Sources of light (1)

LESSON: Module 2 Lesson 3

The Theme: Sources of light (1)

Date:

Teacher's name:

CLASS:

Learning objective(s)

To listen to and read a story about the characters playing football; to practise

that this lesson is

talking about clothes; to learn how to distinguish between and pronounce the

contributing to

sounds \tʃ\ and \ʃ\.

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.UE3 use common adjectives in descriptions and to talk about simple

feelings

•

3.L6

understand some specific information in short, slow, carefully

articulated talk on routine and familiar topics

•

3.W7

spell some familiar high-frequency words accurately during guided

writing activities

•

3.R3

read and follow with considerable support simple, words, phrases and

sentences on familiar and general topics and familiar instructions for

classroom activities

Assessment criteria

Learners have met the learning objectives if they can: listen to and read a story

about the characters playing football; talk about clothes; learn how to distinguish

between and pronounce the sounds \tʃ\ and \ʃ\.

Language focus

Structures: Consolidation.

Language in use: Take off your caps and scarves! And your jumpers, too. Hey!

Those

dogs have got our clothes! I like that scarf! Which one?

Target vocabulary

Consolidation

ICT skills

Using audios

Previous learning

'Sources of light' & 'Clothes and Accessories ' vocabulary

Plan

Planned timings

Planned activities (replace the notes below with your

Smiles Resources

planned activities)

BEGINNING THE

Divide the class into two teams, A and B. Write a word

LESSON

from the previous lesson on the board. A pupil from

each team comes to the board and writes another word

using one of the letters. Each correct answer gets one

point. The team with the most points is the winner.

PRESENTATION

• Listen and read. Ex.10 p. 22

Interactive

AND PRACTICE

Go through the pictures of the story and set the scene by

Whiteboard

3.L6 3.R3

asking the pupils questions about what they can see in

Software or Track 14

the pictures.

CD1

e.g. Teacher: (pointing to picture 1) Where are Liam

and Jake?

Class: At the park.

Teacher: What do they want to play?

them.)

• Listen, point and repeat.

Refer the pupils to the picture of cherry and say: ch \tʃ\

– cherry. The pupils repeat, chorally and/or

individually. Check their pronunciation. Repeat the

procedure for chase. Point to the picture of dish and

say: sh \ ʃ \ – dish. The pupils repeat, chorally and/or

individually. Check their pronunciation. Repeat the

Interactive

procedure for fish. Explain to the pupils the difference

between the two sounds, \tʃ\ and \ ʃ \. Play the CD. The

Whiteboard

pupils listen, point and repeat. Then point to the

Software or Track 16

pictures at random and elicit the sounds and the words.

CD1

Extension activity (Optional)

Write the following words on the board: chicken, sheep,

shop, choose, short, child. Ask individual pupils to

come to the board, read out the words and write them

next to the correct sound.

Answer key: \tʃ\: chicken, choose, child \ʃ\: sheep,

shop, short

• Complete. Then listen and repeat.

Refer the pupils to the picture. Elicit cherry, ish, dish

and chase. Draw the pupils’ attention again to the \tʃ\

and \ʃ\ sounds. Allow the pupils some time to complete

the missing letters in their notebooks. Check their

answers.

Interactive

Answer key: The cherry is chasing the dish and the fish!

Play the CD for the pupils to listen and repeat. Ask the

Whiteboard

pupils to read out the sentence. Check their

Software or Track 17

pronunciation and intonation.

CD1

ENDING THE

Ask the pupils to work in pairs. One pupil names the

LESSON

clothes/accessories he/she wants to buy, e.g. blue jeans,

red gloves, etc and the other draws rough sketches of

the items. Then they swap roles.

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.

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

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