lesson plans; Module 6. Health; grade 3

Module 6. Health

Module 6 Lesson 1

Teacher’s name:

Date:

Grade: 3

Number of people present

Number of people absent

The Theme of the lesson

Body parts

Objectives according to the Curriculum

3.1.2.1 recognize familiar words with visual support

3.3.3.1 understand short, simple instructions used in familiar everyday contexts

Objectives of the lesson

All learners will be able to:

to say a chant

Most learners will be able to:

to name and talk about parts of the body with some support

Some learners will be able to:

to name and talk about parts of the body without support

Evaluation criteria

Demonstrate the new vocabulary (body parts)

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)

· Use the flashcard of head to teach robot, or mime being a robot.

· Tell the class that this unit is about a robot.

Students respond to greeting and take their places.

Students activate vocabulary.

Students respond to greeting

The middle of the lesson – 35 min

Introduction (5 min)

· Hold up each flashcard in turn and point to the part of your body. Say the word for the class to repeat.

Do this three or four times.

· Hold up each flashcard for students to say the word and point to the part of their body

without your help.

· Stick the flashcards on the board to make a word map, with the title My body at the centre.

Pair work (10 min)

Ex 1 · · Students look at the picture in

their Student’s Books. Elicit the names of the Super Friends and where they are (in the garden). Ask students what they think Thunder is carrying. Pre-teach (robot) kit.

· Play the recording. Students point to the parts of the body when they hear them.

· Check comprehension of Let’s make a robot.

· Play the recording again. Students repeat the words.

· Students point to parts of their body and name them in pairs.

Pair work (10 min)

• · Read the Big Question.

· Accept any reasonable suggestions.

· Ask students if they know any words for movements in English, e.g. run, jump, hop, wave.

Note: Some of the discussion will need to be in your students’ first language (L1).

Class work (5 min)

• Ex2 · Play the recording. Check comprehension of Here’s / Here are and O it goes!

· Play the recording again, pausing after each verse for students to repeat. Do the chant as a class and then in groups.

· Students do the chant again,

standing up and pointing to the

parts of the body when they chant them

Checking (5 min)

Ex3

•Ask students to read the words and match to the picture.

Students may work in pairs.

Check the answers. Correct mistakes.

Students read the flashcards and work with vocabulary

· Students point to parts of their body and name them in pairs.

Students think about the different ways we can move. They can stand up and move around.

Students listen and follow the chant in their Student’s Books

Students read the words and complete the task.

Students may write the words if needed

· Students point to parts of their body and name them in pairs.

Stud Students think about the different ways we can move. They can stand up and move around.

Students ask and answer with each other. · Students do the chant again,

standing up and pointing to the

parts of the body when they chant them

Students may work with dictionaries if needed

Self-check

Teacher evaluates students

1 point for 1 correct answer

Flashcards

Student’s book

Students’ book,, audio

The end of the lesson – 5 min

· · Students stand up. Say the parts of the body one after another.

Students repeat each word and touch the relevant body part.

· Repeat the activity, faster and with the words in a di erent order.

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 vocabulary

Module 6 Lesson 2

Teacher’s name:

Date:

Grade: 3

Number of people present

Number of people absent

The Theme of the lesson

Can you do it?

Objectives according to the Curriculum

3.4.5.1 apply basic rules of punctuation (use capital letters, full stops, and question marks).

3.2.3.2make basic requests related to immediate personal needs

Objectives of the lesson

All learners will be able to:

to present and practice new grammar

Most learners will be able to:

to present and practice new language

Some learners will be able to:

to practice the present simple

Evaluation criteria

to make sentences about sport games they can can’t do

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 flashcards with sport games

•Ask What can you see? Ask students to listen and repeat the words.

Students respond to greeting and take their places.

Students listen and repeat the words

Students respond to greeting

Flashcards

The middle of the lesson – 35 min

Introduction (5 min)

· Students look at the first picture. A student reads out the example.

· In pairs, students say what is in the other pictures.

· Students look at the table. Explain that they tick the square if the person pictured on the left can do the activity, or put a cross if he/ she can’t.

· Play the recording. Students listen and tick or cross.

· Students compare answers. Play the recording again. · Check with the class. Elicit full

sentences, e.g. Sophie can’t play tennis. She can play the piano.

Class work (10 min)

Ex 2

· Play the Penny the penguin

video. Students watch and listen, then watch and read. Check understanding of cook and draw.

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

For script see SB p65.

· Students practice the sentences in pairs.

Pair work (10 min)

• Ex 3. · · Practice the question and short answers Yes, I can and No, I can’t in open pairs. Then put students in pairs to practice.

· Student A thinks of a free time activity and asks, e.g. Can you play the piano?

· Student B mimes the activity and answers.

Class work (10 min)

• Ex3 · Ask students to write numbers 1 to 6 in their notebooks.

· Say six statements using can

or can’t, e.g. 1 Jill can’t swim.

Students write a tick next to the number if the sentence is positive and a cross if it is negative.

· Check with the class.

Students work with the teacher

Students read and complete the task.

Students look at the picture and read the speech bubbles.

Students demonstrate the actions.

•Students complete the task and check with the class.

Students watch and listen, then watch and read.

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

Students may work in pairs co complete the task

Students look at the picture and read the speech bubbles.

Students demonstrate the actions.

•Students complete the task and check with the class.

Pair check

Self-check

Class check each other

SB

The end of the lesson – 5 min

· Students sit in a circle, with

you at the center. They ask

you as many questions as

they can with Can you …?

· When they have finished

asking you questions, see if

they can remember all your

answers by making sentences,

e.g. You can cook. You can’t

play tennis.

· 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

Module 6 Lesson 3

Teacher’s name:

Date:

Grade: 3

Number of people present

Number of people absent

The Theme of the lesson

Loom what I can do

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:

to make sentences in present simple

Evaluation criteria

Responds to songs, rhymes and poems in a variety of ways.

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