Clothes and accessories

LESSON: Module Lesson

The Theme: Clothes and accessories

Date:

Teacher name:

CLASS: 3

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

To talk about clothes and accessories.

To know differences between the sources of lights and the sources of energy

Lesson objectives

All learners will be able to:

• 3.S4 respond to basic supported questions giving personal and factual

information

• 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.R5 understand the main points of simple sentences on familiar topics by

using contextual clues

• 3.L1 understand a range of short basic supported classroom instructions

• 3.L2 recognise with considerable support an increasing range of common

personal questions

• 3.L3 understand the main points of short, slow and carefully articulated talk

on routine and familiar topics features such as colour and number

• 3.L6 understand some specific information in short, slow, carefully

articulated talk on routine and familiar topics

• 3.L7 use contextual clues to predict content in short, supported talk on

routine and familiar topics

Previous learning

'Sources of light' vocabulary

Plan

Planned timings

Planned activities (replace the notes below with your planned activities)

Smiles Resources

Opening

Write a few words/phrases from the previous lesson on

the board but with jumbled letters. Ask the pupils to

unscramble the letters and write the words in their

notebooks. Check their answers.

Middle

The new words:

Cap [kӕp] -кепка

Scarf [ ska:f ] -шарф

Gloves [glʌvz] -қолғап

Boots [ bu:tz] -етік

Jumper [ʤʌmpә(r)] -джемпер

Jeans [ ʤi:nz] -джинсы

Hat [ hӕt] -шляпа

Skirt [sk3:t] -белдемше

Trousers [trauzez] -шалбар

Dress [dres] -көйлек

Shoes [ ʃu:z] -аяқ киім

put on [ pʊt ɒn] -киіну, кию

take off [ teɪk ɒf] -шешу

Listen, point and repeat. Then match.

Pupils’ books closed. Put up the Clothes poster on the

board. Point to the items/phrases, one at a time, and say

the corresponding words. The pupils repeat, chorally

and/or individually. Point to the items/phrases in

random order. Ask individual pupils to name them.

Ask the rest of the class for verification.

Extension activity (Optional)

Point to items of clothing the pupils are wearing and ask

the pupils to name them.

Pupils’ books open. Ex. 5 p. 20 Play the CD. The

pupils listen, point to the words and repeat. If you wish,

play the CD again pausing after each word/phrase. The

pupils repeat, chorally and/or individually. The pupils

look at the pictures and match them to the words. Check

their answers.

Answer key: 1 c 2 d 3 h 4 g 5 f 6 e 7 a 8 b

Choose and complete. Ex. 6 p. 20

Point to and elicit the jobs. Explain the activity. Allow

the pupils some time to complete the activity.. Check

their answers.

Answer key: 2 trousers 3 jeans 4 boots 5 dress 6 shoes

7 scarf 8 skirt

Thinking cap. Ask questions: p. 20 Who

works only during the day? Who works during the day

and at night? Point to the police office and ask: Does he

work only during the day? Elicit answer: No.

Answer keys: The police office works during the day

and at night. The gardener works during the day. The

nurse works during the day and at night. The teacher

works during the day.

Study Spot p. 21

Listen and choose.

Pupils’ books closed. Say and write: one lamp – two

lamps. Underline the -s. The pupils repeat, chorally

and/or individually. Elicit the formation of the plural

number (by adding -s to the noun). Explain to the pupils

that there are some exceptions to the rule.

Write the word potato on the board. Point to it, say and

write: one potato – two potatoes. Underline -es. The

pupils repeat, chorally and/or individually. Follow the

same procedure and present the rest of the spelling rules

as well as the irregular plural nouns.

Pupils’ books open. Ex. 7 p.21 Go through the Study

spot section briefly. Explain the activity and allow the

pupils some time to complete it. Check their answers.

Answer key: 2. knives 3 touches 4 boxes 5 children 6

teeth

The Clothes poster.

Software or Track 12

CD1

End

Additional task:

Choose and draw lines:

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