Обновленка Smiles 3 класс Grade КСП КМЖ Short Term Plan


Module 1 “Animals ”

LESSON: Module 1 Lesson 1 The Theme: Animal types
Date: Teacher’s name:
CLASS:
Learning
objective(s) that this lesson is contributing to To talk about animal types; to talk about elephants, snakes and penguins.
Lesson objectives All learners will be able to:
3.S1 make basic statements related to personal information, people and objects on familiar topics and classroom routines
3.L5 identify missing phonemes in incomplete words
3.UE14 use basic prepositions of location and position: at, behind, between, in, in front of, near, next to, on, to to describe where people and things are use prepositions of time: on, in, at to talk about days and times (the usage of prepositions is given in Module 4 “Our Town” )
3.UE9 use common present simple forms [positive, negative, question] and contractions to talk about what you want and like and habits and facts
3.UE5 use interrogative pronouns including which, what, where, whose to ask who people are and what they are doing (pronouns which, where, whose are practiced in Module 6)
Assessment criteria Learners have met the learning objectives if they can talk about animal types: about
elephants, snakes and penguins.
Language focus Structures: Interrogative pronouns (what, which); Present Simple
Language in use: I live on land. I eat eggs and small animals. I look for food at night.
What am I? I’m a snake. Do snakes live in Antarctica? Yes, they do./No, they don’t.
Target vocabulary mammal: elephant reptile: snake bird: penguin
Cross — curricular
links Science (Exs 1 and 4)
ICT skills Using videos& pictures, working with URLs (Internet)
Previous learning ‘Animal’ vocabulary
Plan
Planned timings Planned activities (replace the notes below with your
planned activities) Smiles
Resources
BEGINNING THE
LESSON

3.S1 (An activity to introduce yourself and greet the pupils.)
Wait by the door and greet the pupils as they arrive.
When everyone is seated, write your name on the board and introduce yourself to the class. Point to your name on the board and to yourself and say: Hello, I’m (Mrs Sharipova).
Say: Hello again. The pupils repeat, chorally and/or individually. Stand in front of a pupil, introduce yourself and elicit his/her name.
Repeat with some more pupils.
e.g. Teacher: Hello, I’m Mrs Sharipova. Pupil 1: Hello, I’m Assel. etc
Have the pupils go around the classroom, shake hands and introduce themselves. Interactive
Whiteboard Software

e.g. Pupil 1: Hello, I’m (Berik).
Pupil 2: Hello, I’m (Ulan). etc
PRESENTATION AND PRACTICE

3.L5 3.UE5

3.UE9 3.UE14

3.UE9 Look at the pictures. Which animal is a mammal? a reptile? a bird?
Write mammal, reptile, bird on board. Explain their meaning
(mammals feed their babies milk from their own bodies, reptiles lay eggs and use the heat from the sun to keep their blood warm, birds have feathers and wings and in most cases can ly). Ask the pupils, in L1 if necessary, to name some mammals, e.g. dog, elephant. Write them on the board under the correct heading. Repeat the activity for reptiles and birds. Refer the pupils to the picture on the previous page and elicit the animals. Point to the penguin and ask: What type of animal is the penguin? Elicit: A bird. Then point to the elephant and ask: What type of animal is the elephant? Elicit: A mammal. Repeat the activity for the snake.
Answer key mammal: elephant reptile: snake bird: penguin

Read and name the animal.
Read the instructions and explain the activity. Allow the pupils some time to read the sentences and write the names of the animals. Check their answers.
Answer key
1 snake 2 elephant 3 penguin

True or False? In pairs, decide. Check your answers online or with your teacher.
Read the instructions and explain the activity. Go through the
sentences and elicit any unknown words.
Allow the pupils some time to read the sentences about snakes and choose True or False. Once the pupils have finished, provide them with the correct answers or have them go online to find the answers.
Answer key
1 B 2 A 3 A 4 B 5 B
Chose a pupil and ask: Do snakes live in Antarctica?
Elicit: No, they don’t. Then, in pairs, the pupils ask and answer questions as in the example.
Answer key
2 A: Do snakes smell with their tongue? B: Yes, they do.
3 A: Do snakes sleep with their eyes open? B: Yes, they do.
4 A: Do snakes eat only three times a year? B: No, they don’t.
5 A: Do snakes stop growing when they are one year old?
B: No, they don’t.

Find some facts about one of the other two animals. Present them to the class.

Ask the pupils to use the Internet or other sources and
find some facts about the elephant or the penguin. They can include a picture or a drawing. Tell them to use the sentences in Ex. 3 as a model. Allow them time to finish their assignment. Alternatively, assign it for homework. Have them present their assignments to the class during this lesson or the next. Display their work in the classroom. Note: Once you have corrected their assignments,
guide your pupils on how to file them in their Language Portfolios.
ENDING THE
LESSON (An activity to consolidate the language of the lesson.)
Divide the class into two teams, A and B. Invite a pupil from each team to the board. Whisper an animal from the lesson to the pupils. The pupils then have to draw clues on the board related to the
animal. They are not allowed to speak, write words or use gestures. Each team has two minutes to guess the correct animal. The first team to do so, wins a point for his/her team. Continue with other pupils from each team. The team with the most points wins the game.

ACTIVITY BOOK (Optional)
If you wish, you can assign some or all of the corresponding activities from the Activity Book for
homework. If this is the case, make sure you explain them first in class.
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

Reflection

Were the lesson objectives/learning objectives realistic?

Did I stick to timings?

What changes did I make from my plan and why? Use the space below to reflect on your lesson. Answer the
most relevant questions from the box on the left about your lesson

Module 1

LESSON: Module 1 Lesson 2 The Theme: Body parts
Date: Teacher’s name:
CLASS:
Learning objective(s)
that this lesson is contributing to To talk about parts of the body; to practise describing appearance.
Lesson objectives All learners will be able to:
3.S1 make basic statements related to personal information, people and objects on familiar topics and classroom routines
3.L5 identify missing phonemes in incomplete words
3.UE9 use common present simple forms [positive, negative, question] and contractions to talk about what you want and like and habits and facts
Assessment criteria Learners have met the learning objectives if they can talk about parts of the body;
describe appearance.
Language focus • Structures: the verb ‘have got’ (affirmative), adjectives
• Language in use: We have got green eyes. It’s got one mouth.
Target vocabulary Parts of the body: hair, legs, nose, head, hands, ears, mouth, eyes
ICT skills Using audios
Extra materials • Flashcards (1-8);
• Pictures of mammals, reptiles and birds for the Beginning the Lesson activity.
Previous learning ‘Animal’ vocabulary
Plan
Planned timings Planned activities (replace the notes below with your
planned activities) Smiles Resources
BEGINNING THE
LESSON
3.S1 (An activity to revise the vocabulary of the previous
lesson.)
Show the pupils the pictures of the animals you have brought to class and ask them to say if the animal in the picture is a mammal, reptile or bird.
Pictures of mammals, reptiles and birds
PRESENTATION AND PRACTICE Listen, point and repeat. Then number.
Pupils’ books closed. Put up the flashcards, one at a time, and say the corresponding words. The pupils repeat, chorally and/or individually. Point to each flashcard in random order. Ask individual pupils to name the part of the body. Ask the rest of the class for verification.
Extension (Optional)
Name a part of the body. Ask the pupils to point to the corresponding part on their body. Repeat as many times as you think is necessary.
Pupils’ books open. Play the CD. The pupils listen, point to the pictures and repeat the words. Play the CD again pausing after each word. The pupils repeat, chorally and/or individually. Then they write the
corresponding number next to each word. Check
their answers.
Answer key legs 8 head 1 ears 4 eyes 3 nose 5 hands 7
mouth 6 Flashcards (1-8)

Interactive Whiteboard Software or Track 02 CD1

3.L5

3.UE9

3.UE9
Rearrange the letters and write the words.
Refer the pupils to the jumbled letters and the parts of the body. The pupils rearrange the letters and write the words. Allow the pupils some time to complete the activity. Check their answers.
Answer key
2 mouth 3 eyes 4 ears 5 nose 6 legs

Complete. Use have got or has got.
Say, and then write on the board: I have got a pencil. The pupils repeat, chorally and/or individually. Underline the words in bold and explain the meaning. Say, then write: I’ve got a pencil. Underline the short form and explain how it is formed. Follow the same procedure and present the rest of the persons in the affirmative form.
Then say and write on the board: a big car – big cars. Underline the words in bold and explain that adjectives do not have a plural form even when they describe plural nouns.
Pupils’ books open. Go through the Study spot section briefly. Allow the pupils some time to complete the activity. Check their answers.
Answer key
2 has got 3 have got 4 have got 5 has got 6 have got

Count and write. Then say.
Point to the monster and ask the pupils to count how many eyes, noses, ears, hands and legs it has. Then ask them to write the numbers, as in the example.
Check their answers.
Answer key
b 4 c 3 d 3 e 4 f 5
Then the pupils report back to the class forming complete sentences with the verb ‘have got’.
Answer key
It’s got four eyes. It’s got four hands. It’s got three noses. It’s got five legs. It’s got three ears.

Listen and number.
Point to the children and ask the pupils to describe them. Play the CD twice, if necessary. The pupils listen and write the number. Check their answers.
Answer key
order of pictures: 2, 1, 3, 4
AUDIOSCRIPT
One — He’s got red hair and green eyes. Two — She’s got red hair and green eyes. Three — He’s got black hair and green eyes. Four — She’s got black hair and blue eyes.

Interactive Whiteboard Software or Track 03 CD1

ENDING THE
LESSON
3.S1 3.UE9 (An activity to consolidate the language of the lesson.)
Ask the pupils to describe their best friend.
e.g. Pupil 1: My best friend is Ulan. He’s got black hair and green eyes. etc

ACTIVITY BOOK (Optional)
If you wish, you can assign some or all of the corresponding activities from the Activity Book for homework. If this is the case, make sure you explain them first in class.
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

Reflection

Were the lesson objectives/learning objectives realistic?

Did I stick to timings?

What changes did I make from my plan and why? Use the space below to reflect on your lesson. Answer the
most relevant questions from the box on the left about your lesson

Module 1

LESSON: Module 1 Lesson 3 The Theme: Body parts (1)
Date: Teacher’s name:
CLASS:
Learning objective(s)
that this lesson is contributing to To listen to and read a story about the characters’ experience on a farm; to
practise describing a monster; to learn how to pronounce the sound \ɒ\.
Lesson objectives All learners will be able to:
3.R5 understand the main points of simple sentences on familiar topics by using contextual clues
3.R1 read and spell out words for others
3.S3 use a limited range of basic words, phrases and short sentences to describe objects, activities and classroom routines
3.S1 make basic statements related to personal information, people and objects on familiar topics and classroom routines
3.L6 understand some specific information in short, slow, carefully articulated talk on routine and familiar topics
Assessment criteria Learners have met the learning objectives if they can listen to and read a story
about the characters’ experience on a farm; describe a monster; learn how to pronounce the sound \ɒ\.
Language focus Structures: Consolidation.
Language in use: Time for bed! What’s that? It’s got two big eyes! Has it got any ands?
Yes, it has. Biscuit? That’s a funny name!
Target vocabulary Consolidation
ICT skills Using audios
Previous learning ‘Animal’ vocabulary, the verb ‘have got’ (affirmative), adjectives
Plan
Planned timings Planned activities (replace the notes below with your planned activities) Smiles Resources
BEGINNING THE
LESSON
3.S1 (An activity to revise the language from the previous
lesson.)
Ask the pupils to describe their partner (hair, eyes).
e.g. Assel’s got red hair and green eyes.
PRESENTATION
AND PRACTICE

3.R5 3.L6 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 the children and grandma in picture one) Liam, Lilly and Daisy are with Daisy’s Grandma and Grandpa.
(pointing to the big eyes in picture two) What are these?
Class: Eyes
Teacher: Yes! Two big eyes! etc
Play the CD. The pupils listen and follow the story in their books. Then individual pupils read out the story. Read the story and choose.

Interactive Whiteboard

3.S3

3.R1 Allow the pupils some time to read the story silently
and complete the activity. Check their answers.
Answer key
2 a 3 b

Tick (✓) the right sentence.
Refer the pupils to the picture and the sentences. The pupils read the sentences and tick the one that corresponds to the picture. Check their answers. Answer key
3 Amir, come and say hello!
Play the CD again with pauses for the pupils to repeat, chorally and/or individually.

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.

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 about themselves. Go around the classroom providing any necessary help. Ask some of the 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 doing the task.
A: What does your monster look like, … ?
B: It’s got … and a big … !
A: Has it got any … ?
B: Yes, it has. It’s got … . Look!
A: What’s its name?
B: … .
A: … ? That’s a funny name!
Suggested answer key
Kanat: What does your monster look like, Dana? Dana: It’s got five eyes and a big ear!
Kanat: Has it got any legs?
Dana: Yes, it has. It’s got six legs. Look! Kanat: What’s its name?
Dana: Coco.
Kanat: Coco? That’s a funny name!

(Activities to familiarise the pupils with the pronunciation
of the sound \ɒ\.)
Listen, point and repeat.
Write the letter o on the board. Point to it and say: \ɒ\. Software or Track 04
CD1

Interactive Whiteboard Software or Track 05 CD1

The pupils repeat, chorally and/or individually. Point to
the letter again and ask the pupils to say the sound. Refer the pupils to the pictures. Point to the dog and say:
\ɒ\ – dog. The pupils repeat, chorally and/or individually.
Check their pronunciation. Repeat the procedure for long and body. Play the recording. The pupils listen, point and repeat. Then point to the pictures at random and elicit the sound and the words.

Complete. Then listen and repeat.
Refer the pupils to the picture. Elicit dog, long and body. Draw the pupils’ attention again to the \ɒ\ sound. Allow the pupils some time to complete the missing letters. Check their answers.
Answer key
Bob, the dog has got a long body!
Play the CD for the pupils to listen and repeat. Ask individual pupils to read out the phrase. Check their pronunciation and intonation.

Extension (Optional)
Write the following words on the board: long, duck, frog, funny, body, nose, dog, doll. Ask individual pupils to come to the board and circle the words that have the
\ɒ\ sound. Ask the rest of the class for verification.
Answer key
long, frog, body, dog, doll

Interactive Whiteboard Software or Track 06 CD1

Interactive Whiteboard Software or Track 07 CD1
ENDING THE
LESSON

3.S3 3.S1 (An activity to consolidate the language of the lesson.)
Ask the pupils to draw a dog. When they finish, have them present their drawings to the class and describe their dogs. Display their work in the classroom.
e.g. Pupil 1: My dog is really cute! It’s brown and white. It’s got brown eyes and a long tail.

ACTIVITY BOOK (Optional)
If you wish, you can assign some or all of the corresponding activities from the Activity Book for homework. If this is the case, make sure you explain them first in class.
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

Reflection

Were the lesson objectives/learning objectives realistic?

Did I stick to timings?

What changes did I make from my plan and why?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson

Module 1

LESSON: Module 1 Lesson 4 The Theme: Body parts (2)
Date: Teacher’s name:
CLASS:
Learning objective(s)
that this lesson is contributing to To talk about farm animals and pets.
Lesson objectives All learners will be able to:
3.R5 understand the main points of simple sentences on familiar topics by using contextual clues
3.R1 read and spell out words for others
3.S3 use a limited range of basic words, phrases and short sentences to describe objects, activities and classroom routines
3.S1 make basic statements related to personal information, people and objects on familiar topics and classroom routines
3.L6 understand some specific information in short, slow, carefully articulated talk on routine and familiar topics
Assessment criteria Learners have met the learning objectives if they can talk about farm animals and
pets.
Language focus Structures: the verb ‘have got’ (negative/interrogative/short answers)
Language in use: Nanny Rose hasn’t got black hair. Has Liam got red hair? Yes, he has. My pet has got a big body and four short legs.
Target vocabulary Farm animals: cow, goat, rabbit, chicken, duck, frog
Pets: pony, dog, cat, parrot
ICT skills Using audios
Extra materials The On the Farm poster.
Previous learning ‘Animal’ vocabulary, the verb ‘have got’ (affirmative), adjectives
Plan
Planned timings Planned activities (replace the notes below with your planned activities) Smiles Resources
BEGINNING THE
LESSON
3.S3 3.S1 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 Listen, point and repeat. Then match.
Pupils’ books closed. Put up the On the Farm poster on the board. Point to each animal, one at a time, and say the corresponding words. The pupils repeat, chorally and/or individually. Point to each animal in random order. Ask individual pupils to name the animal. Ask the rest of the class for verification.

Extension (Optional)
Name an animal. The pupils mime it or make a sound associated with this animal. Repeat with other animals. Pupils’ books open. Play the CD. The pupils listen, point to and repeat the words. Play the CD again
On the Farm poster

Interactive Whiteboard

3.R1

3.L6

3.S3 3.S1 pausing after each word. The pupils repeat, chorally
and/or individually. Then they match the pictures to the animals. Check their answers.
Answer key: 1 a 2 d 3 f 4 e 5 b 6 c

Find the animals and write.
Refer the pupils to the pictures and the word search. The pupils look at the pictures, write the names of the animals and circle the words in the word search. Check their answers.
Answer key
2 rabbit 3 duck 4 dog 5 chicken 6 frog

Study Spot
(Activities to present and practise the verb ‘have got’ in the negative and interrogative forms and short answers.)

Make sentences.
Pupils’ books closed. Point to your hair. Say, then write on the board: Have I got (black) hair? The pupils repeat, chorally and/or individually. Underline the words in bold. Follow the same procedure and present the rest of the persons in the interrogative form. Point to your hair again. Say, then write: I have not got (fair) hair. Follow the same procedure and present the negative form, long and short form. Ask again: Have I got (black) hair? Write: Yes, I have. The pupils repeat, chorally and/or individually. Explain how the positive short answer is formed. Point to a male pupil, say, and then write: Has he got (black) hair? The pupils repeat, chorally and/or individually. Underline the words in
bold. Say and write: No, he hasn’t. The pupils repeat, chorally and/or individually. Explain how the negative short answer is formed. Pupils’ books open. Go through the Study spot section
briefly. Allow the pupils some time to complete the activity. Check their answers.
Answer key
2 My dog hasn’t got big ears. 3 They haven’t got pink noses.
4 Rabbits haven’t got small ears.
5 Roy the clown hasn’t got a big head.

Look, read and answer.
The pupils look at the pictures, read the questions and answer them. Allow the pupils some time to complete the activity. Check their answers. Answer key: 2 they have 3 they haven’t 4 it hasn’t

Which is Nurlan’s pet? Read, choose and say.
Refer the pupils to the pets and elicit them. Then the
pupils read the text and complete the activity. Check Software or Track 08
CD1

their answers.
Answer key: dog
ENDING THE LESSON
3.S3 3.S1 Ask the pupils to draw an animal on a piece of paper
without showing it to anyone. In pairs, the pupils ask and answer questions to find out their partner’s animal.
e.g. Pupil 1: Has it got big ears? Pupil 2: No, it hasn’t. etc

ACTIVITY BOOK (Optional)
If you wish, you can assign some or all of the
corresponding activities from the Activity Book for homework. If this is the case, make sure you explain them first in class.
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

Reflection

Were the lesson objectives/learning objectives realistic?

Did I stick to timings?

What changes did I make from my plan and why? Use the space below to reflect on your lesson. Answer the
most relevant questions from the box on the left about your lesson

Module 1

LESSON: Module 1 Lesson 5 The Theme: Animal song and dance (1)
Date: Teacher’s name:
CLASS:
Learning objective(s)
that this lesson is contributing to To talk about farm animals; to write about a farm; to develop the pupils’ listening
skills through a song.
Lesson objectives All learners will be able to:
3.UE4 use determiners a, an, the, some, any, this, these, that, those to identify things (a, an, the are also practiced in Module 1 Lesson 2, some, any are practiced in Module 4 Buildings )
3.L9 recognise the spoken form of familiar words and expressions
3.L2 recognise with considerable support an increasing range of common personal questions
3.W1 write with support short responses at phrase level to questions and other prompts
Assessment criteria Learners have met the learning objectives if they can talk about farm animals;
write about a farm; develop listening skills through a song.
Language focus Structures: demonstrative pronouns (this, that, these, those), articles (a, an, the),
some/any
Language in use: Grandpa has got ten cows now! This is a frog. I’ve got a goat and
an eagle. I’ve got some cows, too! I haven’t got any chickens.
Target vocabulary Consolidation
ICT skills Using audios
Previous learning ‘Animal’ vocabulary, the verb ‘have got’ (affirmative, negative and
interrogative), adjectives
Plan
Planned timings Planned activities (replace the notes below with your planned activities) Smiles Resources
BEGINNING THE LESSON Write vocabulary words from the previous lesson on the
board with certain letters missing. Ask individual pupils to come to the board and complete the words.
Ask the rest of the class for verification.
PRESENTATION
AND PRACTICE

3.W1 3.L9

3.UE4 Listen and read. Then complete.
Refer the pupils to the picture and ask them questions.
e.g. Teacher: (pointing to Daisy) Who’s this? Pupil 1: Daisy.
Teacher: (pointing to the cow) What animal is this? Pupil 2: It’s a cow. etc
Play the CD. The pupils listen and follow along in their books. Allow the pupils some time to read the text silently and complete the activity. Check their answers. Answer key: 1 cows 2 chickens 3 goats
Then individual pupils read out the text.

Look and say. Then write: This, That, These or
Those.
Pupils’ books closed. Stand near a schoolbag, point to it Interactive
Whiteboard Software or Track 09 CD1

3.W1

3.L9 and say: This is a schoolbag. The pupils repeat, chorally
and/or individually. Write the sentence on the board and underline the word in bold. Stand further away from the schoolbag, point to it and say: That is a schoolbag. The pupils repeat, chorally and/or individually. Write the sentence on the board and
underline the word in bold. Explain that we use this for something/someone that is near us and that for something/someone further away from us. Follow the same procedure and present these and those.
Pupils’ books open. Read the instructions and explain the activity. Allow the pupils some time to complete the activity. Check their answers.
Answer key: 2 Those 3 These 4 That

PORTFOLIO: You are on a farm. Talk with your friends. Then write about it.
Refer the pupils to the picture and elicit the animals.
Then ask the pupils, in pairs or in groups, to talk about their farms. As homework, tell the pupils to draw a farm on a piece of paper and use the text in Ex. 22 as a
model to write about it. Suggested answer key Dear Mum and Dad,
I’m here on Grandpa and Grandma’s farm. It’s great here! Grandpa has got eight ducks now! His favourite duck is Fifi! Grandma has got seven rabbits. They are very funny. Grandpa and Grandma have got four cows, too! The cows have got babies. They are very cute!
Love, Akbota
Note: Once you have corrected their writing activities, guide your pupils on how to file them in their Language Portfolios.

Let’s Sing!
Ask the pupils to look at the farmer and the cow. Say: I’m a farmer, my name is Sam. Encourage the pupils to repeat after you. Follow the same procedure and present the rest of the song. Play the CD. The pupils listen and follow along in their books. Play the CD again. The pupils listen and sing along.
Extension (Optional)
Write some animals on the board, e.g. cat, horse, goat, mouse. Elicit and write the sounds they make, e.g. miaow, neigh, beh, eek. Make a sound. Invite a pupil to tell you which animal it is. Then the pupils, in pairs or in groups, choose one animal and make a new verse for the song. Then they sing it to the class.
e.g. I’m a farmer, My name is Sam.
I’ve got a lot of animals On my farm!

Interactive Whiteboard Software or Track 10 CD1

3.L2 I’ve got a cat and
It’s big and fat! Miaow, miaow, miaow It goes like that!

Which animals have you got on your farm? Look, choose and say. Then make your Farm Book.
Refer the pupils to the pictures. Elicit the animals. Then
read the sentences in the speech bubble aloud. Remind pupils that we use a before singular nouns that start with a consonant and an before singular nouns that start with a vowel. Also revise the use of some and any. Remind pupils that we use some with countable plural nouns in affirmative sentences and any with uncountable nouns in interrogative and negative sentences. Explain the activity. The pupils choose which animals they have got on their farm. Ask individual pupils to
report back to the class.
Suggested answer key
I’ve got a dog and some chickens. I’ve got a goat, too! I haven’t got any cows.
Then ask the pupils to find pictures of farm animals and make their own farm books. Have them cut out the farm animals and glue one animal per page. The pupils can also draw the animals, if they choose to. Go around the classroom proving any necessary help. When they finish, help them staple the pages together. Alternatively, assign it for homework.
Note: Once you have checked their projects, guide your pupils on how to file them in their Language Portfolios.
ENDING THE
LESSON Project: Home needed
Divide the class into groups. Assign each group the names of some animals, e.g. horse, goat, mouse, rabbit, etc. Ask the pupils to draw a home for each of the animals (i.e. a farm for the goat and the horse, a cage for the mouse and the rabbit, etc).

ACTIVITY BOOK (Optional)
If you wish, you can assign some or all of the corresponding activities from the Activity Book for homework. If this is the case, make sure you explain them first in class.
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

Reflection

Were the lesson objectives/learning objectives realistic?

Did I stick to timings?

What changes did I make from my plan and why? Use the space below to reflect on your lesson. Answer the
most relevant questions from the box on the left about your lesson