lesson plans , grade 3 Module 3. People I love

Module 3. People I love

Module 3 Lesson 1

Teacher’s name:

Date:

Grade: 3

Number of people present:

Number of people absent:

The Theme of the lesson

My family

Objectives according to the Curriculum

3.1.2.1 recognise familiar words with visual support

3.2.2.1use isolated words and basic expressions to provide personal information

3.4.1.1 spell accurately a few high-frequency words

Objectives of the lesson

All learners will be able to:

name and talk about members of the family

say a chant

start to think about the Big Question What’s a family?

Most learners will be able to:

use and understand vocabulary

listen to and understand a chant about family

Some learners will be able to:

use isolated words and basic expressions to provide personal information

spell accurately a few high-frequency words

Evaluation criteria

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

Form questions and give constructive answers to feedback;

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)

· Show a picture of a family (see Materials)

· Say This is a family.

· Ask How many are they?

· Count with the class.

· Continue with the pictures of other families.

· Stick the pictures on the board.

Students respond to greeting and take their places.

Students follow instructions. Count family members.

Students respond to greeting

Students follow instructions. Count family members.

The middle of the lesson – 35 min

Introduction (5 min)

· Take out the family flashcards.

· Hold up the mum flashcard and say the word.

· Point to a mum in one of the pictures on the board and say: This is a mum.

· Continue with the rest of the flashcards and pictures on the board.

· Leave the family pictures on the board for the Ending the lesson activity

Class work (5 min)

• Ex1. Listen and point. Say the words. Practise members of the family.

· Point to the two characters and ask who they are.

· Point to Misty’s family and say This is Misty’s family. How many are they?

· Play the recording twice (2nd time - for students to repeat the words).

BIG QUESTION. Make students aware of what a family is.

· Read the Big Question. Ask students how many are in their family.

· Ask why they think a family is important.

Class work (5 min)

• Ex2. Listen and chant.

· Elicit from students what they see in the scene.

· Students count the members of the family with you and say who they think each of them is, e.g. mum.

· Play the recording twice (2nd time with pauses - everyone repeat new words)

· Teach the word crazy.

· Say the chant as a class and then in groups.

Ex.3. Personalise and practise the new language (5 min)

· Volunteer students talk about

their families using I’ve got …

· Other students tell you about

their families. They say the members of their family and how many there are in their families.

Grammar. Singular and Plural (7 min)

•Say brother – brothers, sister – sisters.

•Ask: What we add to make plurals? Elicit students’ answers.

•Explain the rule, make examples with the students.

Ex 1. Make Singular words Plural.

•Explain the task.

Key: dog – dogs, car – cars, train – trains, sock – socks, star – stars.

Pair work ( 8 min)

Ex 4. Draw and show your family tree. Ask and say: This is my …

· Show a photo of one of the members of your family and introduce him/her, e.g. This is my brother.

· Continue with the rest of your family.

· Hand out paper.

· They use This is my … to introduce their family members.

· Change pairs and continue with the activity.

· Students keep the drawing for the Ending the lesson activity.

Students repeat new words after the teacher.

Students look at the pictures in their Student’s Book.

Students listen and point to the corresponding member of the family.

Students respond teacher’s questions.

Students count the members of the family and respond the question who is who?

Students listen and follow the

chant in their Student’s Books.

Students speak about their family.

Students give information about themselves (My name is…)

Students make up their own examples in order to understand the rule.

Students complete the task and check with the teacher.

Students draw their family and colour it.

Students repeat new words after the teacher.

Students look at the pictures

Students point to the corresponding member of the family.

Students respond teacher’s questions.

Students count the members of the family with the teacher.

Students listen and follow the chant.

Students speak about their family

Students work in pairs with motivated students, and with their help make up their own examples.

Students work in pairs and complete the task and check with the teacher.

Students draw their family and colour it in pairs.

Self-check

6 points:

working in groups – 2 points;

finding correct questions – 2 points;

explaining the answer – 2 points

the family flashcards

Student’s book

Audio

Slides

Student’s book

Audio

Slides

SB

Slides

The end of the lesson – 5 min

Review members of the family

· Stick the flashcards in random order around the pictures of the families.

Describe the hometask and give examples.

Volunteer students come to the front and draw lines from the flashcards to the corresponding member of the family in any of the pictures.

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

Students find correspondences.

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

Flashcards

Module 3 Lesson 2

Teacher’s name:

Date:

Grade: 3

Number of people present

Number of people absent

The Theme of the lesson

I have got a family.

Objectives according to the Curriculum

3.1.2.1 recognise familiar words with visual support;

3.4.2.2use words and short simple phrases to complete a written text at a sentence level;

3.5.1.11 use has got/ have got; there is/are in a limited range of familiar topics.

Objectives of the lesson

All learners will be able to:

Name and talk about family;

sing a song with the class.

Most learners will be able to:

use and understand vocabulary on the current theme

make sentences using have got / has got

Some learners will be able to:

talk about their family with some support.

Evaluation criteria

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

Form questions and give constructive answers to feedback;

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)

•Hold a flashcard of family members and tell the class: I have got a sister, this is my sister.

•Elicit students’ answers.

Students respond to greeting and take their places.

Students translate the sentences and guess the topic of the lesson.

Students respond to greeting

Students translate the sentences and guess the topic of the lesson.

flashcard of family members

The middle of the lesson – 35 min

Class work (10 min)

• Ex1. Watch, listen and say. Has got/ have got; there is/are.

• Ask students to pay attention on grammar focus.

• Explain the rule have got / has got, make examples with students.

• Ask students to Look at the picture and complete the task individually.

Students then may work in pairs to compare the answers.

Checking (5 min)

Check with the class. Correct mistakes.

Key: 1 have got, 2 haven’t got, 3 haven’t got, 4 have got, 5 have got, 6 have got.

Class work (10 min)

Ex.3. Tell about your family. Practice speaking skills.

• Ask students to tell about their families using the new grammar. Listen to the students, correct mistakes.

Class work (10 min)

Ex.4. listen and sing.

• Elicit grandma, grandpa, guitar, rocking chair.

• Use the picture to support/ check meaning whenever possible.

• Play the recording. Check understanding of new vocabulary.

• Use the karaoke version for students to sing in 4 groups.

Ex.5. draw a picture of someone in your family and write about them. Practice writing from a model.

• Check students understand what is required.

• Go around the class to elicit who each student is going to draw and what the person is like. Supply vocabulary as needed. Give feedback as appropriate.