lesson plans, grade 3 Module 1. Hello, English!

Module 1. Hello, English!

Module 1 Lesson 1

Teacher’s name:

Date:

Grade: 3

Number of people present

Number of people absent

The Theme of the lesson

Greetings and names

Objectives according to the Curriculum

3.1.2.1 recognise familiar words with visual support;

3.1.4.1 understand basic personal questions.

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

3.2.2.1 use isolated words and basic expressions to provide personal information

Objectives of the lesson

All learners will be able to:

Name and talk about characters

Most learners will be able to:

use and understand vocabulary on greetings and introductions

listen to and understand a chant about greetings

Some learners will be able to:

talk about themselves with some support;

understand vocabulary on greetings

Evaluation criteria

Demonstrate respect to people’s answers using lexical units of topic vocabulary;

Form questions and give constructive answers to feedback;

Be involved in the lesson actively.

Level of thinking skills

During the lesson:

The stage of the lesson/timing

Actions of the teacher:

Actions of the pupils:

Student actions with special educational needs

Assessment

Resourses

The beginning of the lesson/

5 min

1.Organisational moment – 1 min

The teacher greets students;

2.Launching a new topic (4 min)

· Wave to the class and say Hello. Encourage students to wave back and say Hello. Repeat, but this time say Hi.

· Greet a student with Hello, (name). Prompt the rest of the class to wave at him/her and

say Hello, (name). Repeat with different students, alternating between Hello and Hi.

· Students practise saying Hello to one another in pairs.

· Do a mingling activity. Ask students to stand up and walk around. Play some music. When you pause the music, students stop walking and say Hello! To their nearest classmate.

Students respond to greeting and take their places.

Students close their books and in groups brainstorm the word “hello and hi”.

Students respond to greeting

The middle of the lesson – 35 min

Introduction (5 min)

Students look at the picture in their Student’s Books. Point to the name labels. Ask the students why they start with capital letters. Elicit that they are names.

Class work (10 min)

• Ex1 · Play the recording. Students point to the character names when they hear them.

· Play the second part of the recording. Students repeat the names.

· Point to the character names/ pictures in turn or show the character flashcards. Students

say the names.

· Students practise pointing and naming in pairs.

Pair work (10 min)

• Ex 2. Ask students to work in pairs. They ask and answer the questions to each other.

Class work (5 min)

• Ex3 Play the recording. Students listen and say the greetings.

Checking (5 min)

• Ex4 Listening. Students check the words by listening and practicing the words.

Students work in pairs and respond to the task.

Students work in pairs and point to the pictures

Students fill in the gaps and make a dialogue

Students give information about themselves (My name is…)

Students say the greetings. They then may say greetings by heart.

Students work in pairs and follow the instructions.

Students work in pairs with motivated students, and with their help answer the questions.

Students work in pairs and repeat the names.

Students practice the prompts by repeating after teacher

Students repeat the words after teacher.

Students listen to the audio and do the exercise.

Self-check

6 points:

working in groups – 2 points;

finding correct questions – 2 points;

explaining the answer – 2 points

Students evaluate each other.

Audio, slide.

Student’s book

Audio

The end of the lesson – 5 min

Reflexion “Reflexion Target”

Describe the hometask and give examples.

The students analyse their activities in the lesson by filling in the corresponding circle.

Students get the hometask and give examples according to the tasks. They are able to ask questions if needed.

The students analyse their activities in the lesson by filling in the corresponding circle.

Students get the hometask and give examples according to the tasks. They are able to ask questions if needed.

The teacher provides feedback to students on class activities.

The teacher gives points for the lesson from 1-10

To learn new vocabulary.

Module 1 Lesson 2

Teacher’s name:

Date:

Grade: 3

Number of people present

Number of people absent

The Theme of the lesson

We are friends!

Objectives according to the Curriculum

3.5.1.2 use the verb to be for presenting personal information and describe people and things on a limited range of familiar topics;

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

3.3.1.1 recognise sounds and name the letters of the alphabet;

3.3.1.2 identify and read separate sounds (phonemes) within words, which may be represented by more than one letter.

Objectives of the lesson

All learners will be able to:

sing a song

practise saying the letters of the alphabet

present personal pronouns

present and practice verb “to be” (am, is, are)

Most learners will be able to:

Solves simple puzzles (e.g. word puzzles)

Identify and read separate sounds (phonemes) within words, which may be represented by more than one letter

Listen to and understand a chant about the alphabet

Some learners will be able to:

make sentences using personal pronouns and verb “to be” (am, is. are);

use the verb to be for presenting personal information and describe people and things on a limited range of familiar topics

Evaluation criteria

Demonstrate respect to people’s answers;

Form questions and give constructive answers to feedback;

Participate actively in the lesson

Level of thinking skills

Critical thinking: Solves simple puzzles (e.g. word puzzles)

Cognitive control functions (WB): Working memory

During the lesson:

The stage of the lesson/timing

Actions of the teacher:

Actions of the pupils:

Student actions with special educational needs

Assessment

Resourses

The beginning of the lesson/

5 min

1.Organisational moment – 1 min

The teacher greets students;

2.Introduction (4 min)

· Call to the front four students

whose names start with

the first four letters of the

alphabet. If this sequence is

not possible, any four-letter

sequence in the alphabet will

do, e.g. D, E, F, G.

· Stand the students in

alphabetical order according

to the first letters of their

names. Say their names,

repeating the first letter, e.g.

Anna, A; Ben, B.

· Tell students the lesson is

about the alphabet

Students respond to greeting and take their places.

Students stand in

alphabetical order according

to the first letters of their

names.

Students respond to greeting

The middle of the lesson – 35 min

Launching a new topic. Listen and read. (10 min)

· Teacher has to present personal pronouns. The teacher enunciates clearly the pronoun. Ask the students to repeat them.

· Teacher explains grammar: singular (I, you, he, she, it) and plural (we, you, they) personal pronouns.

Class work (10 min)

• Ex1. Listen and sing. ·Teach the letter names in English, using the alphabet cards or writing letters on the board.

· Point to each letter in turn, saying the name for students to repeat.

Repeat two or three times,

focusing on vowels and unusual letters such as J, K, Q and Y.

· Play the audio. Students

follow the song in their Student’s Books.

For song lyrics see SB p.8

· Play the audio again, in sections. Students repeat.

· Play the song video, pausing for students to repeat.

· Use the karaoke version of the audio or video for students to sing in groups.

Play the alphabet game. (5 min)

· Stick the alphabet cards (capital letters) on the board or write the alphabet from start to finish.

Point to letters and say, e.g. B

is after A. C is after B. D is after C.

Ask What’s after D? Ask similar questions about different letters. Present before and What’s before …? in the same way.

Work in pairs (7 min)

· Students work in pairs. They ask and answer about the letters, using the alphabet in their Student’s Books.

· Monitor to check pronunciation. Also ask What’s after/before …?

· Ask volunteers to come to the

board and write the lower

case letters next to / below the

capitals.

Students look at the picture in their Student’s book. Students repeat after a teacher and practice personal pronouns

Students read and remember grammar.

Students pronounce the letters.

Students follow the song in their Student’s Books and then sing it together/ in groups.

Students answer the teacher’s questions.

Students ask each other about the letters in their SB, then answer questions.

Volunteer writes the lower

case letters on the board.

Students copy out the alphabet (capitals and lower case) in their notebooks.

Students look at the picture in their Student’s book and repeat after a teacher personal pronouns

Students read and remember grammar

Students pronounce the letters

Students listen to the audio and repeat.

Students answer the teacher’s questions.

Students work in pairs with motivated students, and with their help answer the questions.