Clothes; I wear

Clothes; I wear

Plan
Stages of the lesson	Teacher’s activities	Students’ activities	Assessment	Resources
Greeting	Greet students; students respond to greeting and take their places. Hello, boys and girls!
*Warm-up*	Clothes memory Students close their eyes and are tested on what their teacher and classmates are wearing. This can be done with the questions being asked by the teacher, by other teams, or by their partner. If you can’t trust them to close their eyes, send one or two people outside the classroom, ask questions about those people’s clothes, and check the students’ answers when those people come back in.	Students close their eyes and say what classmates are wearing	Verbal Assessment	NPictures
Presentation Practice Ending the lesson Reflection	Activity 1.Conveying the meaning of new words Have Ss look at the pictures in the vocabulary section. Play the recording a few times and have Ss point to the corresponding pictures and repeat. Say the words again in random order and have Ss point and repeat. Grammar Presentation. Approach a S and say, I haven’t got a pencil. Give me a pencil, please and hold out your hand to show that you expect him/her to hand you a pencil. Write the sentence Give me a pencil, please on the board. Remind Ss that we use the Imperative to ask or order someone to do something. Explain that the imperative can also be used to make a polite request. Point out that we make the request more polite by adding the word please at the end of the Imperative statement	KEY Vocabulary Clothes: coat, jacket, sandals, boots, Jumper Students listen, point to the pictures and repeat the words.	Oral Assessment Self-Assessment	Worksheets Key Words Grammar in Tables
Activity 2. Match and play. Draw Ss’ attention to the pictures in the activity and ask them to tell you what they depict. Then direct Ss' attention to the children in the activity and ask them to tell you what they think they are doing. Divide Ss into pairs, and explain that they have to match the items of clothing with the two seasons and then request those items of clothing from their partner, as in the example.	KEY They are talking about the seasons and the weather and they are making requests.	Peer Assessment	Textbook Worksheets
“Pair hunting” activity. Give each S a photocopy of an item of clothing cut in half and ask them to stand up. Explain to Ss that they have to mingle around the classroom and find the S who has got the other half of the item of clothing they have got. The Ss who form a pair first have to hold up their photocopies and say in chorus, e.g. I wear T-shirts. Play for as long as time permits, giving Ss different photocopies each time. Descriptor: A learner: talks about seasons, weather conditions and clothes describes what clothes they are wearing use common adjectives in descriptions	KEY: Students who form a pair first have to hold up their photocopies and say in chorus, e.g. I wear T-shirts.	Group assessment	Worksheets Questions for Discussion
Peer-assessment. Think/Write/Pair/ Share. Pair / Share Tell the person next to you 2 (3,4, 5…) things you have learned today, then the group’s report out. Variation is to have students Think/Write/Pair/ Share Maybe you could.
Homework	WORKBOOK: Activity 2 and 3
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?	Health and safety check ICT links
More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support	-through questioning and the redirecting of questioning in feedback activities -through observation in group and end performance activities -through formative task	-White board and video are used no more than 10 minutes -Use water-based pens -Health promoting techniques -Breaks and physical activities used. -Points from Safety rules used at this lesson.
REFLECTION	Answer the most relevant questions to reflect on your lesson. Were the lesson objectives/learning objectives realistic? What did the learners learn? What did/didn’t you like? What was difficult?

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«Clothes; I wear»

Unit: 4		WEATHER
Teacher’s name:		Nurbergen.A
Date:		10.12.24
Class: 3a		Number present:			Number absent:
Theme of the lesson		Play and Write: Clothes I wear.
Learning objective (s)		3.2.3.2 make basic requests related to immediate personal needs; 3.3.2.1 identify some familiar words and signs on illustrations /pictures in common everyday situations; 3.5.1.4 use common adjectives in descriptions of people and things and simple feelings with support;
Lesson objectives		practice talking about seasons, weather conditions and clothes identify and describe what clothes they are wearing use common adjectives in descriptions of people and things
Plan
Stages of the lesson	Teacher’s activities			Students’ activities			Assessment	Resources
Greeting	Greet students; students respond to greeting and take their places. Hello, boys and girls!
Warm-up	Clothes memory Students close their eyes and are tested on what their teacher and classmates are wearing. This can be done with the questions being asked by the teacher, by other teams, or by their partner. If you can’t trust them to close their eyes, send one or two people outside the classroom, ask questions about those people’s clothes, and check the students’ answers when those people come back in.			Students close their eyes and say what classmates are wearing			Verbal Assessment	NPictures
Presentation Practice Ending the lesson Reflection	Activity 1.Conveying the meaning of new words Have Ss look at the pictures in the vocabulary section. Play the recording a few times and have Ss point to the corresponding pictures and repeat. Say the words again in random order and have Ss point and repeat. Grammar Presentation. Approach a S and say, I haven’t got a pencil. Give me a pencil, please and hold out your hand to show that you expect him/her to hand you a pencil. Write the sentence Give me a pencil, please on the board. Remind Ss that we use the Imperative to ask or order someone to do something. Explain that the imperative can also be used to make a polite request. Point out that we make the request more polite by adding the word please at the end of the Imperative statement			KEY Vocabulary Clothes: coat, jacket, sandals, boots, Jumper Students listen, point to the pictures and repeat the words.			Oral Assessment Self-Assessment	Worksheets Key Words Grammar in Tables
	Activity 2. Match and play. Draw Ss’ attention to the pictures in the activity and ask them to tell you what they depict. Then direct Ss' attention to the children in the activity and ask them to tell you what they think they are doing. Divide Ss into pairs, and explain that they have to match the items of clothing with the two seasons and then request those items of clothing from their partner, as in the example.			KEY They are talking about the seasons and the weather and they are making requests.			Peer Assessment	Textbook Worksheets
	“Pair hunting” activity. Give each S a photocopy of an item of clothing cut in half and ask them to stand up. Explain to Ss that they have to mingle around the classroom and find the S who has got the other half of the item of clothing they have got. The Ss who form a pair first have to hold up their photocopies and say in chorus, e.g. I wear T-shirts. Play for as long as time permits, giving Ss different photocopies each time. Descriptor: A learner: talks about seasons, weather conditions and clothes describes what clothes they are wearing use common adjectives in descriptions			KEY: Students who form a pair first have to hold up their photocopies and say in chorus, e.g. I wear T-shirts.			Group assessment	Worksheets Questions for Discussion
	Peer-assessment. Think/Write/Pair/ Share. Pair / Share Tell the person next to you 2 (3,4, 5…) things you have learned today, then the group’s report out. Variation is to have students Think/Write/Pair/ Share Maybe you could ...
Homework	WORKBOOK: Activity 2 and 3
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?			Health and safety check ICT links
More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support			-through questioning and the redirecting of questioning in feedback activities -through observation in group and end performance activities -through formative task			-White board and video are used no more than 10 minutes -Use water-based pens -Health promoting techniques -Breaks and physical activities used. -Points from Safety rules used at this lesson.
REFLECTION			Answer the most relevant questions to reflect on your lesson. Were the lesson objectives/learning objectives realistic? What did the learners learn? What did/didn’t you like? What was difficult?