КТП 7 класс

AUTONOMOUS EDUCATIONAL ORGANIZATION «NAZARBAYEV INTELLECTUAL SCHOOLS» ENGLISH Course Plan 2018­2019 academic year Grade 3 Content Long term plan Medium term plans  Unit 1. Animals Unit 2. Light and Dark Unit 3. Time Unit 4. Buildings Unit 5. Art and Music Unit 6. Explorers and Inventors Unit 7. Water, Water Everywhere Unit 8. Having Fun Suggested vocabulary list Short term plan (Lesson plan) 3 7 7 15 22 31 38 44 50 57 64 67 2 Long term plan  Subject: English Grade 3 Term 1 1 Animals  Animal types Body parts Animal song and dance Craft project 2 Light and Dark  Day and night Sources of light Out at night Term 2 3 Time Times of my day Days of the week At the right time 4 Buildings  Four walls Our town  Around the house Term 3 5 Art and Music  Musical instruments Drawing chairs My music Shadow puppet show  6 Explorers and Inventors   Exploring space Marco Polo Bright ideas Inventions in Kazakhstan Term 4 7 Water, Water  Everywhere   Rain, rain By the sea A beach story 8 Having Fun  Fun places Number games Flying kites  Term 1 Term 2 Term 3 Term 4 Listening:  Listening activities build on skills developed   in   previous   grades. Learners   listen   to   input   at   word, sentence and text levels.  Learners   practise   listening   to instructions,   statements,   questions and   short   texts   on   cross­curricular topics.    Objectives covered focus on L1, 2, 3 and 4. In the final topic learners develop listening objectives in L8.  Some   listening   activities   are longer   than   in   the   first   term   so support   in   the   form   of   gesture, visuals and animation is necessary.  Learners   listen   to   vocabulary, statements,   questions,   and   text types   including   short   narratives spoken by the teacher and online.   The   objective   covered   in addition to those in term 1 is L6: understanding   some   specific information   in   general   and   some  Listening   activities   focus   on short, factual and a longer non­ fiction text in the first unit and on   short   narrative   texts   during the second.   Learners listen to input from a range of sources and listen to both familiar and new language in instructions, explanations, and more   cognitively­   demanding questions.  The   full   range   of   listening  Listening skills focus primarily on   text­level   input   this   term although   distinguishing   specific language   features   such   as adjectives and verb forms are also practised.  Learners   listen   to   longer explanations of topic concepts, to factual and descriptions   as   well   as   to   songs and music.   This term, listening objectives information Term 1 Term 2 curricular topics. Term 3 Term 4 objectives is covered during this term, particularly L4 and L8. focus   on   L  5, particular.   6   and   8,   in Speaking:  Speaking   skills   are   consolidated and developed from previous grades.  Learners use words, sentences and short supported text to communicate their   ideas   to   teachers   and   peers during   each   stage   of   the   lesson. Learners   are   encouraged   and supported   to   ask   topic­related questions.  Objectives   covered  focus  on S1, 2, 3 and 4.  Reading:  Reading skills are built on those developed   in   previous   grades.   The focus   is   on   reading   at   word   and sentence   levels   and   all   reading   is contextualised.  Learners read and sound familiar and   new   vocabulary.   They   read phrases, simple sentences and short  Speaking   skills   are   developed through   a   range   of   activities   and extended through role­play.   Learners   ask   questions,   make decisions and communicate ideas to teachers   and   peers   in   sentences. They use present continuous forms and some adverbs.   Objectives   covered   in   addition to those in term 1 are S5 and S6. Learners take turns to communicate ideas,   give   opinions,   agree   and disagree.   explain,  Speaking skills continue to be developed   through   cooperative activities   which   also   develop learners’   critical   and   creative thinking skills.   Learners   give opinions,   invite,   describe,   ask factual   and   creative   questions and participate in extended role­ play. They use a wider range of adjectives   and   nouns   than   in previous grades.  As listening and speaking are mostly integrated, the full range of speaking objectives is covered during this term      Speaking skills are developed within   a   range   of   collaborative pair and group­work tasks as well as in whole class contexts.    Learners   predict   content,   ask and   give   opinions,   agree   and disagree,   make   decisions   about planning   and   creating   text,   and give feedback to peers.  Objectives   covered   focus   on S3,   4,   6   and   7.   In   addition, learners have ample opportunities to ask and respond to questions.   Reading skills are developed in both   units   at   word,   sentence   and text levels by means of flashcards, worksheets   and   online   materials. Reading continues to be supported and contextualised.    Learners read silently and aloud. They   read   longer   sentences   and   support.  .   Reading   skills   continue   to be   developed   with   full contextual   Some lengthier   texts   in   Primary Colours are revisited in order to explore meaning more deeply.  Learners   read   silently,   in pairs   and   in   groups.   Their  Reading skills tend to focus on developing learners’ confidence in approaching   longer   texts   which contain more factual details. Both fiction and non­fiction sources are explored   and   comprehension questions are answered.   Learners   read   alone   and   with 4 Term 1 Term 2 Term 3 Term 4 texts   and   are   encouraged   to   check spelling in dictionaries.  Reading material relates to cross­ curricular topics including fact files questionnaires,   simple   electronic text. Objectives focus on R 1, 2, 3. some of the  short fiction and non­ fiction texts than in the first term.  Reading   material includes flashcards,   fact   files,   number problems,   short   descriptions   and short narratives. Objectives cover R 2, 3, 4 and 5.    reading   speed   should   be increasing   as   they   read   and reread  some  familiar  and  some new, simplified narratives.  Reading   materials   include those   from   the   course   book, online,   books   and   worksheets. Objectives covered are R 1, 3, 5 and 6. others. They participate in whole class   responses   when   reading books together.   Reading   materials   involve factual texts including lyrics. Objectives focus on R 2, 3, 4 and 6.    and   creative   Writing:  Writing   skills   are   consolidated and developed from previous grades. This   term,   writing   is   relatively limited.   Learners  write  nouns, adjectives, phrases   and   basic   sentences.   They are   given   word   banks,   sentence starters and writing frames to support output related to cross­curricular and general topics.   Objectives focus on W1 and W4. Learners   are   also   helped   to   notice spelling of tricky, familiar and high frequency words and to record those in a spelling notebook. Use of English:  Many language areas from Grade 2 are reinforced in Term 1’s work, including   singular/plural   nouns,    Writing   skills   focus   on   high­ frequency vocabulary and familiar forms. grammatical   Accurate spelling is encouraged.   Learners write short letters, fact files,   directions,   numbers,   retell stories,   record   facts   in   Venn diagrams and tables, and write short poems for curricular topics.   All text types produced are first modelled then planned, written and checked. Peers also do checking of written work. Objectives focus on W 1, 2, 5 and 7.   Longer    Writing   skills   develop   from word   and   sentence   level communication   to   longer   texts with compound sentences which combine both familiar and new language. text is supported and differentiated.  Learners   write   explanations, opinions, creative questions and responses.   They   write   longer factual and creative descriptions, alone and with peers.   Written communication involves   extending   vocabulary range,   and   expressing   creative ideas accurately.       Writing   skills   focus   on accuracy   this   term   because learners revisit many grammatical forms.   They   also   express obligation, compare and contrast, and   communicate   some   events using the simple past.   Learners write paragraphs with short   descriptions   and  texts  with short   explanations.   They   record notes   in   tables   and   write narratives, alone and with peers.  The full range of objectives is covered this term, in particular, W 4, 5 and 7.   There  is a continuing  focus on adverbs,   and   on   plural   nouns, allowing   learners   to   consolidate  This   term,   learners   focus more intensively than before on the verb patterns would you like Learners   continue      to consolidate   language   areas relating  to many of the Grade 4 5 Term 3 Term 4   to,   let’s,   and   go/enjoy/like   + verb +ing.  Learners practice using these forms   talking   about   their   likes and   dislikes   in   the   context   of traditional   stories,  and  by  role­ playing and invitations appropriate responses.   The   use   of   conjunctions   to link phrases and sentences is a focus   throughout   Term   3   to enable   to   start producing   longer   chunks   of language.   Objectives   focus   on UE 15 and 16. learners     Learning   objectives,   including determiners, adverbs, prepositions and conjunctions.   Adjectives   and   determiners feature   strongly   in   Term   4   in contexts   of   describing   and comparing.  There is a continued focus on verb patterns and forms, including must / have to in the context of rules   and   obligations.   Objectives focus on UE 3, 4, 12, 13, 14, 16.    Term 1 interrogatives,   and adjectives,   prepositions.   Learners continue to build on their ability   to   use   common   verb   forms, including   statement   and   question forms.   A   new   focus   for   this   term   is adverbs   of   manner,   time,   and frequency, which learners practise in the context. Objectives focus on UE 1, 3, 5, 9, 10, 11, 12 and 14.  Term 2 their work in Term 1.  Some focuses from Grade 3 are revisited,   such   as   numbers, determiners, and prepositions.  Learners   engage   in   much receptive and productive practice of imperative   forms   this   term,   by working together on treasure maps and   on   instructions   for   recycling. Objectives focus on UE  1, 2, 4, 8, 12 and 14. Notes: A unit is a body of lessons which covers a defined topic. W = whole class G = group work P = pair work I = individual work E = learner experiment D = teacher demonstration f = supports formative assessment 6 Medium term plans English Primary Grade 3 Unit 1. Animals Recommended prior knowledge  Learners will need to be familiar with/reminded of use of demonstrative and interrogative pronouns, simple present forms, basic prepositions of place, and the names of animals. Context  This unit explores the topic of animals from a number of angles, encouraging learners initially to think about the classification of animals, exploring animal body parts and types of insect, and how the characteristics of different animals are represented in song and folklore. The cross­curricular elements are related to science around themes such as food chains and animal anatomy. Outline  The first half of this unit explores animals through matching, classification and observational experiment. The second half explores the theme more through literary focuses involving learners in activities such as following stories and learning nursery rhymes and songs. It is recommended 8 school hours allocated to studying the Unit. For learners’ safety teachers should pay attention to Disaster Risk Reduction and prepare some lessons on the theme “Animals”, using the sites or Safety instruction rules: http://www.scholastic.com/browse/article.jsp?id=1435  http://www.animalleague.org/expert­advice/lifestyle/teaching­children­pet­safety­rules.html, http://southwickszoo.com/zoo­safety­rules/  http://www.mychildsafety.net/animal­safety­for­kids.html, http://kidshealth.org/en/kids/animals.html The suggested number of academic hours for this unit is 8­10 including Introductory lesson, Diagnostic Test lesson and summative assessment tasks. Key Learning objectives. Familiarise yourself with all of the learning objectives and decide which to work towards depending on your learners.  Suggestions are given below. Monitor to see if there are any learners with particular areas that need improving or any learners who need to be  7 challenged and adapt your lessons. 3.1.1.1  understand short supported classroom instructions in an increasing range of classroom routines 3.1.2.1  understand a limited range of short supported questions which ask for personal information 3.1.4.1  understand a limited range of short supported questions on general and some curricular 3.1.5.1  distinguish between phonemically distinct words 3.1.6.1  understand some specific information and detail of short, supported information or talk on a limited range of general and some curricular  topics 3.1.9.1  recognise short basic words that are spelt out   3.2.1.1  make basic statements which provide personal information on a limited range of general topics 3.2.2.1  ask questions to find out about present experiences on a limited range of general and some curricular topics 3.2.3.1  give short, basic description of people and objects on a limited range of general and some curricular topics  3.2.6.1  take turns when speaking with others in a limited range of short, basic exchanges    3.2.8.1  recount very short, basic stories and events on a limited range of general and some curricular topics 3.3.1.1  recognise, identify and sound with support a limited range of familiar words in simple sentences 3.3.3.1  begin to read with rereading and usual support very short simple fiction and non­fiction texts on a limited range of general and curricular  topics 3.3.5.1  understand the main points of short simple texts on a limited range of familiar general and some curricular topics by using contextual clues 3.4.1.1  plan, write and check short sentences with considerable support on a limited range of personal, general and some curricular topics 3.5.4.1  use determiners a, an, the, some, any, this, these, that, those to refer to things on a limited range general and some curricular topics 3.5.5.1  use interrogative pronouns including: which, what, where, whose, how many, what kind of … on a limited range of familiar topics 3.5.8.1  use imperative forms [positive and negative] to give short instructions on limited range of familiar topics 3.5.9.1  use common present simple forms [positive, negative, question] and contractions to talk about what you want and like ,habits and facts,  simple future timetabled events, use common past simple forms to describe actions and feelings 3.5.10.1  use common present continuous forms, including short answers and contractions, to talk about what is happening now 3.5.14.1  use prepositions of location and position:  at, behind, between, in, in front of, near, next to, on, under, above to describe where people and  things are; use prepositions of time: on, in, at to talk about days and times and no preposition next/last week        Learning objectives Suggested teaching activities Teaching notes Learning resources   understand   a   limited 3.1.2.1  range   of   short   supported questions which ask for personal Hello Again  Introductory lessons (1 or 2 hours optional) As this is the start of the new school year, spend time getting to know your learners by asking simple questions: The school authorities may  wish you to cover certain  administration e.g. rules and  8 Learning objectives Suggested teaching activities Teaching notes Learning resources information 3.2.1.1    make  basic  statements which   provide   personal information  on a limited  range of general topics 3.2.2.1  ask questions to find out about present experiences on a limited   range   of   general   and some curricular topics   for   example, (W)   Answer   a   few   short   personal questions. (P,   f)   Ask   and   answer   questions about,   favourite toy/food/colour, etc. (W) Learners walk around getting to know the classroom and each other, and   are   involved   in   displaying   any classroom rules.   provide   make   basic   statements 3.2.1.1    personal which information on a limited range of general topics 3.5.14.1   use   prepositions   of location and position:   at, behind, between, in, in front of, near, next to,  on,  under,  above  to   describe where people and things are; use prepositions of time:  on,  in,  at  to talk about days and times and no preposition next/last week        Animal types  Pre­learning Teacher   asks   children   to   draw pictures of the animals which live in Kazakhstan   and   then   have   them illustrate   it.     Ask   the   children   to move around like different animals. (W) Learners match the name with the animal: saiga antelope, red bear, snow leopard and golden eagle. Activity 1 What’s your name? How old are you? Have you got a brother or a sister? etc  During   the   pairwork   activity,   monitor but do not correct.   Join in and show genuine interest.  Learners respond well if  they   know  the   teacher  is  genuinely interested in them.   Make   a   note   of   recurring   errors discreetly for future planning. All this will   give   you   valuable   information   at the start of this Grade. Move on to basic information about the classroom,   where   the   toilets   are,   and any Grade 3 rules or information  that your school might wish you to cover in the first lesson.  This is also revision of Grade 2 vocabulary. Introduce some animals that are found  in Kazakhstan. Kazakhstan is the largest landlocked (show learners on a map to  understand landlocked) nation in the  world but it is still home to an amazing  variety of wildlife,  including rare  species such as the saiga antelope, red  bear, snow leopard and golden eagle. Activity 1 Learners match images of heads of  animals to names  in a Carroll diagram  9 information.  If so, organise  for learners to illustrate and  display Grade 3  rules/information in a child­ friendly format. World map Way Ahead Foundation  Course by PrinthaEllis and  Mary Bowen, p.71 Images of animals and labels  for learners to match A variety of toy animals or  cut­out pictures of animals Simple 4­category Carroll  diagram Learning objectives Suggested teaching activities Teaching notes Learning resources 3.5.9.1   use   common   present simple   forms  [positive,   negative, question] and contractions to talk about   what   you   want   and   like ,habits   and   facts,   simple   future timetabled   events;   use   common past   simple   forms   to   describe actions and feelings   3.1.5.1  phonemically distinct words   distinguish   between   use   3.5.5.1  interrogative pronouns including:  which,  what, where,  whose,  how   many,  what kind of  … on a limited range of familiar topics Lives   in water Lives   on land for classification: Place animals   in the   right box: Has legs Has no legs Differentiation You can adapt the Carroll diagram to your   learners   by   including   more features. Activity 2 Focus   on   prepositions   in   short statements   about   different   animals   by asking   learners   to   place   animals   in different places and talk about them. Differentiation Learners   work   in   pairs   to   match sentence   halves.   Learners   create sentences to cut up for their partner to put together again. Keep   any   displays, notebooks and Word Walls up­to­date   vocabulary Animal images and animal  names (labels) Carroll diagrams found at: http://www.i­ lessons.eu.com/complete­list­ of­i­lessons/numeracy/            (Scroll down to Maths 15  Carroll diagrams.) Worksheet: sentence  matching and completion  tasks with images of animals,  e.g.  Female and male penguins sit / on their eggs.                         Bats hunt / at night.                 Ducks live / on rivers. Vocabulary checklists and  word searches, crosswords Primary Vocabulary Box [Caroline Nixon and Michael  Tomlinson CUP 2009]        (P) Learners  discuss which animals live in water/on land and which have legs/no   legs,   and   then   complete   a Carroll diagram. (W)   Learners   tell   which   animals given in the table they saw in the past Learners answer  the  questions about animals` habitats.  e.g. Where does the  lion live?  Does the camel live in the sea? Learners   answer   questions   about habitat of animals.  e.g. Where does lion live?  Does camel live in the sea? Activity 2 (G, f) Learners place toy animals or pictures of animals around the room, and then make statements about them using   prepositions   of   location   and position.  For example, Where is the [the snow leopard]? It is [under] the [table].   (I,   f)   Learners   first   write   five sentences,   then   peer   review   to encourage   working   together   and helping each other.  Plenary Learners do vocabulary activities for animals (see Learning resources). 10 Learning objectives Suggested teaching activities Teaching notes Learning resources   give   short, 3.3.5.1    understand   the   main points of short simple texts on a limited  range of familiar general and   some   curricular   topics   by using contextual clues 3.2.3.1    basic description of people and objects on a limited range of general and some   curricular   topics   3.3.1.1 recognise, identify and sound with support a limited range of familiar words in simple sentences 3.1.6.1  understand   some   specific information   and   detail   of   short, supported information or talk on a limited range of general and some curricular topics 3.2.1.1    make   basic   statements which personal information on a limited range of general topics     provide Way   Ahead   Foundation Course   by   PrinthaEllis   and Mary Bowen, p.79 Diagrams of a cat, bird, dog, tortoise   Way   Ahead   Foundation Course   by   PrinthaEllis   and Mary Bowen, p.73 Worksheet:   measurement sentences to complete next to each   skeleton   and   space   for learners to label skeletons Rulers [at least one per group] Image cards and name cards Worksheet   with   images   of animal skeletons Cartoon­type   different animals  images   of Pre – learning  Ask   your   learners   if   they   like   the activity “Simon”. E.g. ­ Did you like the activity? (But don`t expect all of you learners to answer. More able learners can be asked why) Activity 1 Learners label  parts of diagrams from reading different sentences, e.g. A bird doesn’t have a mouth it has a beak. Cats and birds have tails. A tortoise has a shell, the other animals don’t.                Activity 2 Learners   in   pairs   work   out   size   of animal   and   say   what   it   is   from   its skeleton shape. Learners match skeleton parts and then match whole skeleton to animal name. Activity 3 Teacher reads out short descriptions and learners match to images. Learners say which type of animal the track could be and if it’s big/small etc. Body parts  Pre­learning A   good   review   for   body   parts ("Simon   says   touch   your   knees"). You   could   change   Simon   to   your name   to   avoid   confusion.     When Teacher says a sentence without the word   "Simon"   (e.g.   "Touch   your knees")   then  Learners  shouldn't follow that instruction.  If a Learner makes a mistake s/he has to sit out until the next round. Activity 1   (G)     Learners   read   sentences comparing body parts and labelling animal diagrams. (P)   Learners   look   at   images   of animal   skeletons   with   a   scale   for each   one.   Learners   measure,   work out approximate size and talk about what the animal is.    (P) Learners match picture of skulls to rest of animal skeleton   Activity 2 (I,   f)   Learners   listen   to   short descriptions   of   skeletons   and   say which animal it is.  Activity 3 11 Learning objectives Suggested teaching activities Teaching notes Learning resources (P)   Learners   talk   about   different animal   tracks   and   match   them   to heads of animals.  (W)   Learners   listen   and   answer questions in an animal quiz, e.g.  How many legs do birds have? How many paws has a cat got? Plenary Learners  guess animals in riddles Who am I? I am a mammal with four legs, a tail, and a mane. I also have fangs and claws on my paws. I   am   a   _____and   I   live   in _____________. I live in the sea but I have no fins. I have eight tentacles and I can change colour. I am an____________. I   am   a   mammal   with   a   snout   and cloven hooves. I eat almost anything and live in forests. I also have tusks. I am a____________. I have no legs. My skin has scales. I have fangs. I rattle my tail when I am ready to attack. I am a_________ . Activity Book maker Learners   make   mini­books   to  solve 12 Learning objectives Suggested teaching activities Teaching notes Learning resources the questions (like, "How many paws do   3   cats   have?"),   and   objects   to count. The pages include: bird wings, elephant   trunks,   dog   eyes,   spider legs,   monkey   tails,   rabbit   ears, octopus   arms,   bull   horns,   people toes, cat paws, and frog mouths. Animal song and dance   Pre­learning (W) Learners learn and sing a song about animals. Activity 1 (W) Learners learn words of animals.   Game:   Don't   Drop   It!   Have   all learners sit in a circle. Use a ball (or even a plastic animal) and toss it to one S. But you must say one animal word as you pass. The S then throws to   another   S   and   says   a   different animal   word.   If   the   student   you threw   it   to   drops   it,   he/she   is   out. Also, if the S can't think of an animal word within a few seconds he/she is out. The game keeps going until you have one winner. Activity 2 Learners classification ­ Movements Animals move in many ways: Fly,   swim,   crawl,   run   ,   walk,   hop,   Animals   make 3.5.4.1 use determiners a, an, the, some,  any,  this,  these,  that,  those to   refer   to   things   on   a   limited range general and some curricular topics 3.5.10.1  use   common   present continuous forms, including short answers and contractions, to talk about what is happening now 3.4.1.1 plan, write and check short sentences   with   considerable support   on   a   limited   range   of personal,   general   and   some curricular topics 3.1.9.1  words that are spelt out     recognise   short   basic 3.1.2.1  understand   a   limited range   of   short   supported questions which ask for personal information Activity 1 Teacher   elicits   responses   orally   and then   prompts   students   to   write   them down. Teacher   pre­teaches   new   vocabulary and drills unfamiliar words.  Recordings of animal songs:  Way Ahead Foundation  Course by PrinthaEllis and  Mary Bowen, p.94 http://www.youtube.com/wat ch? v=fv4kp4ZnSuE&list=SP86D FB681262D75CA http://www.youtube.com/wat ch?v=7WXS16­X0c0 Sound library: http://www.seaworld.org/ani mal­info/sound­library/  13 Learning objectives Suggested teaching activities Teaching notes Learning resources climb Directions: Sort the animal cards by how each animal moves. Then write the names of the animals under  the correct heading. Activity 3 Learners watch a video and describe  animals’ movements. A rabbit is running. Activity 4 Learners   listen   to   the   sounds   of animals   and   say   a   name   of   the animal:  This   is   a   wolf.   This   is   an elephant.  Plenary Animal Races. After teaching animal vocab   and   practicing   moving   like each   animal,   line   the   Learners   up ready for a race. The Teacher starts each race with "Ready? Run like (an elephant)!  And the Learners try and win the race. Other ideas: jump like a kangaroo, crawl like a panther, swim like a fish, fly like a bird, walk like a chicken, etc. Craft project Pre­learning Learners answer the questions: ­What animals do you like most of 3.5.8.1    use   imperative   forms [positive   and   negative]   to   give short instructions on limited range of familiar topics Activity 3 Learners then perform gestures as they sing songs. One or two learners come to the front and demonstrate moves. Animal resources: http://kids.nationalgeographic .com/kids/animals/ Craft project: 14 Learning objectives Suggested teaching activities Teaching notes Learning resources http://kids.nationalgeographic .com/kids/activities/crafts/ani mal­art­rocks/ A   variety   of   pictures   of animal   faces   (or   learners could bring in their own) Smooth  clean  rocks  to   paint on Paint, brushes, pencils 3.3.3.1    begin   to   read   with rereading and usual support very short   simple   fiction   and   non­ fiction texts on a limited range of general and curricular topics  3.1.1.1 understand short supported classroom   instructions   in   an increasing   range   of   classroom routines 3.1.4.1    understand   a   limited range of short supported questions on   general   and   some   curricular topics 3.2.2.1   ask questions to find out about   present   experiences   on   a limited range of general and some curricular topics 3.2.3.1    basic description of people and objects on a limited range of general and some curricular topics  3.2.6.1  take turns when speaking with others in a limited range of short, basic exchanges   give   short, all? ­ What animals did you like in the past? Activity 1 (P) Learners first find out about an animal of their choice (see Learning resources).     Then   they   read,   with teacher   support,   one   introductory paragraph, look at the accompanying map, and send an email to a friend. Activity 2 (I, G) Individually, learners produce rock art while discussing what they are doing in groups. Plenary Learners   list   two   things   that   were easy   to   do   and   one   thing   that   was hard to complete. Activity 1 There is one paragraph which learners will need help to read.   Encourage the use   of   picture   dictionaries   and Vocabulary notebooks. Activity 2 Speaking for fluency The craft projects are an opportunity to allow   learners   to   use   language   freely and   therefore   increase   fluency.     As always,   feel   free   to   recast   learner language   rather   than   correct   which would   hinder   the   flow   of   discussion. Monitor   and   take   notes   for   recurring errors   to   address   in   lessons.     Offer support is Differentiation by support).   as   necessary   (this   Recommended prior knowledge Learners will need to be familiar with/reminded of use of interrogative pronouns and present simple question forms, use of can to talk about ability,  and the use of simple adjectives and opposites of adjectives to describe things and feelings. Context English Primary Grade 3 Unit 2. Light and Dark 15 This unit explores the topic of light and dark from different perspectives. The cross­curricular elements relate to themes in geography and science,  such as sources of light and what reflects light, the earth, the moon and sun. The more general topic elements relate to being afraid of the dark and  what we use different kinds of lights for. Outline Learners initially focus on the interaction of earth, moon, sun and stars in talking about elements of night and day. They are then involved in a range  of question activities and experiments in investigating sources of light. These themes are then reflected in a more literary context through enjoyment  and discussion of a story about a nocturnal animal: a baby owl. It is recommended 8 school hours allocated to studying the Unit. For learners’ safety  teachers should pay attention to Disaster Risk Reduction and prepare some lessons on the theme ” Light and Dark” , using the sites or Safety  instruction rules: https://www.nidirect.gov.uk/articles/rules­pedestrians­1­35 http://roadsafetyweek.org/schools­colleges/2­uncategorised/69­road­safety­lesson­plans http://www.rms.nsw.gov.au/roads/safety­rules/road­rules/lights­and­horns.html  The suggested number of academic hours for this unit is 8­10, including lessons on revision and summative assessment tasks. Key Learning objectives. Familiarise yourself with all of the learning objectives and decide which to work towards depending on your learners.  Suggestions are given below. Monitor to see if there are any learners with particular areas that need improving or any learners who need to be  challenged and adapt your lessons. 3.1.1.1  understand short supported classroom  instructions in an increasing range of classroom routines 3.1.2.1  understand a limited range of short supported questions which ask for personal information 3.1.3.1  understand the main points of short, slow, carefully articulated talk on a limited range of general and some curricular topics 3.1.5.1  distinguish between phonemically distinct words 3.1.6.1  understand some specific information and detail of short, supported  information or talk on a limited range of general and some curricular  topics 3.1.7.1  use contextual clues to predict content in short, supported talk on a limited range of general and some curricular topics 3.1.8.1  understand short, narratives on a limited range of general and some curricular topics 3.2.1.1  make basic statements which provide personal information on a limited range of general topics 3.2.3.1  give short, basic description of people and objects on a limited range of general and some curricular topics 3.2.4.1  respond to questions on a limited range of general and some curricular topics 3.2.6.1  take turns when speaking with others in a limited range of short, basic exchanges 3.3.3.1  begin to read with rereading and usual support very short simple fiction and non­fiction texts on a limited range of general and curricular  topics 3.3.5.1  understand the main points of short simple texts on a limited range of familiar general and some curricular topics by using contextual clues 3.4.5.1  link with support words or phrases using basic coordinating connectors 3.4.7.1 spell a growing number of familiar high­frequency words accurately during guided writing activities 3.5.3.1  use adjectives, including possessive adjectives, on a limited range of general and some curricular topics to describe things 16 use simple one­syllable and some two­syllable adjectives [comparative form] to make comparisons 3.5.9.1  use common  present simple forms [positive, negative, question] and contractions to talk about what you want and like ,habits and facts,  simple future timetabled events, use common  past simple forms to describe actions and feelings 3.5.13.1  use can to make requests and ask permission  use must / mustn’t / have to to talk about obligation Learning objectives Suggested teaching activities Teaching notes Learning resources 3.2.4.1   respond to questions on a   limited   range   of   general   and some curricular topics 3.5.9.1   use   common   present simple forms [positive, negative, question]   and   contractions   to talk   about   what   you   want   and like   ,habits   and   facts,   simple future   timetabled   events;   use common   past   simple   forms   to describe actions and feelings 3.3.5.1    understand   the   main points of short simple texts on a limited range of familiar general and   some   curricular   topics   by using contextual clues 3.1.1.1    understand   short supported classroom instructions in   an   increasing   range   of classroom routines  3.1.2.1  range   of   short   understand   a   limited   supported Day and night Pre­learning On   a   globe,   place   a   small   paper figure   on   the   location   of   where   a learner lives. Stick another paper on the   opposite   side   of   the   globe. Darken the room and use a flashlight to represent the sun. Direct the light of the flashlight onto the place where the   first   paper   is.   Turn   the   globe slowly.   So   that   learners   could observe   how   day   and   night   are changing. Activity 1   (P)   Learners   talk   about   when   and why   it   gets   dark   at   night   and   gets light again in the daytime.   (W, f) Learners listen to songs and correct sentences according to what they hear, e.g. The sun rises in the east. Activity 2 (P, f) Learners read short texts with Activity 1 Ask learners various questions (yes/no closed questions) about day and night. Differentiation:  Ask more open questions to stimulate thinking and cognitive development Does it get dark in winter and summer at the same time? Does it get dark all over the world at the same time? Focus   on   simple   present   forms   in talking about earth, stars, moon etc. in listening   to   songs   and   watching animations   about   the   earth,   sun   and moon. Learners   match   sentences   to   what diagrams show. Teacher   reads   out   instructions   and learners   join   dots   and   label   star formations teacher spells out. Ask learners what they think the story is about as predicting content is a valuable exercise.     Give   everyone   a   chance   to contribute   and   accept   all   answers.     If Songs: http://www.youtube.com/watch? v=MM01YJF8xT4 http://www.youtube.com/watch? v=8uqjWo7Zu0Y Worksheet   of   sentences   to correct Short   texts   and   diagrams   of earth, moon, sun  to match A   worksheet   with   star   dots   to join up http://www.coloringcastle.com/c onnect_the_dots_shapes.html  Access   to   a   wide   variety   of spoken   authentic   audio   and visual   short   dialogues,   songs, rhymes,   chants,   folk   tales   and fiction for pleasure. Suggested sources:  https://www.youtube.com/watch ?v=2yLptFTtVdY  https://www.youtube.com/watch ?v=hWkKSkI3gkU 17 Learning objectives Suggested teaching activities Teaching notes Learning resources   distinguish   between questions which ask for personal information   understand   the   main 3.1.3.1  points   of   short,   slow,   carefully articulated   talk   on   a   limited range   of   general   and   some curricular  topics 3.1.5.1  phonemically distinct words 3.1.6.1    understand   some specific   information   and   detail of   short,   supported   information or   talk   on   a   limited   range   of general   and   some   curricular topics 3.1.7.1   use contextual clues to predict in   short, supported talk on a limited range of   general   and   some   curricular topics   content   diagrams about the orbits of the earth and the moon.   Activity 3 (I,   f)   Learners   listen   and   draw   (or join   star   dots)   to   make   star   figure shapes, e.g. great bear/hunter/plough etc. (W)   Learners   read   and   follow   a projection of a story while listening, for   example,  Why   can’t   you   sleep, little bear?  Alternative Survey Activity: Students   get   a   survey   to   complete about   what   their   classmates   do during the day and at night. There are 4 different possible surveys, be sure that only 2 or 3 students get the same survey   questions.   This   will   depend on   class   size,   as   students   with   the same surveys will work in groups of 2­3 later on in the class. Model how students should ask each other the questions and fill out the paper.   Possibly   have   two   students come to the front of the room to give a demonstration. Support and guide students as they ask each other the information. learners   struggle   with   vocabulary, provide   model   language   by   recasting what the learners say. Activity 3 Make it a habit that you plan for pre­ listening   activities,   during   listening activities,   and   post­listening   activities that are relevant to your learners, e.g.: 1. visit to the local/school library 2. a special visitor to come in and read a story or poetry 3. a special visitor to come in and give a short illustrated talk on the topic which is age appropriate 4. word games 5. role­play, drama activities, short plays 6. labelling   (using   computers   or handwriting) 7. retelling, retelling stories passed down in families (oral history) 8. quiet reading time 9. discussion   (e.g.   favourite   non­fiction topics to read about)  Learners   follow   the   story   and   answer teacher questions about light and dark. For   specific   focus,   choose   which Learning   objectives   you   feel   your learners   need   more   time   on. Suggestions are made on the left of this table.  Remember that you will naturally 18 Learning objectives Suggested teaching activities Teaching notes Learning resources Images of day and night: https://www.google.kz/search? q=images+of+day+and+night&s ource=lnms&tbm=isch&sa=X& ved=0ahUKEwjCkJjZlarbAhVL FSwKHTe7CtgQ_AUICigB&bi w=1158&bih=556 Plenary 1.   Collect   pictures   of   activities related   to   nighttime   (sleeping, wearing   pajamas,   using   flashlights) and   daytime   (playing   outside, hiking). 2. Put the pictures out in a box for kids to look at on their own, during circle time talk with them about the activities in the pictures. 4.   Divide   a   poster   board   or   large sheet of paper into two sections. On one side draw a large sun, blue sky and on the other side draw a dark sky with moon and stars. 5.   Encourage   kids   to   place   the pictures of daytime activities on the “sunny side” and the night pictures on the “dark side”.   measurable, be   working   towards   many   of   the learning objectives when you use active learning principles.   For  specific  focus, keep   your  lesson  objectives   SMART (specific,   achievable, realistic and timed). Counting Worksheet. Put   students   in   groups   or   pairs depending on how many other students did the same survey as them. Have them count   up   the   information   from   their survey  and  write  out  the   numbers  for how   many   students   do   each   activity. Show students what it means to write out numbers (i.e. eight as opposed to 8) as this is a good opportunity for them to practice   spelling.     If   there   are differences   in   numbers   between   the surveys, help students to decide on an answer and write the same information together. ­ hand out worksheets ­ give 5 mins to ask each other Do you eat at night? ­   elicit   from   learners   what   they understood   and   remembered   –   create groups ­ students read aloud one by one how many people do the same things at night and during the day 19 Learning objectives Suggested teaching activities Teaching notes Learning resources 3.2.1.1    make   basic   statements which   provide   personal information   on   a   limited   range of general topics 3.5.13.1  to   make requests and ask permission; use must /  mustn’t  /  have to  to talk about obligation   use  can  3.1.6.1    understand   some specific   information   and   detail of   short,   supported   information or   talk   on   a   limited   range   of general   and   some   curricular topics 3.4.7.1  spell a growing number of   high­frequency words accurately during guided writing activities familiar   3.5.3.1  use adjectives, including possessive   adjectives,   on   a limited   range   of   general   and some   curricular   to describe things; use simple one­ syllable   and   some   two­syllable adjectives [comparative form] to make comparisons topics   3.3.3.1  begin   to   read   with Sources of light  Pre­learning Learners revise the new words from the previous lesson with the help of flashcards or pot Skills: Speaking Activity 1 (P)   Learners  first   talk   about   which things are sources of light and which things reflect light.  Then they put a tick by things which are sources of light and a cross by things which are not. Activity 2  (W, f) Learners listen to and view a short   film   on   light   sources   in   a bedroom at night.   Gap   Fill:   Pass   out   the   gap­fill worksheet   for   the   Sun   and   Moon Song and explain the task. Play the Sun and Moon Song, learners should listen   write   in   the   missing   words. Peer check answers. Activity 3  (G) Learners  first read, then follow instructions   to   make   a   dark   box. Then   they   use   the   dark   box, It   helps   learners   to   focus   to   the   new topic Learn about light sources & reflections as you experiment with different objects in this fun activity. Does a mirror ball give out light or does it just reflect light from   another   source?   What   about   a lamp,   torch,   animal   or   jacket?   Play around   with  the  objects  and   see   what results you get. Worksheet:   completion   and   matching tasks  e.g. so cars can see you Worksheet:   students   asked   to   write down all the things that are sources of light.   Using the dark box: Learners put objects in the dark box and look  through the  peepholes. They  can move   the   piece   of   card   covering   the hole in the lid and discover what they can   see   when   there   is   no   light,   some light etc. Torches can be shone through the hole to increase the light even more. Differentiation More able learners can look at different coloured  objects   to  see  which   are  the easiest to see in low light. Worksheet:   range   of  images   of things   which   are   sources   /   are not sources of light   bicycle   Worksheet:   images   of   torch, lighthouse, lights, candles,   runway   lights,   street lights,   life­vest   lights,   police siren lights etc. Way Ahead Foundation Course by   PrinthaEllis   and   Mary Bowen, p.86,87 http://www.tes.co.uk/teaching­ resource/Light­sources­in­your­ bedroom­at­night­6175331/ Instructions   for   making   a   dark box, and small objects to put in the box: How to make a dark box: 1. Take   one   shoebox   for   each group   (box   with   a   detachable lid).   2. Paint the inside of the box black. Leave to dry.   3. Make   two   small   holes   (eye distance apart) in one side of the box.    4. Cut a hole (about 2cm x 5cm) in 20 Learning objectives Suggested teaching activities Teaching notes Learning resources rereading and usual support very short   simple   fiction   and   non­ fiction texts on a limited range of general and curricular topics 3.2.6.1    take   turns   when speaking with others in a limited range of short, basic exchanges  give   short,   basic 3.2.3.1  description of people and objects on a limited range of general and some curricular topics  3.4.7.1  spell a growing number of   high­frequency words accurately during guided writing activities familiar   3.4.5.1 link with support words  or phrases using basic  discussing what they can see. Activity 4   (I, f) Learners write down the names of things they can see in the dark box experiment. (W) Learners look at the things in the box and talk about whether they are shiny/not shiny, reflective, easy/hard to see in dark. Plenary Gather   learners   into   a   circle   and divide   them   into   1   groups   and organize an   activity ‘2 stars and 1 wish’ Out at night  Pre­learning (P)   Teacher   gives   learners   pictures and asks learners to sort into animals which   hunt   during   the   day   and animals which hunt at night. Students take out flashcards and sort animals into 3 categories: Nocturnal, Diurnal and Both Activity 1   (G) Teacher plays animal sounds and asks   students   to   identify   nocturnal animals in a       class quiz. Activity 2  Alternative Learners say whether things are shiny or reflective and how easy this makes them to see with the torch in the dark. Allow time for learners to add any new words   to   their   vocabulary   notebooks. At   certain   stages,   you   may   use   these words in specific fun activities to help your them. Remember that vocabulary which is in context, used in meaningful sentences, and relevant to learners, is more likely to end up in long term memory. learners   remember     Learners discuss and sort animals into two groups. Activity 1   Teacher   plays   sounds   and   checks 21 the middle of the box lid. Cut a piece   of   card   large   enough   to cover the hole in the lid. Three boxes with lids (or one per group   of   learners)   and   three pieces of card http://www.primaryresources.co. uk/science/seeindark.htm  Activity 2  The   Tale   of   the   Sun   and   the Moon https://www.youtube.com/watch ?v=UoWFJ690U6E A range of shiny and non­shiny objects; three torches. Way Ahead Foundation Course  by PrinthaEllis and Mary  Bowen, p.20 Activity 1 http   ://   www  resource   6035509/ https://www.youtube.com/watch ?v=HvV­SxflmyY https://www.youtube.com/watch ?v=VVloVe4jWMU      Activity 3   Short non­fiction piece on a  nocturnal animal found in   .  co   .  uk   /  teaching  ­  ­  at   ­  Night  ­  .  tes   /  I  ­  Spy Learning objectives Suggested teaching activities Teaching notes Learning resources coordinating connectors  3.1.5.1  phonemically distinct words   distinguish   between   content 3.1.7.1   use contextual clues to predict in   short, supported talk on a limited range of   general   and   some   curricular topics   3.1.8.1    understand   short, narratives on a limited range of general   and   some   curricular topics Kazakhstan http://www.google.co.uk/url? sa=t&rct=j&q=&esrc=s&frm=1 &source=web&cd=1&ved=0CC 0QFjAA&url=http%3A%2F %2Fst­peters.wikispaces.com %2Ffile%2Fview%2FStory %2BPowerpoint.pptx&ei=syJM Uon9KKKb0QWk3ID4DA&usg =AFQjCNGpySIcESOM­ HEmqC77­oJpOmCRgg http://sacredheartliverpool.schoo l/wp­ content/uploads/2017/01/the­ owl­who­was­afraid­of­the­ dark.pdf Learners write names of animals into the  Venn Diagram From the vocab cards ­ the fox, bat, moth,   owl   and   snow   leopard, hedgehog,   skunk   are   all   active   at night, the mouse, raccoon, lizard  are active  during the  day and at  night, and   the   deer,   snake,   butterfly,   bee and   eagle,   squirrel   are   all   active during the day  (P, f) Learners write and complete a range   of   question   and   spelling activities relating to the story using and, but, or. (D, W) Teacher explains the rules of I­Spy.   Learners give first letter and then subsequent letters until someone guesses   the   night   word   on   their pictures. Activity 3   (W)  Learners  first  listen  to  a  short piece   about   a   nocturnal   animal. Then   they   listen   to   the   story (adapted) read by teacher of The Owl Who Was Afraid of the Dark. Plenary   Game  Bingo  Teacher  reads names of animals  or shows   pictures   of   animals,   learners identify   the   words   of   animals   they learner spellings in feedback. Learners   follow   pictures   and   follow story sequences. Activity 2   Teacher   selects   spelling,   punctuation and completion exercises from range of activities in the workbook. Learners  say  ‘I  Spy   at  night   with  my little eye something beginning with ‘st’. Give   learners   a   few   guesses   before asking for another letter to be revealed. Follow the listening tips given earlier in this   unit   for   pre­listening,   during listening, and post­listening activities. Make it a habit that you plan for pre­ listening   activities,   during   listening activities,   and   post­listening   activities that are relevant to your learners, e.g.: 1. visit to the local/school library 2. a special visitor to come in and read a story or poetry 3. a special visitor to come in and give a   short   illustrated   talk   on   the   topic which is age appropriate 4. word games 5. plays 6. role­play,   drama   activities,   short labelling   (using   computers   or 22 Learning objectives Suggested teaching activities Teaching notes Learning resources have in their bingo cards and cross them. retelling,   retelling   stories   passed handwriting) 7. down in families (oral history) 8. quiet reading time 9. discussion (e.g. favourite non­fiction topics to read about) English Primary Grade 3 Unit 3. Time Recommended prior knowledge  Learners will need to be familiar with/reminded of cardinal numbers 1­100, a range of routine daily actions, days of the week, times of the day, prepositions of time, location and asking questions using interrogative words what and when. Context  Telling the time and talking about times of the day and different times of the week form the focus of learning activity in this unit. The cross­curricular element in this unit relates to performing simple maths operations in English relating to conceptions of time. Outline  Learners are presented with the context of talking about time in different activities throughout the unit. The focus then moves from clock time to  talking about routines and activities on days of the week and different times of the day, and ends with activities that ask the student to identify the right time or order to do things in. The suggested number of academic hours for this unit is 8­10, including lessons on revision and summative assessment  tasks. Key Learning objectives. Familiarise yourself with all of the learning objectives and decide which to work towards depending on your learners.  Suggestions are given below. Monitor to see if there are any learners with particular areas that need improving or any learners who need to be  challenged and adapt your lessons.   3.1.5.1  distinguish between phonemically distinct words 3.1.7.1  use contextual clues to predict content in short, supported talk on a limited range of general and some curricular topics 3.1.8.1  understand short, narratives on a limited range of general and some curricular topics 3.1.9.1  recognise short basic words that are spelt out    3.2.1.1  make basic statements which provide personal information on a limited range of general topics 23 3.2.2.1  ask questions to find out about present experiences on a limited range of general and some curricular topics 3.2.4.1  respond to questions on a limited range of general and some curricular topics 3.2.6.1  take turns when speaking with others in a limited range of short, basic exchanges 3.3.1.1  recognise, identify and sound with support a limited range of familiar words in simple sentences 3.3.3.1  begin to read with rereading and usual support very short simple fiction and non­fiction texts on a limited range of general and curricular  topics 3.3.6.1  understand with considerable support, some specific information and detail in short, simple texts on a limited range of general and some  curricular topics 3.4.1.1  plan, write and check short sentences with considerable support on a limited range of personal, general and some curricular topics 3.4.6.1 use upper and lower case letters accurately when writing names, places and short sentences during guided writing activities 3.5.2.1  use cardinal numbers 1 ­100 to count and ordinal numbers 1 – 10 3.5.9.1  use common present simple forms [positive, negative, question] and contractions to talk about what you want and like ,habits and facts, simple future timetabled events; use common past simple forms to describe actions and feelings  3.5.14.1  use prepositions of location and position:  at, behind, between, in, in front of, near, next to, on, under, above to describe where people and  things are, use prepositions of time: on, in, at to talk about days and times and no preposition  next/last week  3.5.17.1.use me, too and I don’t to give short answers                                                      24 Learning objectives Suggested teaching activities Teaching notes Learning resources Activity 1 Teacher   writes   routine   actions   on board   for   learners   to   mark   on timelines, e.g.   get up    get ready   watch TV  go to  bed Teacher   models  When   do   you   …? questions   and   then   gets   learners   in pairs   to   ask   each   other   about   their timelines. Activity 2 Teacher   surveys   learner   answers   to previous highlighting at + (specific time)       in + (part of day) Focus on common time prepositions  Activity 4 task     Game http://www.eslgamesplus.com/ti me­and­daily­routines­esl­ interactive­board­game/ Clear display of learners’ clocks with time labels for reference. Way Ahead Foundation Course by   PrinthaEllis   and   Mary Bowen, p.61, 62 Daily routine class survey: https://en.islcollective.com/resou rces/printables/worksheets_doc_ docx/daily_routine_class_survey /interrogatives­daily­ routines/2341 understand   short, 3.1.8.1  narratives on a limited range of general   and   some   curricular topics 3.2.1.1  make   basic   statements which   provide   personal information   on   a   limited   range of general topics 3.2.2.1 ask questions to find out about   present   experiences   on   a limited   range   of   general   and some curricular topics Times of my day Pre­ learning Game “before after” Learners   get   into   groups   of   4   or   5 people.  Give  one   set  of  Conversation Cards   to   each   group,   and   ask   the learners to put the cards in a pile face down.   Ask   the   learners   to   take   turns taking a card from the pile, reading the sentence,   and   discussing   the   order   of events. Learners use the present simple to discuss what happen according to the card, what happen before it, and what happen after it. Their task is to discuss the events one at a time and put them in order. Activity 1 25 Learning objectives Suggested teaching activities Teaching notes Learning resources Learners are asked to find four things they do before and four things they do after other people in the class: e.g.  Kim gets up 10 minutes before me. Calculating   and   writing   about   the times   learners   and   their   partner   do things: Teacher   demonstrates   that   learners will have to listen and calculate e.g. 5 minutes   to   wash   and   5   minutes   to dress = 10 minutes to get ready. Teacher   puts   information   prompts from listening exercise on board, e.g.  get ready / get to school / get home / have breakfast, etc. http://www.englishforeveryone.o rg/PDFs/Prepositions%20of %20Place.pdf http://www.englishforeveryone.o rg/PDFs/Prepositions%20of %20Time.pdf Worksheet (enough for everyone for more than one activity): Two   timelines     8am   –   10pm, one for marking times, and one for marking partner’s responses Worksheet: questions e.g.  How long does it take John to  get ready?   See   more   questions   at http://www.alleng.ru/engl­ top/036.htm  3.2.4.1 respond to questions on a limited   range   of   general   and some curricular topics (P) Learners talk about different times in   their   day.     Then   they   plot   on   a timeline when they do things.   sentences 3.4.1.1  plan,   write   and   check short   with considerable   support   on   a limited   range   of   personal, general   and   some   curricular topics 3.5.2.1   use cardinal numbers 1 ­100   to   count   and   ordinal numbers 1 – 10   use   prepositions   of 3.5.14.1  location   and   position:     at, behind, between, in, in front of, near, next to, on, under, above to describe   where   people   and things   are,  use   prepositions   of time: on, in, at to talk about days and   times   and   no   preposition next/last week      Activity 2 (P, f) Teacher distributes with the daily routine class survey. Together they go through the questions suggested in the survey.   Learners   ask  each  other questions   about   their   timelines.   For example: When do you get up? At what time do you have breakfast? Activity 3 (W,   f)   Learners   conduct   the   survey, walk   around   the   room,   asking   and answering questions such as: When do you get up? At what time do you have breakfast? What did you do last week? When   everyone   has   completed   their surveys, pool the answers to find out common activities. Activity 4 They make a note of who, for example, gets up 10 minutes before/after them. (G, f) Learners describe their different 26 Learning objectives Suggested teaching activities Teaching notes Learning resources     content 3.1.7.1  use   contextual   clues   to predict in   short, supported talk on a limited range of   general   and   some   curricular topics 3.2.2.1 ask questions to find out about   present   experiences   on   a limited   range   of   general   and some curricular topics 3.2.6.1 take turns when speaking with others in a limited range of short, basic exchanges 3.3.1.1  recognise,   identify   and sound   with   support   a   limited range   of   familiar   words   in simple sentences  3.4.4.1  write with support short basic sentences with appropriate spaces between words  3.4.6.1 use upper and lower case letters   accurately   when   writing names,   places   and   short sentences during guided writing activities 3.5.2.1   use cardinal numbers 1 ­100   to   count   and   ordinal numbers 1 ­ 10 3.5.9.1  use common present  simple forms [positive, negative, Days of the week  Pre­learning  Learners will go through talking about  the day of the week, the weather, and  how they are Review the days of the week Activity 1  (P) Learners ask and answer questions about   what   they   do   and   did   at weekends.  What do you do on______?  On______, I ….. What did you do last Sunday? I.e. What do you do on the weekends? On Saturday I sleep and on Sunday I  eat ice­cream.  ­What did you do last Sunday? ­I slept all day.  ­Wow! Activity 2 (I) Learners first listen to exclamations in   context,   and   then   guess   what   they mean.     Learners   then   react   to   short statements   with   an   appropriate exclamation. 27 Activity 1 Focusing   on   the   simple   present [positive, negative, contractions]: and common   past   simple   forms   to describe actions. Teacher   asks   learners   to   complete sentences   with   appropriate   verbs written on board. Learners tick the things on worksheet that   they   do/did     at   weekends   and then ask each other questions, e.g. Do   you   get   up   late/early   on Saturday?  Did you go to the park last Sunday?            Learners   answer appropriate.  Me   too  where Teacher  reads out and repeats short monologues.  Activity 3 Teacher then reads out different set of prompts and class respond using one of the exclamations, e.g. This   is   a   banana   burger!   [Yuk!] [Yum!] Tomorrow’s a holiday! [Great!] Guided writing template :   On Mondays _________.    Worksheet with short sentences  to complete with appropriate  verb, e.g.               I _____ up late.                            I _____ cartoons on TV               I ____ my bike.                                  I ____ shopping Worksheet :    Match exclamations to faces  according to what you hear. e.g. Wow / Yeah / Yuk / Ouch /  Yum / Oh dear / Great / Oh no,  etc.      Writing days of the week:       http://www.englishexercises.org/ makeagame/viewgame.asp? id=10 Learning objectives Suggested teaching activities Teaching notes Learning resources question] and contractions to  talk about what you want and  like ,habits and facts, simple  future timetabled events use  common past simple forms to  describe actions and feelings Activity 3  (I/P, f) Learners use the guided writing template to write a  Days of the week poem. Learners complete the lines and then   between   each   line   write   [x3] exclamations  On Tuesdays  ________.   Teacher   monitors   the   reading   aloud and   makes  discrete  notes  for  future planning on any recurring errors. If   computers   are   not   available, teacher  can download PDF form of the given task. 3.5.17.1 use me, too and I don’t to give short answers    e.g. Yuk! ouch! wow!  (I, f) Learners then read out poems to the rest of the class and prepare poems for display. Activity 4 Learners   open   ‘writing   days   of   the week’ link and complete the table by using   upper   and   lower   case   letters where necessary.  Plenary Teacher asks learners “How are you?” Learners choose one of the smiles they see   on   the   board   and   show   it   to   the teacher saying “I am happy/sad….etc. because Alternative Give students the cards with the names of   the   days   of   the   week   written   in incorrect   way   to   explain   why   it   is wrong.   e.g.   WENSDAY.   Learners correct the mistake (Wednesday) 28