Module 7. Buildings (lesson plans); Grade3

Module 7. Buildings

Module 7 Lesson 1

Teacher’s name:

Date:

Grade: 3

Number of people present

Number of people absent

The Theme of the lesson

My house, rooms and objects

Objectives according to the Curriculum

3.1.2.1 recognise familiar words with visual support;

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

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 a home

Some learners will be able to:

to name and talk about parts of a home without support

Evaluation criteria

Demonstrate the new vocabulary (parts of a home)

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)

· Draw a simple house on the board. Elicit or teach house.

· Elicit rooms that students know and write them next to your picture.

· Review old, new, big, small, ugly, beautiful by asking about your picture (Is the house old

or new? Is it big or small? etc.)

Students respond to greeting and take their places.

Students activate vocabulary.

Students respond to greeting

Students may write the words in their dictionaries

The middle of the lesson – 35 min

Introduction (5 min)

· Hold up each flashcard in turn. Say the word for students to repeat in chorus.

· Do this three or four times.

· Hold up each flashcard for

students to say the word in

chorus.

· Stick the flashcards around your drawing of the house on the board to make a word map.

Pair work (10 min)

Ex 1 · · Students look at the picture in their Student’s Books. Elicit who’s in the picture and what they’re looking at (a picture of a house). Ask Is the house old or new? Ask how Flash and Thunder feel (scared).

· Play the recording. Students point to the parts of the house.

Stronger students: Ask what the Super Friends are going to do (go and see the house).

· Play the recording again.

Students repeat the words.

· Students practise pointing and naming the parts of the house in pairs.

Pair work (10 min)

• · Read the Big Question and explain different.

· In pairs, students think about as many different types of home as they can. Accept any reasonable suggestions, e.g. house boats, tree houses, tents.

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

Class work (5 min)

• Ex2 · Students look at the chant. · Play the recording. Students listen and follow the chant in their Student’s Books. Check comprehension of scary house.

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

· Students help you invent actions for Let’s go, scary and for each of the rooms in the chant (e.g. sleeping for bedroom, showering for bathroom, looking under a trapdoor for cellar). Students do the chant again, including the actions.

Checking (5 min)

Ex3

Students work with the picture and answer the questions.

Check with the class. Correct mistakes.

Students read the flashcards and work with vocabulary

· Students look at the picture in their Student’s Books

Stronger students: Ask what the Super Friends are going to do (go and see the house).

· Play the recording again.

Students repeat the words.

· Students practise pointing and naming the parts of the house in pairs.

Students think about the different types of home. They can stand up and move around.

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

Students answer the questions

Students may write the words if needed

· Students work in pairs with stronger students

Students think about the different types of home. 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

actions

Students answer the questions

Self-check

Teacher evaluates students

1 point for 1 correct answer

Flashcards

Student’s book, audio

Students’ book, audio

The end of the lesson – 5 min

· Hold a flashcard so that students cannot see it.

· Students try to guess, e.g. Is it the cellar?

· The first student who guesses

correctly chooses a flashcard for the class to guess.

Students answer and guess

The teacher provides feedback to students on class activities.

The teacher gives points for the lesson from 1-10

To learn new vocabulary

Module 7 Lesson 2

Teacher’s name:

Date:

Grade: 3

Number of people present

Number of people absent

The Theme of the lesson

In my house!

Objectives according to the Curriculum

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

3.1.2.1 recognise familiar words with visual support;

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 there is / there are

Evaluation criteria

To talk about things in different parts if home.

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)

Students respond to greeting and take their places.

Students listen and point to the pictures

Students respond to greeting

Flashcards

The middle of the lesson – 35 min

Introduction (5 min)

Ex 1.•Students work with the picture.

•Ask students to repeat the names of the rooms.

Class work (10 min)

Ex 2

Pair work (10 min)

• Ex 3. •Students close their eyes and complete the task

•Say different sentences about the class and ask students to answer yes or no.

Class work (10 min)

• Ex 1

· Elicit what students can see in the pictures (a house in a tree, a car, an old house, a small house). Use the last two pictures to teach tent, flat

(= apartment) and view. Review beautiful.

· Play the audio (82). Students

follow the song in their Student’s Books.

· Read the second part of the instructions. Play the audio again for students to read and match each phrase which has a dot after it to one of the pictures (a–f).

· Students compare answers in pairs before the class check.

Students read the sentences and mark the answers (yes/no)

Students repeat the phrases and practice grammar

Students complete the task and check with the teacher.

•listen and complete the task.

Students check the task with teacher and correct mistakes

Students read the sentences and mark the answers (yes/no)

Students repeat the phrases and practice grammar

Students complete the task and check with the teacher.

•listen and complete the task.

Students check the task with teacher and correct mistakes

Students may use dictionaries

Pair check

Self-check

Class check each other

SB

The end of the lesson – 5 min

· In their notebooks, students write My favourite home in the song is … and choose their favourite. They draw their own version of the home, with themselves inside it.

The teacher provides feedback to students on class activities.

The teacher gives points for the lesson from 1-10

To learn new grammar there is there are

Module 7 Lesson 3

Teacher’s name:

Date:

Grade: 3

Number of people present

Number of people absent

The Theme of the lesson

Is there / Are there?

Objectives according to the Curriculum

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

3.2.3.1 respond to basic questions with single words or short responses

Objectives of the lesson

All learners will be able to:

to use previous vocabulary

Most learners will be able to:

to talk about things in a town with some support

Some learners will be able to:

to talk about things in a town without support

Evaluation criteria

Make sentences using appropriate vocabulary and grammar

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)

· Play a chain game. Say In my house there are two bedrooms.

A student says In my house there are two bedrooms and there’s a … and adds another

item, e.g. cellar. The next student repeats the list and adds another item, and so on.

Students respond to greeting and take their places.

Students play a game and revise vocabulary

Students respond to greeting