pupil gets the ball in the bin, their team gets a point. Continue the game with a pupil from Team B. The team with the most points wins the game.

Each team gets point for the correct answers

P oster Success

Module2: My school

Lesson 10

School:

Date:

Teacher name:

Grade: 3

Number present:

absent:

Lesson theme

Numbers

Learning objectives

3.5.1.2 use the verb to be for presenting personal information and describe people and things

3.5.1.3 use cardinal numbers 1-10; 11 - 20; 21 – 100;

3.5.1.8 use personal subject and object pronouns in a limited range of familiar topics.

Lesson objectives

Learners will be able to:

• present numbers 11-20;

• recognise familiar words with visual support;

• identify some familiar words and signs on illustrations/pictures in common everyday situations;

• use cardinal numbers 1-10, 11-20 to count.

Plan

Stages / Time

Teachers actions

Students’ actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

7 min

Organization moment:

To revise the language of the previous lesson. Write the song from the previous lesson on the board and erase the school things. Play the audio (Track 12) with pauses for the pupils to name the missing school things. Write the answers on the board. Then play the audio again and invite the pupils to sing along.

Pupils to sing along

The teacher

assesses learners for their ability.

“Good job!

Well done!”

Emoticons

Formative Assessment

Class Audio;

Track 12

number cards 0-10,

one set per group, for Ending the Lesson (Extension Activity).

Middle of the lesson

Presentation part.

30 min

Present the new vocabulary.

Play the audio. The pupils listen and point to the numbers. Play the audio a second time, pausing after each word. The pupils listen, point to and repeat the numbers, chorally and/or individually.

The pupils listen and point to the numbers.

The pupils listen, point to and repeat the numbers, chorally and/or individually.

Pupils are evaluated by collecting color pencils

IWB

Present and practise doing sums.

Refer the pupils to the picture and elicit the school things. Read the example.

Write on the board and say: Ten + ten = twenty (Ten plus ten is twenty). Underline the symbols in bold. Explain to the pupils that we use + (plus) to add numbers. Read the instructions and explain the activity. Allow the pupils some time to complete the activity. Check their answers.

Pupils complete the activity.

Teacher can assess pupils with these cards:

Ex 1,2 p20 PB

End of the lesson

8 min

Play the Twenty Game.

Divide the pupils into groups and give each group a set of number cards (0-10).

Players in each group draw cards from their set and lay them down, one at a time. The players add up the numbers so the answer is 20 or under. If they exceed 20, they lose a point.

e.g. Group 1

Pupil 1: (draws and lays down number 2, then calls it out) Two! Group 1

Pupil 2: (draws number 8) Eight! Two plus eight is ten! Group 1

Pupil 3: (draws number 10) Ten! Ten plus ten is twenty!

Each team gets point for the correct answers

P oster Success

Module2: My school

Lesson 11

School:

Date:

Teacher name:

Grade: 3

Number present:

absent:

Lesson theme

I can identify school things.

Use of English: plurals

Learning objectives

3.4.1.1 spell accurately a few high-frequency words;

3.4.2.1. follow word order rules in short statements;

3.4.2.2 use words and short simple phrases to complete a written text at a sentence level;

Lesson objectives

Learners will be able to:

• use demonstrative pronouns this, these, that and those to indicate things in closed questions with support;

• identify some familiar words and signs on illustrations/pictures in common everyday situations;

• identify some familiar words and signs on illustrations/pictures in common everyday situations;

• spell accurately a few high-frequency words; to use singular and plural nouns.

Plan

Stages / Time

Teachers actions

Students’ actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

7 min

Organization moment:

Revise the language of the previous lesson.

Play the Fizz and Buzz game. At the beginning of the game, decide which numbers represent “fizz” and which represent “buzz”

(e.g. 2 is “fizz”, 3 is “buzz”, 6 is “fizz” 11 is “buzz” etc) and write them on the board. Individual pupils start to say the numbers 1-20 in sequence. When they come to a number assigned to “fizz” or “buzz”, they say these words instead of the number in the sequence (e.g. One, “fizz”, “buzz”, four, etc). Pupils who forget to say “fizz” or “buzz”, or who say the wrong number, are out. The last pupil standing is the winner.

Individual pupils start to say the numbers 1-20 in sequence.

The teacher

assesses learners for their ability.

“Good job!

Well done!”

Emoticons

Formative Assessment

Class Audio;

Track 12

number cards 0-10,

one set per group, for Ending the Lesson (Extension Activity).

Middle of the lesson

Presentation part.

30 min

Write the plurals. To present and practise plurals.

Books closed.

Hold up a pen, say and write: pen. Then hold up two pens, say and write pens and underline -s. The pupils repeat after you. Explain/ Elicit that we form the plural form of some nouns by adding an -s at the end of the noun. Books open. Explain the activity. Allow the pupils some time to write the plurals. Check their answers.

The pupils repeat after teacher

Pupils write the plurals.

Pupils are evaluated by collecting color pencils

To present and practise ‘this/that is, these/those are

Books closed.

Say and write on the board: This is a pen. Underline the word in bold and elicit its meaning Say and write: That is a pencil. Underline the world in bold and elicit its meaning (i.e. for persons or things that are far from us). Next, write the sentences in the plural. These are pens. Those are pencils. Elicit that these and those are the plural forms of this and that, and are used in the same way as the singular forms. Books open. Read the instructions and explain the activity. Allow the pupils some time to look at the pictures, read the sentences and circle the correct

Play the Stand and point! game.

To practise ‘this/that – these/those’ through a game. Divide the pupils into two teams, A and B. A pupil from Team A stands near or far from various items.

A pupil from Team B has to form a sentence using the right demonstrative pronoun. Each correct answer gets a point. Alternatively, the pupils can play the game in pairs. e.g. Team

A Pupil 1: (standing near two pencils and pointing to them) Team B Pupil 1: These are pencils. Teacher: Correct! One point for Team B. Team B, it’s your turn now. etc

Pupils look at the pictures, read the sentences and circle the correct words

Pupils play the game

Teacher can assess pupils with these cards: