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14 Қараша 2018
657
1 жыл бойы шексіз жүктеңіз
Short lesson plan. 3 class. Theme:Body party
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LESSON: Module 1 Lesson 2
The Theme: Body parts
Date:
Teacher's name:
CLASS:
Learning objective(s)
that this lesson is contributing to
To talk about parts of the body; to practise describing appearance.
Lesson objectives
All learners will be able to:
3.S1 make basic statements related to personal information, people and objects on familiar topics and classroom routines
3.L5 identify missing phonemes in incomplete words
3.UE9 use common present simple forms [positive, negative, question] and contractions to talk about what you want and like and habits and facts
Assessment criteria
Learners have met the learning objectives if they can talk about parts of the body;
describe appearance.
Language focus
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Structures: the verb ‘have got’ (affirmative), adjectives
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Language in use: We have got green eyes. It’s got one mouth.
Target vocabulary
Parts of the body: hair, legs, nose, head, hands, ears, mouth, eyes
ICT skills
Using audios
Extra materials
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Flashcards (1-8);
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Pictures of mammals, reptiles and birds for the Beginning the Lesson activity.
Previous learning
‘Animal’ vocabulary
Plan
Planned timings
Planned activities (replace the notes below with your
planned activities)
Smiles Resources
BEGINNING THE LESSON
3.S1
(An activity to revise the vocabulary of the previous lesson.)
Show the pupils the pictures of the animals you have brought to class and ask them to say if the animal in the picture is a mammal, reptile or bird.
Pictures of mammals, reptiles and birds
PRESENTATION AND PRACTICE
Listen, point and repeat. Then number.
Pupils’ books closed. Put up the flashcards, one at a time, and say the corresponding words. The pupils repeat, chorally and/or individually. Point to each flashcard in random order. Ask individual pupils to name the part of the body. Ask the rest of the class for verification.
Extension (Optional)
Name a part of the body. Ask the pupils to point to the corresponding part on their body. Repeat as many times as you think is necessary.
Pupils’ books open. Play the CD. The pupils listen, point to the pictures and repeat the words. Play the CD again pausing after each word. The pupils repeat, chorally and/or individually. Then they write the corresponding number next to each word. Check their answers.
Answer key legs 8 head 1 ears 4 eyes 3 nose 5 hands 7
mouth 6
Flashcards (1-8)
Interactive Whiteboard Software or Track 02 CD1
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3.L5 |
Rearrange the letters and write the words. Refer the pupils to the jumbled letters and the parts of the body. The pupils rearrange the letters and write the words. Allow the pupils some time to complete the activity. Check their answers. Answer key 2 mouth 3 eyes 4 ears 5 nose 6 legs |
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3.UE9 |
Complete. Use have got or has got. Say, and then write on the board: I have got a pencil. The pupils repeat, chorally and/or individually. Underline the words in bold and explain the meaning. Say, then write: I’ve got a pencil. Underline the short form and explain how it is formed. Follow the same procedure and present the rest of the persons in the affirmative form. Then say and write on the board: a big car – big cars. Underline the words in bold and explain that adjectives do not have a plural form even when they describe plural nouns. 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 has got 3 have got 4 have got 5 has got 6 have got |
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3.UE9 |
Count and write. Then say. Point to the monster and ask the pupils to count how many eyes, noses, ears, hands and legs it has. Then ask them to write the numbers, as in the example. Check their answers. Answer key b 4 c 3 d 3 e 4 f 5 Then the pupils report back to the class forming complete sentences with the verb ‘have got’. Answer key It’s got four eyes. It’s got four hands. It’s got three noses. It’s got five legs. It’s got three ears. |
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Listen and number. Point to the children and ask the pupils to describe them. Play the CD twice, if necessary. The pupils listen and write the number. Check their answers. Answer key order of pictures: 2, 1, 3, 4 AUDIOSCRIPT One - He’s got red hair and green eyes. Two - She’s got red hair and green eyes. Three - He’s got black hair and green eyes. Four - She’s got black hair and blue eyes. |
Interactive Whiteboard Software or Track 03 CD1 |
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ENDING THE LESSON
3.S1 3.UE9
(An activity to consolidate the language of the lesson.)
Ask the pupils to describe their best friend.
e.g. Pupil 1: My best friend is Ulan. He’s got black hair and green eyes. etc
ACTIVITY BOOK (Optional)
If you wish, you can assign some or all of the corresponding activities 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
Assessment – how are you
Cross-curricular links
give more support? How do you plan to
planning to check learners’
Health and safety check
challenge the more able learners?
learning?
ICT links
Values links
Reflection
Were the lesson objectives/learning objectives realistic?
Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson
Did I stick to timings?
What changes did I make from my plan and why?
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