lesson plans; Module 5. My free time; grade3

Module 5. My free time

Module 5 Lesson 1

Teacher’s name:

Date:

Grade: 3

Number of people present

Number of people absent

The Theme of the lesson

Free time

Objectives according to the Curriculum

3.1.4.2understand simple descriptions of people, actions, and objects with visual support.

3.1.2.1 recognize familiar words with visual support;

Objectives of the lesson

All learners will be able to:

name and talk about days of the week

Most learners will be able to:

say a chant

Some learners will be able to:

remember the days of the week by heart

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)

· Ask students which days of

the week they know in English.

Point out that all the days end

with day and explain what it

means. Elicit what day it is

today, e.g. It’s Monday

Students respond to greeting and take their places.

Students answer the questions and check their answers.

Students respond to greeting

The middle of the lesson – 35 min

Introduction (5 min)

· Hold up each flashcard in turn.

Say the word for the class to

repeat. Do this three or four times.

· Hold up each flashcard for

students to say the word without your help.

· Write Days of the week on the board. Call students to the front to help you stick the flashcards in order (Monday to Sunday).

Class work (10 min)

Ex 1 · Students look at the picture in

their Student’s Books. Elicit the names of the Super Friends. Check that students realize they are looking at a plan for the week on a noticeboard. Use the small

pictures to teach trip to the lake and football match.

· Ask questions about the plan, e.g. What have they got on (Monday)? (They’ve got school / a football match / a trip to the lake.)

· Play the recording. Students point to the days when they hear them.

Pair work (10 min)

• Ex 2. Say the days of the week.

Ask students to complete the task individually. Ask What day is next?

Check with the class. Correct mistakes.

Class work (5 min)

• Ex3 Ask students to pay attention on spelling. Practice in saying.

Check students’ answers. Correct mistakes.

Checking (5 min)

• Ex4 •Students take turns and ask questions about days of the week.

•Elicit answers. Correct mistakes..

Students work in pairs and respond to the task.

Students work in pairs and point to the pictures

Work in pairs and say the days of the week after each other.

Students work in pairs and follow the instructions. They say the missing letters.

Students ask and answer with each other.

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

Students work in pairs and repeat the days of the week.

Students practice the prompts by repeating after teacher

Students work in pairs and follow the instructions. They say the missing letters.

Students may write the questions they want to ask.

Self-check

Students evaluate each other.

Teacher evaluates students

Flashcards

Student’s book

Students’ book

The end of the lesson – 5 min

· Put the flashcards around the

room. Students stand under

their favourite day, according

to WB Activity 2.

· Draw a bar chart on the board

to show how many students

chose each day.

The students analyse each others’ answers and say which day is the most popular around the class

The teacher provides feedback to students on class activities.

The teacher gives points for the lesson from 1-10

To learn new vocabular and days of the week.

Module 5 Lesson 2

Teacher’s name:

Date:

Grade: 3

Number of people present

Number of people absent

The Theme of the lesson

I can do this

Objectives according to the Curriculum

3.2.3.1respond to basic questions with single words or short responses

3.1.4.2understand simple descriptions of people, actions, and objects with visual support

Objectives of the lesson

All learners will be able to:

to talk about ability using can/can’t

Most learners will be able to:

to practice can/can’t for ability

Some learners will be able to:

make sentences without any help using can/can’t

Evaluation criteria

Demonstrate the days of the week and abilities.

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)

· Review parts of the body with the flashcards.

· Play ‘Simon says’, e.g. Simon says ‘Wave your hand.’ Simon says ‘Stand on one leg.’ Touch your head.

Students respond to greeting and take their places.

Students play the game and revise body parts.

Students respond to greeting

The middle of the lesson – 35 min

Introduction (5 min)

Bend down and pretend to try to touch your toes (without reaching them). Say I can’t touch my toes.

· Touch your head. Say I can touch my head. · Prompt students to do the actions (some will be able to touch their toes). Elicit I can … or I can’t …

· Check students say the weak form of can in the positive sentence.

Class work (10 min)

Ex 1 ·

· Play the recording. Students listen for the answer.

· Play the recording again. Check with the class.

· Say each sentence for students to repeat. Ask students to demonstrate the actions.

Pair work (10 min)

• Ex 2. · Ask students to read and guess. Check with the class.

Class work (5 min)

• Ex3 · Play the Penny the penguin

video. Check understanding of the grammar and Go on and have a try.

· Play the audio. Students follow in their Student’s Book. They join in and mime each activity.

· Students practice the sentences in pairs.

Checking (5 min)

• Ex4 •· Elicit the names of the animals in the pictures. Pre-teach walk.

· Read the speech bubbles and

check comprehension.

· Copy the table on the board and complete the row about penguins with students’ help.

Students work with the teacher

Students look at the picture and read the speech bubbles.

Students demonstrate the actions.

Students read and think about the picture and guess the name of the character.

They compare in pairs.

Students watch and listen, then watch and read.

· In pairs, students make sentences and complete the table.

Stronger students: Students write the sentences in their notebooks

after the class check.

Students work with the teacher. They may ask questions if needed

Students look at the picture and read the speech bubbles.

Students demonstrate the actions.

Weaker students work with stronger students

Students watch and listen, then watch and read.

Students complete the sentences and table.

Self-check

Class check each other

Teacher evaluates students

1 point for each correct answer.

Student’s book

Students’ book

The end of the lesson – 5 min

· In small groups, students tell each

other which actions they can and

can’t do.

· Take them to a large space so

they can demonstrate.

· In small groups, students tell each

other which actions they can and

can’t do.

The teacher provides feedback to students on class activities.

The teacher gives points for the lesson from 1-10

To learn new grammar can can’t

Module 5 Lesson 3

Teacher’s name:

Date:

Grade: 3

Number of people present

Number of people absent

The Theme of the lesson

What I do this week

Objectives according to the Curriculum

3.1.4.2understand simple descriptions of people, actions, and objects with visual support.

Objectives of the lesson

All learners will be able to:

to sing a song

Most learners will be able to:

to practice present simple

Some learners will be able to:

make sentences without any help

Evaluation criteria

Demonstrate the days of the week and abilities.

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

Resources

The beginning of the lesson/

5 min

1.Organisational moment – 1 min

The teacher greets students;

2.Launching a new topic (4 min)

· Mime one of the activities from the previous lesson, e.g. play the piano. Students say the phrase. Write it on the board. Repeat for the rest of the activities.

· Students play a mime game

in pairs, using the activities

listed on the board and

guessing the activities mimed.

Students respond to greeting and take their places.

Students play the mime game and guess the phrases

Students respond to greeting