Save our animals 2

LESSON: Module 6 Lesson 4 Save our animals 2

School: №12

Date:

Teacher name: Nogayeva A.K.

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

4.L3 understand the main points of short supported talk on an increasing range of general and some curricular topics

4.R2 read and understand with some support short simple fiction and non-fiction texts

4.W5 link with some support sentences using basic coordinating connectors

Lesson objectives

All learners will be able to:

recognise and use some target language correctly and show comprehension of some written and spoken familiar words in simple sentences To talk about food and containers.

Most learners will be able to:

recognise and use most target language correctly and show comprehension of most written and spoken familiar words in simple sentences To talk about food and containers.

Some learners will be able to:

recognise and use target language correctly with clear pronunciation and good comprehension of written and spoken familiar words in simple sentences To talk about food and containers.

Previous learning

Learners will need to be familiar with/reminded of subject, object and demonstrative pronouns, the use of adjectives in describing objects and feelings, and the formation of Language focus Structures: Consolidation, Language in use: Hi, Liam. Where are you going? I'm going to buy some potatoes for , Bonfire Night.Target vocabulary Consolidation

Cross-curricular links

ICT skills

Using videos & pictures, working with URLs

Plan

Planned timings

Planned activities

Smiles
Resources

Teacher
Notes

Beginning the lesson

4.1.4.1

(An activity to revise the language of the previous lesson.)

Ask two pupils to come to the front of the classroom and act out the dialogue from the previous lesson (Ex. 14). Repeat the activity with other pupils.

PRESENTATION AND PRACTICE

4.1.4.1

4.2.7.1

4.5.1.1

4,5.5.1

4.2.7.1

4.5.1.1

4,5.5.1

4.2.7.1

4.5.1.1

4,5.5.1

4.2.7.1

4.5.1.1

4,5.5.1

Step 1 (Activities to present and activate the new language.) POSTER

Listen, point and repeat. Which of these do you like? Which don't you like?

Pupils' books closed. Put the SnackTime poster up on the board. Point to the items, one at a time, and say the corresponding words. The pupils repeat, chorally and/or individually. Point to each item in random order. Ask individual pupils to name them.

Pupils' books open. Play the CD. The pupils listen, point to the words and repeat. If you wish, play the CD again pausing after each word. The pupils repeat, chorally and/or individually. Ask individual pupils to tell you which of the food items they like and which they don't like.

Pupils book p 84

(Track 20 CD2)

Suggested answer key

I like chocolate, watermelon and crisps. I don't like peas and walnuts.

Step 2 Read and choose the correct word.

Read aloud the example and explain the activity. Allow the pupils some time to complete it. Check their answers.

Look at the trays. Who eats healthy food? Who eats junk food?

Refer the pupils to the pictures. Elicit healthy food and junk food. Ask them to say who eats healthy food and who eats junk food.

Pupils book p 84

Answer key

loaf 4 pot 6 bar 8 bottle

bottle 5 carton 7 packet

Answer key

Saule eats healthy food. Ulan eats junk food.

Step 3 Listen and choose the correct trays.

Explain the activity. Play the CD. The pupils listen and choose the correct picture. Check their answers.

AUDIOSCRIPT

Dinner Lady: What can I get you, dear?

Saule: Can I have some chicken with peas and some watermelon, please?

Dinner Lady: Here you are.

Saule: Thank you. How about you, Uian? What are you having for lunch?

Ulan: I'm not that hungry. I've got some things here. Look! Cola, crisps and some salty peanuts. Yum! Saule: Hmmm.

Step 4 STUDY SPOT

(Activities to present and practise a-an, some-any.)

21 Write the words in the right box.

Pupils' books closed. Draw a potato on the board. Point to it, say and write: a potato. Underline the article. The pupils repeat, chorally and/or individually. Draw an egg on the board. Point to it, say and write: an egg. Underline the article.The pupils repeat, chorally and/or individually. Elicit the use of a before countable singular nouns that begin with a consonant and the use of an before singular countable nouns that begin with a vowel.

Say and write on the board: There is some rice. Explain to the pupils that some nouns cannot be counted. (We cannot say one rice, two rices, etc/.These words are only singular and are used with some.

Pupils' books open. Point to the items on the table in the picture and elicit their names. Then allow the pupils some time to write the words under the correct heading. Check their answers.

Step 5 Read and choose.

Draw two eggs on the board. Say, then write: There are some eggs. Elicit the use of some for countable nouns in plural.Then write: Are there any eggs? There aren't any eggs. Elicit the use of some in the affirmative and any in the interrogative and in the negative. Say and write on the board: Is there any rice? There is some rice. There isn't any rice. Underline the words in bold and elicit the use of some in the affirmative and any in the negative and interrogative with uncountable nouns. Allow the pupils some time to read the sentences and complete the activity. Check their answers.

What is there in your lunchbox? Choose 4 food items. Tell the class

Elicit the names of the food items depicted.The | look at the pictures and choose four items they in their lunchboxes. Allow the pupils some tir complete the activity.Then individual pupils report to the class.

Pupils book p 85

(Track 21 CD2)

Answer key

Saule:

A Ulan:

В

Answer key

some: honey, crisps, yogurt an: apple, onion, orange a: carrot, banana, potato

Answer key

any

any

any

any

6 some

Suggested answer key

There's a burger, a tomato, some chocolate ar egg in my lunchbox.

Ending the lesson

4.2.7.1

(An activity to consolidate the language of the les

Tell the pupils to draw a fridge with any food or items they want in it.Then they present their drav to the class.

e.g. Pupil 1: There is some milk and there are tomatoes.

ACTIVITY BOOK (Optional)

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check learners’ learning?

Cross-curricular links
Health and safety check
ICT links
Values links

• support weaker learners with further modelling and drilling in their pairs

• stronger learners who complete activities quickly should spell new words aloud for others to copy in their notebooks

• check pronunciation of new language through group and individual drilling

• check comprehension of listening and reading text through follow-up questions

• cross curricular links: Music