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Planned
activities (replace the notes below with your planned
activities)
Smiles Resources
BEGINNING THE
LESSON
Ask a pair of pupils to come to the front of the
classroom and act out the dialogue from the previous lesson (Ex.
13). Repeat the activity with other
pupils.
PRESENTATION AND PRACTICE
3.UE9
3.UE9
Listen, point andrepeat.
Pupils’ books closed. Ask: What day is it today?
Then say and write: (Wednesday). The pupils repeat, chorally and/or
individually. Ask: What day is it tomorrow? Write: (Thursday). The
pupils repeat, chorally and/or individually. Follow the same
procedure and present the rest of the
days.
Extension
activity (Optional)
Put up the Days of the Week poster on the board.
Ask a pupil to come to the board. Ask him/her to point to his/her
favourite day and say what he/she usually does on that
day.
e.g. Pupil: My favourite day is Sunday. I go to
the cinema. Pupils’ books open. Play the CD. The pupils listen,
point to the words and repeat. If you wish, play the CD
again,
The Days of the Week -
poster
Interactive
Whiteboard Software or
3.UE9
pausing after each word. The pupils repeat,
chorally and/or individually.
Track 31
CD1
3.UE9
3.S2
3.S6
Talk with yourfriend.
Refer the pupils to the poster. Read the speech
bubbles and explain the activity. In pairs, the pupils ask and
answer questions, as in the example. Ask a few pairs to report back
to the class.
Suggested answer
key:
Pupil 1: I play football. What day is it? Pupil
2: Monday. Pupil 1: I play the violin. What day is it? Pupil 2:
Tuesday. Pupil 1: I skateboard. What day is it? Pupil 2: Wednesday.
Pupil 1: I do karate. What day is it? Pupil 2:
Thursday.
Pupil 1: I go fishing. What day is it? Pupil 2:
Saturday. Pupil 1: I go sailing. What day is it? Pupil 2:
Sunday.
3.UE9
3.S2
3.S6
Study Spot
Read andanswer.
Pupils’ books closed. Say and write on the board:
We play football on
Sunday. The pupils repeat chorally and/or individually. Present the
plural forms of the present simple in the affirmative,
interrogative and negative. Point out that we need do to form
questions in the plural form. Write on the
board:
Do cats
eat
fish? Yes, they do.
No, they don’t.
Underline the words in bold. Explain how the
short forms are formed.
Pupils’ books
open. Go through the Study spot section briefly. Allow the pupils
some time to complete the activity. Check their
answers.
Answer
Key:
2 No, they don’t. They listen to music on
Saturday. 3 No, they don’t. They watch TV on
Friday.
3.UE9
3.S2
3.S6
Read andcorrect.
Explain the activity and read the example. Allow
the pupils some time to complete the activity. Check their
answers.
Answer key:
2 do 3
get 4 drinks 5 don’t 6 play 7 Do 8 doesn’t
9 get 10
watches
Let’sPlay
Explain the game. Divide the class into two
teams, X and O. If you have a large class, you may
prefer doing it in smaller groups or in pairs. The teams take turns
choosing a word and making a sentence. If the sentence is correct,
they get to mark the box accordingly, with an X and O. The winner
is the team that has three marks horizontally, vertically or
diagonally.
Suggested
answer key:
My favourite day
is Monday. When do you have dinner? etc.
ENDING THE LESSON
3.UE9 3.S6
Tell the pupils that they have to guess what you
do on any given day. Brainstorm for ideas and write them on the
board, e.g. go to the park, play football, etc. Divide the class
into two teams, A and B. Each team takes turns choosing a day and
guessing what you do on that day (they have only three guesses).
Each correct guess wins a point. The team with
the
most points
wins.
e.g. Teacher: Which day do you want? Team A Pupil
1: Friday.
Teacher: What do I do on Fridays? Team A Pupil 2:
Do you play football?
Teacher: Yes, I
do. etc
ACTIVITY
BOOK (Optional)
If you wish, you
can assign some or all of the corresponding exercises from the
Activity Book for homework. If this is the case, make sure you
explain them first in class.
Additional
information
Differentiation
– how do you plan to give more support? How do you plan to
challenge the more able learners?
Assessment –
how are you planning to check learners’
learning?
Cross-curricular links Health and safety check
ICT links
Values links
Reflection
Were the lesson
objectives/learning objectives realistic?
Did I stick to timings?
What changes did I
make from my plan and why?
Use the space
below to reflect on your lesson. Answer the most relevant questions
from the box on the left about your
lesson
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