Save our animals 1

LESSON: Module 6 Lesson 3 Save our animals 1

School: №12

Date:

Teacher name: Nogayeva A.K.

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

4.S7 contribute a growing range of suitable words, phrases, and sentences including giving opinions during short pair, group and whole class exchanges

4.W1 plan, write and check sentences with support on a range of basic personal, general and some curricular topics

4.W2 begin to use joined-up handwriting in a limited range of written work

4.UE1 use singular nouns, plural nouns– including some common irregular plural forms and uncountable nouns, use possessive forms ‘s/s’ to name, describe and label things

4.UE5 use interrogative pronouns including: who, what, which, where, whose, how many, how much, how often, how big, what kind of … to ask questions on growing range of familiar topics

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 develop listening and reading comprehension 1 I skills through a story; to practise talking about plans I | and intentions; to learn how to distinguish between | and pronounce the consonant clusters sk, sn and g I sp. To talk about food and drinks.

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 develop listening and reading comprehension 1 I skills through a story; to practise talking about plans I | and intentions; to learn how to distinguish between | and pronounce the consonant clusters sk, sn and g I sp. To talk about food and drinks.

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 develop listening and reading comprehension 1 I skills through a story; to practise talking about plans I | and intentions; to learn how to distinguish between | and pronounce the consonant clusters sk, sn and g I sp. To talk about food and drinks.

Previous learning

Learners will need to be familiar with/reminded of subject, object and demonstrative pronouns, the use of Language focus ⁴

I • Structures: present continuous; -ing form.

I • Language in use: Let's put some tomatoes I in our salad. Yes, sure. Why not? Oh, no. Let's... What are you doing? I'm washing the dishes. Washing the dishes? Yes. Helping . at home makes my mum happy! I was at the supermarket. I bought cucumbers. Target vocabulary Food items: salt and pepper, cabbage, pizza, sausage, olive oil, mayonnaise, lettuce, cucumber, mushrooms, mustard

Cross-curricular links

History

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 individual pupils to say one thing they're doing and one thing they're not doing at the weekend. e.g. Pupil 1: I'm playing football with my friends. I'm not studying English, etc

FLASHCARDS (41- 47)

PRESENTATION AND PRACTICE

4.1.4.1

4.2.7.1

4.4.1.1

4.5.1.1

4.2.7.1

4.5.1.1

4,5.5.1

4.2.7.1

4.5.1.1

4,5.5.1

4.1.4.1

4.2.7.1

4.5.1.1

4,5.5.1

4.2.7.1

4.5.1.1

4,5.5.1

Step 1 (Activities to develop the pupils'listening and reading skills.)

Listen and read.

Go through the pictures of the story and set the scene by asking the pupils questions about what they can see in the pictures.

e.g. Teacher: (pointing to Daisy in picture 1) Who's this? Class: Daisy!

Teacher: (pointing to picture 1) What is Liam going to buy?

Class: Potatoes! etc

Play the CD.The pupils listen and follow the story in their books.

Pupils book p 82 (Track 16 CD2)

Play the CD. The pupils listen and follow the story in their books.

Step 2 Read the story and complete the summary.

Explain the activity. Refer the pupils to the summary and read the example aloud. Allow the pupils some time to read the story again silently and complete the summary. Check their answers.

Pupils book p 83

potatoes 4 apples 6 gardening

stew 5 Guy

Step 3 Choose the correct answer.

Explain the activity. Allow the pupils some time to complete it.

Check their answers.

Step 4 Act out the story, ex 13

Act out the story.

For stronger classes: Assign roles to the pupils. Allow them enough time to rehearse their roles in groups. Encourage them to come to the front and act out the story.

For weaker classes: Select a short exchange from the story for the pupils to act out in pairs.

Step 5 14 Talking point. Listen and read. Make a new dialogue with your friend.

Refer the pupils to the picture and the dialogue. Play the CD.The pupils listen and follow along. Pause the CD for the pupils to repeat, chorally and/or individually.The pupils, in pairs, act out similar dialogues. Go around the classroom providing any necessary help. Ask some pairs to come to the front of the classroom and act out the dialogue. If you wish, write the following on the board so the pupils can refer to it while they are completing the activity.

A: Hi,.... Where are you going?

B: To the supermarket. I want to ... for my birthday party.

A: Oh, is it tonight?

B: Yes. Are you coming?

A: Of course! What else are you planning for your party?

B: My brother is ... for us.

A: Greafi See you tonight, then.

Pupils book p 83

Pupils book p 83

(Track 17 CD2)

Play the CD again with pauses for the pupils to repeat, chorally and/or individually.

Answer key

b

Suggested answer key

Gulnara: Hi, Berik. Where are you going?

Berik: To the supermarket. I want to buy some hot

dogs and crisps for my birthday party. Gulnara: Oh, is it tonight?

Berik: Yes. Are you coming?

Gulnara: Of course! What else are you planning for your party?

Berik: My brother is decorating the house for us.

Gulnara: Great! See you tonight, then.

Step 6 SOUNDS SPOT SOUNDS SPOT!

(Activities to familiarise the pupils with the pronunciation of the consonant clusters 'sk', 'sn'and 'sp'and to distinguish between them.)

Listen, point and repeat. (Track 18 CD2)

Refer the pupils to the picture of ski and say: sk/sk/- ski. The pupils repeat chorally and/or individually. Check their pronunciation. Repeat the procedure for snail and spade. Explain the difference between the three sounds, /sk/,/sn/and /sp/. Play the CD.The pupils listen, point and repeat. Then point to the pictures at random and elicit the sounds and the words.

Extension activity (Optional)

Write the following words on the board: skate, snow, space, skip, sky, speak, snake and sport. Ask individual pupils to come to the board, read out the words and write them next to the correct sound. Ask the rest of the class for verification.

(Track 04 CD2)

Extension activity (Optional) Write the following words on the board: violin, basket, vase, bike, visit, book. Ask individual pupils to come to the board, read out the words and write them next to the correct sound.

Answer key

/sk/: skate, skip, sky /sn/: snow, snake /sp/: space, speak, sport

Step 7 Complete. Then listen and repeat.

(Track 19 CD2)

Refer the pupils to the picture. Elicit ski, snail and spade. Draw the pupils' attention again to the /sk/./sn/and /sp/ sounds. Allow the pupils some time to complete the missing letters. Check their answers.

(Track 05 CD2)

Play the CD for the pupils to listen and repeat. Ask the pupils to read out the sentence. Check their pronunciation and intonation.

Answer key

The snail wants to ski on a spade!

Ending the lesson

(An activity to consolidate the language of the les:

Write the following sentences on the board. Asl

Daisy is going to go shopping.

Liam is going to buy some potatoes.

Daisy likes baked potatoes.

Daisy is going to light fireworks.

They're going to make pizza.

Jake is going to make a Guy.

Note: If you wish, have the pupils close their be during this activity.

ACTIVITY BOOK (Optional)

Note: If you wish, have the pupils close their books during this activity.

Answer key

False

3 True

5 False

True

4 False

6 True

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: Art