Four Walls тақырыбына ашық сабақ жоспары, 3-сынып

Module 4 Lesson plan 1

LESSON: Module 4 Lesson 1

The Theme: Four walls (1)

Date:

Teacher's name: Dinbayeva B

CLASS:

Learning objective(s) that this lesson is contributing to

To talk about parts of a house; to talk about what we can find in each part of a house.

Lesson objectives

All learners will be able to:

3.UE11 use have got + noun to describe and ask about possessions (it was practiced in Unit 1 Animals) use how many are there? question form

3.R5understand the main points of simple sentences on familiar topics by using contextual clues

3.R4begin to use with support a simple picture dictionary

3.S3use a limited range of basic words, phrases and short sentences to describe objects, activities and classroom routines

3.L1understand a range of short basic supported classroom instructions

(when doing exercises)

Assessment criteria

Learners have met the learning objectives if they can: Talk about parts of a house; talk about what we can find in each part of a house.

Language focus

Structures: There is/are

Language in use: There’s a car in the garage. There are two lamps in the bathroom. They bought a lamp for the bedroom.

Target vocabulary

Part of a house: bathroom, bedroom, hall, living room, kitchen, garage, garden

Things in a house: lamp, mirror, bath, fridge, cooker, bookcase, sofa, armchair; car, tree

Extra materials

Completed Progress Report Cards.

Previous learning

Vocabulary from the Module 3

Plan

Planned timings

Planned activities (replace the notes below with your planned activities)

Smiles Resources

BEGINNING THE LESSON

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

Language Portfolios.

PRESENTATION AND PRACTICE

3.R53.R4

Look at the picture. Which rooms are on the ground floor? Which rooms are on the first floor? Which rooms are on the second floor?

Pupils’ books closed. Draw a simple sketch of a house on the board with two floors. The house should have a kitchen on the ground floor, a living room on the first floor and a bedroom on the second floor. Point to the kitchen and ask: Which room is this? Elicit: kitchen. Then say: There’s a kitchen on the ground floor.

Explain the meaning of ground floor. Follow the same procedure and present the first and second floor.

Pupils’ books open. Refer the pupils to the picture. Ask: Where’s the kitchen? Help the pupils answer: On the ground floor. Ask: What else is there on the ground

3.UE11 3.S3

floor?

Help the pupils answer: the garage. Repeat the activity for the other parts of the house. Then ask individual to say on which floor each room is.

Answer key: ground floor: kitchen, garage; first floor: hall, living room; second floor: bathroom, bedroom.

Look at the picture again and match.Say.

Go through and present the items 1-10. Explain the activity. Allow the pupils time to write the corresponding letter. Check their answers.

Answer key: 3 b 4 d 5 a 6 c 7 g 8 g 9 c10 c

3.S3

Read the examples. Remind the pupils that we use There’s before nouns in the singular form and There are before nouns in the plural form. The pupils then look at the picture and make sentences as in the example.

Check their answers.

Answer key:

3 There are two trees in the garden. 4 There’s a mirror in the hall.

There’s a bath in the bathroom.

There are two bookcases in the living room. 7 There’s a fridge in the kitchen.

8 There’s a cooker in the kitchen. 9 There’s a sofa in the living room.

10 There are two armchairs in the living room

What did the Omarovs buy for their new house

Interactive Whiteboard Software or Track 36 CD1

yesterday? Listen and tick (✓). Then say.

Explain the activity. Tell pupils that bought is the verb buy in the past simple. Play the CD twice, if necessary. The pupils listen and tick the correct boxes. Check their answers.

Answer key: phrases to be ticked: four chairs for the kitchen;

a table for the garden.

AUDIOSCRIPT

The Omarovs bought some things for their new house yesterday.

They bought a lamp for the bedroom. They bought four chairs for the kitchen. They bought a table for the garden, too!

ENDING THE LESSON

Ask a pupil to begin sketching one of the items in Ex. 2 on the board. The rest of the class tries to guess what it is and in which room it can be found. Whoever guesses correctly comes to the board and the game continues.

Suggested answer key:

Pupil 1: (Begins to draw a fridge.)

Pupil 2: It’s a fridge. There’s a fridge in the kitchen.

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.

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

Module 4 Lesson plan 2

LESSON: Module 4 Lesson 2

The Theme: Our Town(1)

Date:

Teacher's name: Dinbayeva B

CLASS:

Learning objective(s) that this lesson is contributing to

To talk about places and location; to practise giving directions.

Lesson objectives

All learners will be able to:

3.UE14 use basic prepositions of location and position: at, behind, between, in, in front of, near, next to, on, to to describe where people and things are use prepositions of time: on, in, at to talk about days and times

3.UE1 use singular nouns, plural nouns – including some common irregular plural forms in giving simple descriptions

3.UE11 use have got + noun to describe and ask about possessions use how many are there? question form (it was practiced in Unit 1 Animals)

3.UE9use common present simple forms [positive, negative, question] and contractions to talk about what you want and like and habits and facts

3.UE3use common adjectives in descriptions and to talk about simple feelings (it was practiced in Module 2, p. 23)

3.S1make basic statements related to personal information, people and objects on familiar topics and classroom routines

3.W7spell some familiar high-frequency words accurately during guided writing activities

Assessment criteria

Learners have met the learning objectives if they can: Talk about places and location; practise giving directions.

Language focus

Structures: Prepositions of place (opposite, next to, between, behind)

Language in use: You can get bread from the baker’s. Excuse me! Where’s the supermarket? It’s next to the butcher’s.

Target vocabulary

Places: butcher’s, greengrocer’s, bank, post ofice, hospital, baker’s, supermarket, sweet shop

Prepositions: opposite, next to, between, behind

ICT skills

Using audios

Extra materials

Picture flashcards (28-35).

Previous learning

'Parts of the house, things in the house' vocabulary

There is/are

Plan

Planned timings

Planned activities (replace the notes below with your planned activities)

Smiles Resources

BEGINNING THE LESSON

Write some of the words from the previous lesson with some letters missing, e.g. b _ _ kc _ s _ . Ask a pupil to come to the board and complete the word. Ask the rest of the class for verification. Repeat with some other words and pupils.

PRESENTATION AND PRACTICE

3.W7

Listen, point and repeat. Then match.

Pupils’ books closed. Put up the picture flashcards on the board. Point to them, one at a time, and name them. The pupils repeat, chorally and/or individually.

Repeat the procedure with the remaining flashcards. Then point to each flashcard in random order. Ask individual pupils to name them.

Pupils’ books open. Play the CD. The pupils listen, point to the pictures, and repeat the words. If you wish, play the CD again pausing after each word. The pupils repeat, chorally and/or individually.

The pupils read the words and match them to the pictures. Allow the pupils some time to complete the activity. Check their answers.

Answer key: 1 d 2 f 3 a 4 g 5 c 6 b 7 e8 h

Picture flashcards (28-35).

Interactive Whiteboard Software or Track 37 CD1

3.UE1 3.W7

Read and match.

Explain the activity. The pupils complete the sentences with the correct answers (a-d). Check the pupils’ answers.

Answer key: 2 c 3 d 4 a

3.UE14 3.S1

Let’s Play

Allow the pupils three minutes to read the sentences. Then elicit their answers.

Suggested answer key: 1 bank, butcher’s; 2 cheese, milk; 3 baker’s, post office; 4 sweet shop; 5 hospital

3.UE14 3.UE9

3.UE14 3.UE9 3.S1

Study Spot

Look, read and choose.

Pupils’ books closed. Put your pencil behind a book, show it to the class and ask: Where is the pencil?