Module 6.

Health
Module 6 Lesson 1
Teacher’s name:
Date:
Grade: 3 Number of people present Number of people absent
The Theme of the lesson Body parts
Objectives according to the Curriculum [Link] recognize familiar words with visual support
[Link] understand short, simple instructions used in familiar everyday contexts
Objectives of the lesson All learners will be able to:
 to say a chant
Most learners will be able to:
 to name and talk about parts of the body with some support
Some learners will be able to:
 to name and talk about parts of the body without support
Evaluation criteria Demonstrate the new vocabulary (body parts)
Level of thinking skills
During the lesson:
The stage Actions of the teacher: Actions of the pupils: Student actions Assessment Resourses
of the with special
lesson/timi educational needs
ng
The [Link] moment – 1 min Students respond to greeting and take Students respond to
beginning The teacher greets students; their places. greeting
of the
lesson/ [Link] a new topic (4 min)
5 min · Use the flashcard of head to teach robot, or Students activate vocabulary.
mime being a robot.
· Tell the class that this unit is about a robot.
The middle Introduction (5 min)
of the · Hold up each flashcard in turn and point to Students read the flashcards and Students may write Flashcards
lesson – 35 the part of your body. Say the word for the work with vocabulary the words if needed
min class to repeat.
Do this three or four times.
· Hold up each flashcard for students to say the
word and point to the part of their body
without your help.
· Stick the flashcards on the board to make a
word map, with the title My body at the centre.

Pair work (10 min)

Ex 1 · · Students look at the picture in · Students point to parts of their body · Students point to Self-check Student’s
their Student’s Books. Elicit the names of the and name them in pairs. parts of their body book
Super Friends and where they are (in the and name them in
garden). Ask students what they think Thunder pairs.
is carrying. Pre-teach (robot) kit.
· Play the recording. Students point to the parts
of the body when they hear them.
· Check comprehension of Let’s make a robot.
· Play the recording again. Students repeat the
words.
· Students point to parts of their body and name
them in pairs.

Pair work (10 min)

• · Read the Big Question. Students think about the different Stud Students think
· Accept any reasonable suggestions. ways we can move. They can stand about the different
· Ask students if they know any words for up and move around. ways we can move.
movements in English, e.g. run, jump, hop, They can stand up
wave. and move around.
Note: Some of the discussion will need to be in
your students’ first language (L1).

Class work (5 min)

• Ex2 · Play the recording. Check Students listen and follow the chant Students ask and Teacher evaluates Students’
comprehension of Here’s / Here are and O it in their Student’s Books answer with each students book,, audio
goes! other. · Students do
· Play the recording again, pausing after each the chant again,
verse for students to repeat. Do the chant as a standing up and
class and then in groups. pointing to the
· Students do the chant again, parts of the body
standing up and pointing to the when they chant
 parts of the body when they chant them them

Checking (5 min)
Ex3
• Ask students to read the words and Students read the words and Students may work 1 point for 1
match to the picture. complete the task. with dictionaries if correct answer
 Students may work in pairs. needed
Check the answers. Correct mistakes. .

The end of · · Students stand up. Say the parts of the body The students analyse each others’ The teacher To learn
the lesson – one after another. answers and say which day is the provides new
5 min Students repeat each word and touch the most popular around the class feedback to vocabulary
relevant body part. students on class
· Repeat the activity, faster and with the words activities.
in a di erent order. The teacher gives
points for the
lesson from 1-10

Module 6 Lesson 2
Teacher’s name:
Date:
Grade: 3 Number of people present Number of people absent
The Theme of the lesson Can you do it?
Objectives according to the Curriculum [Link] apply basic rules of punctuation (use capital letters, full stops, and question marks).
[Link] make basic requests related to immediate personal needs
Objectives of the lesson All learners will be able to:
 to present and practice new grammar
Most learners will be able to:
 to present and practice new language
Some learners will be able to:
 to practice the present simple
Evaluation criteria to make sentences about sport games they can can’t do
Level of thinking skills
During the lesson:
The stage Actions of the teacher: Actions of the pupils: Student actions Assessment Resourses
of the with special
lesson/timi educational needs
ng
The [Link] moment – 1 min Students respond to greeting and take Students respond to
beginning The teacher greets students; their places. greeting
of the
lesson/ [Link] a new topic (4 min)
5 min • Show flashcards with sport games Students listen and repeat the words Flashcards
• Ask What can you see? Ask students to
listen and repeat the words.

The middle Introduction (5 min)

of the · Students look at the first picture. A student Students work with the teacher Students work with
lesson – 35 reads out the example. the teacher. They
min · In pairs, students say what is in the other may ask questions if
pictures. needed
· Students look at the table. Explain that they
tick the square if the person pictured on the left
can do the activity, or put a cross if he/ she
can’t.
· Play the recording. Students listen and tick or Students read and complete the task. Students may work Pair check SB
cross. in pairs co complete
· Students compare answers. Play the recording the task
again. · Check with the class. Elicit full
sentences, e.g. Sophie can’t play tennis. She
can play the piano.

Class work (10 min)

Ex 2
· Play the Penny the penguin
video. Students watch and listen, then watch Students look at the picture and read Students look at the Self-check SB
and read. Check understanding of cook and the speech bubbles. picture and read the
draw. Students demonstrate the actions. speech bubbles.
· Play the audio. Students follow in their Students
Student’s Book. They join in and mime each demonstrate the
activity. actions.
For script see SB p65. • Students Class check each
· Students practice the sentences in pairs. complete the task other
and check with the
class.
Pair work (10 min)
• Ex 3. · · Practice the question and short
answers Yes, I can and No, I can’t in open • Students complete the task
pairs. Then put students in pairs to practice. and check with the class.
· Student A thinks of a free time activity and
asks, e.g. Can you play the piano?
· Student B mimes the activity and answers. Students watch and listen, then
watch and read.

Class work (10 min)

• Ex3 · Ask students to write numbers 1 to 6
in their notebooks.
· Say six statements using can
or can’t, e.g. 1 Jill can’t swim.
Students write a tick next to the number if the
 sentence is positive and a cross if it is negative.
· Check with the class.
The end of · Students sit in a circle, with · In small groups, students tell each The teacher To learn
the lesson – you at the center. They ask other which actions they can and provides new
5 min you as many questions as can’t do. feedback to grammar
they can with Can you …? students on class
· When they have finished activities.
asking you questions, see if The teacher gives
they can remember all your points for the
answers by making sentences, lesson from 1-10
e.g. You can cook. You can’t
play tennis.

Module 6 Lesson 3
Teacher’s name:
Date:
Grade: 3 Number of people present Number of people absent
The Theme of the lesson Loom what I can do
Objectives according to the Curriculum [Link] understand simple descriptions of people, actions, and objects with visual support.

Objectives of the lesson All learners will be able to:

 to sing a song
Most learners will be able to:
 to practice present simple
Some learners will be able to:
 to make sentences in present simple
Evaluation criteria Responds to songs, rhymes and poems in a variety of ways.
Level of thinking skills
During the lesson:
The stage Actions of the teacher: Actions of the pupils: Student actions Assessment Resources
of the with special
lesson/timi educational needs
ng
The [Link] moment – 1 min Students respond to greeting and take Students respond to
beginning The teacher greets students; their places. greeting
of the
lesson/ [Link] a new topic (4 min)
5 min · Make sentences with I can, e.g. I can wave Students say the phrase. Students work in
my hands. Students who can do this repeat the · Students complete the task and pairs with stronger
sentence and do the action. Possible sentences: make sentences students
I can touch my toes. I can jump. I can stand on
one foot. I can swim
The middle Active work (15 min)
of the Ex 1 ·· Use gesture to teach touch my nose, put Students say the phrases and do the Students say the Classwork Student’s
lesson – 35 my tongue out, cross my fingers and cross my actions in pairs phrases and do the book, audio
min knees. actions in pairs
Write the phrases on the board.
Students say them and do the actions in pairs
Note: If it is considered rude for your students
to show their Students listen and sing
tongue, use the picture to teach
the word.
· Students look at the pictures to find put my
tongue out, cross my fingers and cross my
knees.
· Play the audio. Students follow the song in
their Student’s Books.
For song lyrics see SB p64.
· Teach I’m stuck and right hand.
· Read the second part of the
instructions and show students
that each dot in the lyrics relate to two lines.
· Play the audio again for students to read and
match. They compare their answers in pairs.
Check answers.
· Play the song video, pausing after each verse
for students to repeat.
· When students have learnt the song, use the
karaoke version of the audio or video to
practise the song with the whole class and then
in groups.
Key: d, e, b, f, c, a

Pair work (10 min)

Ex 2 ·
· In pairs, students tell each other which of the
things in the song they can do. · In pairs, students think and make Weaker students Self-check Student’s
· Ask different students to say what they can do sentences about things they have in work with stronger. book
and demonstrate to the class. common (it can be just the same
Extra support: Say I can sentences using activity, but on a different day).
actions from the song.
Students raise their hands if they can do the
action and demonstrate as a group.
.

Class work (10 min)

· Play the recording again. Students sing a song again Students sing a song Class check SB, audio
· Students sing the song again, again
 doing actions for I’m bored and for the
different activities.
The end of · Students work in pairs or The teacher To learn
the lesson – small groups and write a provides new
5 min new verse for the song about feedback to grammar
things they can do. students on class present
· Monitor and help with new activities. simple
language. Students share The teacher gives
their ideas with the class. points for the
lesson from 1-10

Module 6 Lesson 4
Teacher’s name:
Date:
Grade: 3 Number of people present Number of people absent
The Theme of the lesson Healthy food.
Objectives according to the Curriculum [Link] apply basic rules of punctuation (use capital letters, full stops, and question marks).
[Link] make basic requests related to immediate personal needs
[Link] respond to basic questions with single words or short responses
Objectives of the lesson All learners will be able to:
 · to understand the grammar have got
Most learners will be able to:
 to ask and answer questions using have got with some support
Some learners will be able to:
 to ask and answer questions using have got without support
Evaluation criteria Use the grammar to talk about possessive sentences.
Level of thinking skills
During the lesson:
The stage Actions of the teacher: Actions of the pupils: Student actions Assessment Resources
of the with special
lesson/timi educational needs
ng
The [Link] moment – 1 min Students respond to greeting and take Students respond to
beginning The teacher greets students; their places. greeting
of the
lesson/ [Link] a new topic (4 min)
5 min · Draw two shopping baskets on the board. Students write the words in the two Students write the
Label them Food and Drink. categories and complete the task words in the two
· In pairs, with books closed, students write categories and
words in the two categories. complete the task.
· Elicit ideas and add them to the board. They may use
dictionaries
The middle Presentation work (15 min)
of the · Put five food flashcards face up on a desk at · Students look for the cards and Students may use Flashcards
lesson – 35 the front. Call two students to the desk. choose the correct option dictionaries if
min · Say, e.g. Have you got any chicken? Students needed
look for the chicken flashcard and hold it up if
it’s on the desk. Prompt Yes, we have. / No, we
haven’t.
· Repeat the question with other food words.
Then repeat the activity with different students.

Class work (10 min)

 Ex 1 ·
· Elicit the food in the pictures and teach · Students trace the lines to see · Students trace the Classwork Student’s
orange juice. which items are in the basket. They lines to see which book
tick the correct answers items are in the
basket. They tick the
correct answers
Pair work (5 min)
Ex 2
· Teach I’m hungry using mime. Students
practice the phrase and do the mime. Students watch and listen, then Weaker students Teacher evaluates Student’s
· Play the Penny the penguin watch and read work with stronger and guides book
video. Check understanding of the grammar. students. students
· Play the audio. Students follow in their Students do mimes and check.
Student’s Book. They join in and do mimes for
I’m hungry and No, we haven’t, Yes, we have
and fish.
For script see SB p79.
· Students practice the sentences in pairs.
Stronger students: Students can say the chant
with different kinds of food instead of fish. Stronger students: Students can say
the chant with different kinds of food
instead of fish.
Class work (5 min)
· Demonstrate the activity with a volunteer.
Point to the shopping trolley and say This is · Students ask and answer about the · Students ask and Teacher evaluates Student’s
our food and drink. What have we got? Have shopping in the same way in pairs. answer about the students. book
we got any sausages? The student answers Yes, shopping in the same
we have. Ask Have we got any fish? The way in pairs.
student answers No, we haven’t.
Monitor and check they are taking turns and
using the question form correctly.
The end of · Ask questions about things you haven’t got in · Students take turns to ask the The teacher To learn
the lesson – the classroom, e.g. Have we got any animals in class similar questions, using their provides new
5 min our classroom? Students respond. own ideas. feedback to grammar
students on class have got
activities.
The teacher gives
 points for the
lesson from 1-10

Module 6 Lesson 5
Teacher’s name:
Date:
Grade: 3 Number of people present Number of people absent
The Theme of the lesson The pizza
Objectives according to the Curriculum [Link] read short, illustrated fiction and non- fiction stories written in very simple language using a
 dictionary.
[Link] find out the main points in short simple descriptions with visual support;
[Link] spell accurately a few high-frequency words
Objectives of the lesson All learners will be able to:
 to listen to, read, watch and act out a picture story
Most learners will be able to:
 to review language from the unit
Some learners will be able to:
 to retell the story with some support.
Evaluation criteria Waiting your turn
Level of thinking skills
During the lesson:
The stage Actions of the teacher: Actions of the pupils: Student actions Assessment Resources
of the with special
lesson/timi educational needs
ng
The [Link] moment – 1 min Students respond to greeting and take Students respond to
beginning The teacher greets students; their places. greeting
of the
lesson/ [Link] a new topic (4 min)
5 min · Elicit the names of the four Super Friends. Students answer the questions and Students answer the
· Ask students to mime their special powers. compare answers. questions and
· Elicit what the characters learnt in the last compare answers.
episode (to be brave and overcome their fear
of spiders).
The middle Active work (15 min)
of the Ex 1 · · Elicit who students can see in the first · Students answer the questions and Students may work Teacher evaluates Student’s
lesson – 35 picture of the story (Whisper, Flash and complete the task. in pairs. and guides Book, audio
min Thunder) and where they are (in the school students.
canteen).
Elicit what they are doing (students can answer
in L1 that
they are queuing for lunch).
· Remind students that the names of the
speakers in the story are on the left, and teach
Woman, using the pictures.
· Ask Which food can you see in picture 8?
Play the audio.
· Elicit the answer. Explain the meaning of nice
and hot. Students listen and read to find out
· Play the whole Super Friends video. Then, what the food is in picture 8.
play the video again, pausing to ask questions:
Who’s missing? (Misty), What’s Misty’s
favourite? (Pizza), What does Misty want?
(Pizza), What’s the problem? (There isn’t any
pizza), What’s Misty got? (Sausages and peas),
What have the other Super Friends got?
(Pizza)
· Talk with the class about the value (waiting
your turn) and ask who doesn’t wait their turn
(Misty).

Pair work (10 min)

Ex 2 ·
· Check students know what to do, and their · Students read the five sentences · Students read the Students evaluate Student’s
understanding of Who says …? Students read silently. five sentences each other book
the five sentences silently. · They tick or cross in the table and silently.
· Check with the class. compare answers in pairs. · They tick or cross
in the table and
compare answers in
pairs.
Class work (5 min)
Ex 3.
· Write sorry and got on the board, using a red Students read the sentences and find Students may use Teacher corrects Student’s
pen for the o. the correct sentence dictionaries pronunciation book
· Students repeat Sorry. We haven’t got pizza
after you.
· Students find the sentence in the story (frame
4).

Class work (5 min)

· Teach shop and hot dog using
the picture. Play the recording. Students look at the picture, read and Students look at the Students’
Students look at the picture, read and repeat. repeat. picture, read and book
 · Repeat the sentence as a class · Students take turns to repeat in repeat.
without the recording. Say it loudly, slowly, pairs. · Students take turns
quickly, whisper it, etc. to repeat in pairs.
The end of · Put students in groups of five (one student is Students repeat in role and play. Students repeat in The teacher To read the
the lesson – the woman). role and play. provides story
5 min · Students each take a role of one of the feedback to
characters. students on class
· Play the recording. Students repeat in role. activities.
· Students practice the role play in groups. The teacher gives
They can use paper plates and serving spoons points for the
as props. lesson from 1-10
· Volunteer groups role play for the class.

Module 6 Lesson 6
Teacher’s name:
Date:
Grade: 3 Number of people present Number of people absent
The Theme of the lesson My favourite meal
Objectives according to the Curriculum [Link] understand simple descriptions of people’s actions, and objects with visual support.
[Link] find specific information in different types of texts (postcards, posters, flyers, messages, and
 notices: places, time, and prices);
[Link] understand short, simple instructions used in familiar everyday contexts
Objectives of the lesson All learners will be able to:
 to review vocabulayr
Most learners will be able to:
 to present and practice I like / I don’t like.
Some learners will be able to:
 to make sentences I like / I don’t like without support
Evaluation criteria talk about meal they like / don’t like.
Level of thinking skills
During the lesson:
The stage Actions of the teacher: Actions of the pupils: Student actions Assessment Resources
of the with special
lesson/timi educational needs
ng
The [Link] moment – 1 min Students respond to greeting and take Students respond to
beginning The teacher greets students; their places. greeting
of the
lesson/ [Link] a new topic (4 min)
5 min • Show the pictures of Kazakh traditional Students answer the questions Students answer the
food. Ask students to name them. questions
• Ask What other traditional meal do you
know? Elicit answers.
The middle Active work (15 min)
of the Ex 1 • · Students listen and read the · Students listen and Teacher evaluates Student’s
lesson – 35 • Students listen the dialogue. dialogue read the dialogue and guides Book,
min • Ask students to listen and repeat the students. Audio
dialogue.
• Students then divide into pairs and read
the dialogue.
• Check pronunciation. Correct mistakes.

Pair work (10 min)

Ex 2 · Students work individually and Students work Self-check SB
Ask students to read the dialogue again and check in pairs. individually and
answer the questions. check in pairs.
 Class work (5 min)
Ex 3.
• Ask students to read the text about Nick • Students may work in pairs • Students may 1 point for 1 SB
and Dina. and then check with the class. work in pairs and correct answer
• Give students time to answer yes or no. then check with the
• Correct mistakes. Check pronunciation. class.

Class work (5 min)

Ask students to work in pairs. Students work in pairs and act out a Students work in Pair check
Give students time to prepare. dialogue. pairs with stronger
Students work in pairs and act out a dialogue. students and act out
a dialogue.
The end of • Ask any student What’s your favorite • Students take turns to ask • Students take The teacher To learn
the lesson – meal? Elicit answers. each other about their favorite food. turns to ask each provides new
5 min • Help students if needed. Correct other about their feedback to vocabulary
mistakes. favorite food. students on class
activities.
The teacher gives
points for the
lesson from 1-10

Module 6 Lesson 7
Teacher’s name:
Date:
Grade: 3 Number of people present Number of people absent
The Theme of the lesson Food.
Objectives according to the Curriculum [Link] understand simple descriptions of people, actions, and objects with visual support.
[Link] respond to basic questions with single words or short responses;
 [Link] use words and short simple phrases to complete a written text at a sentence level;
Objectives of the lesson All learners will be able to:
 to integrate other areas of the curriculum through English: Science
Most learners will be able to:
 to explore the Big Question Where does food come from?.
Some learners will be able to:
 to practice classifying and categorizing
Evaluation criteria Sorts and classifies objects and activities according to key features (e.g. types of animal or transport)
Level of thinking skills
During the lesson:
The stage Actions of the teacher: Actions of the pupils: Student actions Assessment Resources
of the with special
lesson/timi educational needs
ng
The [Link] moment – 1 min Students respond to greeting and take Students respond to
beginning The teacher greets students; their places. greeting
of the
lesson/ [Link] a new topic (4 min)
5 min · Write the Big Question Where does food Students answer the questions and Students answer the
come from? on the board. Show the carrots complete the task questions and
flashcard or a real carrot, and ask Where do complete the task
carrots come from? From a tree? Elicit that a
carrot comes from a plant and grows under the
ground. Draw a diagram of a carrot growing
and teach ground.
· Mime and ask students Do we dig carrots up?
Talk about how carrots are grown by farmers,
who harvest them. They are transported to a
shop and then we buy them.

The middle Active work (15 min)

of the • · With Student’s Books closed, play the · Students watch the video and · Students watch the 1point for 1 Student’s
lesson – 35 video. Ask students what they remember. answer the questions video and answer the correct answer Book, video
min · Ask students to watch again and answer What questions
types of food do you know? Play the video
again and elicit answers (students say the food
words they know in English).
 Pair work (10 min)
Ex 1 ·
· Play the recording. Students listen and point Students listen and point to the · Students may use Teacher evaluates Student’s
to the photos. photo. They then repeat the words dictionaries students. book, audio
· Play the recording again.
Students repeat.

Class work (5 min)

Ex 2.
· Students read and match · Students read and match · Students may work 1 point for 1 SB
individually. Then they check individually. Then they check in pairs correct answer
their answers in pairs. their answers in pairs.

Class work (5 min)

• In pairs, students read and look at the example • In pairs, students talk about Students may work Class-check Student’s
food story. Check comprehension of breakfast. The food story in pairs with book
Ask different students What do you eat stronger students
for breakfast?
• Pairs choose a fruit to write about. Brainstorm
fruits and write them on the board. Students do writing and present it to Students do writing Self-check SB
• In pairs, students make notes for their story. the class. and present it to the
They think about four different parts: the class.
beginning, how the fruit grows, where it goes
next, and where/when it is eaten.
• Give each pair a piece of A4 paper. They
divide it into four sections.
• Pairs draw a picture and write each section of
their story.
• Pairs present their stories to the class. Student
A reads the story and Student B acts it out.
• The presentations could be
recorded (audio or video) and saved to
students’ digital portfolios.
The end of · Elicit what students learnt today and write it · In small groups, students tell each The teacher To learn
the lesson – on the board, e.g. Today I’ve learnt about other which new things they learnt provides new
5 min different types of food. Students copy in their feedback to vocabulary
notebooks. students on class
activities.
The teacher gives
points for the
lesson from 1-10

Module 6 Lesson 8
Teacher’s name:
Date:
Grade: 3 Number of people present Number of people absent
The Theme of the lesson What’s in your fridge?
Objectives according to the Curriculum [Link] respond to basic questions with single words or short responses;
[Link] understand basic personal questions;
[Link] use words and short simple phrases to complete a written text at a sentence level;
Objectives of the lesson All learners will be able to:
 to· to say and write numbers 11–20
Most learners will be able to:
 to listen for specific information
Some learners will be able to:
 to talk on specific information
Evaluation criteria Uses new grammar to make sentences
Level of thinking skills
During the lesson:
The stage Actions of the teacher: Actions of the pupils: Student actions Assessment Resources
of the with special
lesson/timi educational needs
ng
The [Link] moment – 1 min Students respond to greeting and take Students respond to
beginning The teacher greets students; their places. greeting
of the
lesson/ [Link] a new topic (4 min)
5 min · Make groups of up to ten students. Each · Students throw the ball and revise · Students throw the
group stands in a circle. Make a ball out of the numbers. ball and revise the
paper for each group (or use a real so ball). numbers.
· The first student says One and then throws the
ball to another student who says Two. This
student throws the ball and says Three, and so
on.
· When groups get to Ten, they start to count
backwards.
The middle Pair work (15 min)
of the Ex 1 • · Students look at the pictures in the Students listen and repeat the words. Students listen and Student’s
lesson – 35 Student’s Book. repeat the words. book, audio
min · Play the recording twice. Students listen and
repeat. Students practice the numbers Students practice the
· Use the flashcards to practice the numbers. numbers
Show the flashcards first in sequence while
students say the numbers. Then show the cards
at random and elicit the numbers

Pair work (10 min)

 Ex 2. · Use the picture to teach fridge. Ask
students what they think the boy in the picture • Students listen to the recording and • Students listen to Teacher evaluates Student’s
is asking (What’s in the fridge? or What have answer the questions. the recording and students. book, audio
we got in the fridge?) Elicit some questions he · They compare answers in pairs answer the
could ask with Have we got any …? (e.g. Have before the class check. If necessary, questions.
we got any cheese? Have we got any orange play the recording · They compare
juice?) again answers in pairs
· Tell students that the boy is called Tom and before the class
they are going to listen to Tom and his dad check. If necessary,
talking about what’s in the fridge. play the recording Class-check Student’s
· Play the recording for students to listen only. again book, audio
· Play the recording again for students to listen
and complete the list of food.

Project work (5 min)

Ex 3. · Students work individually to complete . · Students work individually to . · Students work Students evaluate Students’
a list of items in their own fridge. They write complete a list of items in their own individually to each other book,
six items. Monitor to check spelling and ask fridge complete a list of Internet
What’s in your fridge? or Have you got any Students work in pairs, they then items in their own resources
(sausages)? swap the roles. fridge
· Students work in pairs. Student A tries to Students work in
guess what is on Student B’s list by asking, e.g. pairs, they then swap
Have you got any (orange juice)? Student B the roles.
replies Yes, I have or No, I haven’t. Then they
swap roles.

Class work (5 min)

· Call 20 students to the front of the class. · Students quickly arrange Teacher may help
· Say a number between 1 and 20 to each themselves in a line in numerical students
student at random. order.
The end of · In pairs, students put the · In pairs, students put the The teacher To revise
the lesson – new number words into new number words into provides numbers 1-
5 min alphabetical order. alphabetical order. feedback to 20
students on class
activities.
The teacher gives
 points for the
lesson from 1-10

Module 6 Lesson 9
Teacher’s name:
Date:
Grade: 3 Number of people present Number of people absent
The Theme of the lesson Do that!
Objectives according to the Curriculum [Link] provide simple descriptions of people, and objects.
[Link] respond to basic questions with single words or short responses;
 [Link] recognise familiar words with visual support;
Objectives of the lesson All learners will be able to:
 to stimulate imagination and review new language through listening
Most learners will be able to:
 · to practice following a set of Instructions
Some learners will be able to:
 to listen for specific information
Evaluation criteria Uses different media to make and describe his/her own designs
Level of thinking skills
During the lesson:
The stage Actions of the teacher: Actions of the pupils: Student actions Assessment Resources
of the with special
lesson/timi educational needs
ng
The [Link] moment – 1 min Students respond to greeting and take Students respond to
beginning The teacher greets students; their places. greeting
of the
lesson/ [Link] a new topic (4 min)
5 min · Say It’s lunchtime! What’s for lunch today? · Students answer the questions and · Students answer
What do you like? discuss the questions and
· Elicit favourite foods. discuss
The middle Pair work (15 min)
of the Ex 1 • · With Student’s Books closed, show a · Students answer the questions and Students predict the Teacher evaluates Student’s
lesson – 35 real banana or draw one on the board. Ask guess. answers and check and guides book, audio
min Where do bananas grow? (On a plant) Where with the teacher. students
do we buy bananas? (In a shop) Teach peel.
Say I’m hungry and mime eating a banana (or
eat a real banana!)
Teach throw (down) by miming throwing away
the peel. Mime slipping on the skin and teach
slip. Students listen to the recording and
· Play the recording and show follow the instructions.
students the actions. Repeat the recording until Stronger students: Students try to
students are able to listen and follow. write all the numbers in pencil before
· Students look at the pictures in Activity 1. listening.
Say Now listen and number. Ask them to guess · Play the recording again.
which is the first picture before they listen. Students number the pictures.
 Pair work (10 min)
Ex.2. · Remind students that the sentences are
the story they have just listened to.
. Check answers by eliciting the · Students read and draw lines · Students read and Teacher evaluates
story in the correct order. between the dots individually draw lines between students.
the dots individually

Project work (5 min)

Ex 3.
· Read the example speech bubbles and explain
the new language.
· Students work on their own to write a simple • · Students work in individually. • · Students work in Class-check Audio, SB
set of instructions (the number of turns depends They show each other their plays and individually. They
on their ability). They work out an action for share ideas show each other
each instruction. Monitor and help. their plays and share
· In pairs, students take turns to give their ideas
instructions and teach the actions. Choose pairs
to show the class their role plays.

Class work (5 min)

· Give instructions from SB Activity 2 in the
wrong order.
Students do the appropriate actions. Students do the Teacher evaluates
appropriate actions. students
The end of · Show a selection of fruit and vegetables. Ask · Students talk on a topic and share · Students talk on a The teacher To revise
the lesson – students to guess which one has travelled ideas with each other topic and share ideas provides vocabulary
5 min the furthest to the shop. with each other feedback to
· Using a world map, help students work out students on class
which fruit or vegetable has travelled the activities.
furthest. Talk briefly about the problems of The teacher gives
transporting food for long distances by plane, points for the
compared with the advantages of buying food lesson from 1-10
transported by ship or seasonal local food.
Module 6 Lesson 10
Teacher’s name:
Date:
Grade: 3 Number of people present Number of people absent
The Theme of the lesson Check up!
Objectives according to the Curriculum [Link] use words and short simple phrases to complete a written text at a sentence level;
 [Link] understand short, simple instructions used in familiar everyday contexts
[Link] apply basic rules of punctuation (use capital letters, full stops, and question marks).
Objectives of the lesson All learners will be able to:
· to review language from the unit by doing a quiz
· to reflect on learning
Evaluation criteria Creates texts that express personal interests, emotions, or identity
Level of thinking skills
During the lesson:
The stage Actions of the teacher: Actions of the pupils: Student actions Assessment Resources
of the with special
lesson/timi educational needs
ng
The [Link] moment – 1 min Students respond to greeting and take Students respond to
beginning The teacher greets students; their places. greeting
of the
lesson/ [Link] a new topic (4 min)
5 min · Write six to eight food words from the unit in · Students work in pairs and write · Students work in
jumbled letter order on the board. each word correctly. pairs to write each
word correctly.
The middle Class work (35 min)
of the · Write the headings Body parts and Food on · Students copy the category · Students copy the 1 point for 1 Student’s
lesson – 35 the board. Elicit the names of the animals and headings in their notebooks and draw category headings in correct answer book
min items in Activity 1. more items in each group. Students their notebooks and
share their pictures. draw more items in
each group. Students
share their pictures.
· Students write labels below the pictures they · In pairs, students take turns to point · In pairs, students 1nall 2 -answer
drew for Activity 1. to one of their pictures and say the take turns to point to
Check spelling. word. one of their pictures
and say the word.

The end of · Ask students what their favourite activity is · Students revise the unit and talk · Students revise the The teacher To revise
the lesson – and have a class vote. about it unit and talk about it provides vocabulary
5 min · Repeat the most popular activity. feedback to
students on class
activities.
The teacher gives
points for the
lesson from 1-10