Module 7.

Buildings
Module 7 Lesson 1
Teacher’s name:
Date:
Grade: 3 Number of people present Number of people absent
The Theme of the lesson My house, rooms and objects
Objectives according to the Curriculum [Link] recognise familiar words with visual support;
[Link] respond to basic questions with single words or short responses;
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 a home
Some learners will be able to:
 to name and talk about parts of a home without support
Evaluation criteria Demonstrate the new vocabulary (parts of a home)
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 · Draw a simple house on the board. Elicit or Students activate vocabulary. Students may write
teach house. the words in their
· Elicit rooms that students know and write dictionaries
them next to your picture.
· Review old, new, big, small, ugly, beautiful
by asking about your picture (Is the house old
or new? Is it big or small? etc.)
The middle Introduction (5 min)
of the · Hold up each flashcard in turn. Say the word Students read the flashcards and Students may write Flashcards
lesson – 35 for students to repeat in chorus. work with vocabulary the words if needed
min · Do this three or four times.
· Hold up each flashcard for
students to say the word in
chorus.
· Stick the flashcards around your drawing of
the house on the board to make a word map.

Pair work (10 min)

Ex 1 · · Students look at the picture in their · Students look at the picture in their · Students work in Self-check Student’s
Student’s Books. Elicit who’s in the picture and Student’s Books pairs with stronger book, audio
what they’re looking at (a picture of a house). Stronger students: Ask what the students
Ask Is the house old or new? Ask how Flash Super Friends are going to do (go
and Thunder feel (scared). and see the house).
· Play the recording. Students point to the parts · Play the recording again.
of the house. Students repeat the words.
Stronger students: Ask what the Super · Students practise pointing and
Friends are going to do (go and see the house). naming the parts of the house in
· Play the recording again. pairs.
Students repeat the words.
· Students practise pointing and naming the
parts of the house in pairs.

Pair work (10 min)

• · Read the Big Question and explain different. Students think about the different Students think about
· In pairs, students think about as many types of home. They can stand up the different types of
different types of home as they can. Accept any and move around. home. They can
reasonable suggestions, e.g. house boats, tree stand up and move
houses, tents. around.
Note: Some of the discussion will need to be in
your students’ first language (L1).

Class work (5 min)

• Ex2 · Students look at the chant. · Play the Students listen and follow the chant Students ask and Teacher evaluates Students’
recording. Students listen and follow the chant in their Student’s Books answer with each students book, audio
in their Student’s Books. Check comprehension other.
of scary house. · Students do the
 · Play the recording again, pausing after each chant again,
verse for students to repeat. Do the chant as a standing up and
class and then in groups. pointing to the
· Students help you invent actions for Let’s go, actions
scary and for each of the rooms in the chant
(e.g. sleeping for bedroom, showering for
bathroom, looking under a trapdoor for cellar).
Students do the chant again, including the
actions.

Checking (5 min)
Ex3
 Students work with the picture and 1 point for 1
answer the questions. Students answer the questions Students answer the correct answer
 Check with the class. Correct mistakes. questions
.
The end of · Hold a flashcard so that students cannot see it. Students answer and guess The teacher To learn
the lesson – · Students try to guess, e.g. Is it the cellar? provides new
5 min · The first student who guesses feedback to vocabulary
correctly chooses a flashcard for the class to students on class
guess. activities.
The teacher gives
points for the
lesson from 1-10

Module 7 Lesson 2
Teacher’s name:
Date:
Grade: 3 Number of people present Number of people absent
The Theme of the lesson In my house!
Objectives according to the Curriculum [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 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 there is / there are
Evaluation criteria To talk about things in different parts if home.
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 Students listen and point to the Flashcards
pictures

The middle Introduction (5 min)

of the Ex 1.• Students work with the picture. Students read the sentences and mark Students read the Students may use
lesson – 35 • Ask students to repeat the names of the the answers (yes/no) sentences and mark dictionaries
min rooms. the answers (yes/no)

Class work (10 min)

Ex 2
 Students repeat the phrases and Students repeat the Pair check SB
practice grammar phrases and practice
grammar

Pair work (10 min)

• Ex 3. • Students close their eyes and Students complete the task and check Students complete Self-check SB
complete the task with the teacher. the task and check
• Say different sentences about the class with the teacher.
and ask students to answer yes or no.

Class work (10 min)

• Ex 1
· Elicit what students can see in the pictures (a • listen and complete the task. • listen and Class check each
house in a tree, a car, an old house, a small Students check the task with teacher complete the task. other
house). Use the last two pictures to teach tent, and correct mistakes Students check the
flat task with teacher and
(= apartment) and view. Review beautiful. correct mistakes
· Play the audio (82). Students
follow the song in their Student’s Books.
· Read the second part of the instructions. Play
the audio again for students to read and match
each phrase which has a dot after it to one of
the pictures (a–f).
· Students compare answers in pairs before the
class check.

The end of · In their notebooks, students write My · In their notebooks, students write The teacher To learn
the lesson – favourite home in the song is … and choose My favourite home in the song is … provides new
5 min their favourite. They draw their own version of and choose their favourite. They feedback to grammar
the home, with themselves inside it. draw their own version of the home, students on class there is
with themselves inside it. activities. there are
The teacher gives
points for the
lesson from 1-10
Module 7 Lesson 3
Teacher’s name:
Date:
Grade: 3 Number of people present Number of people absent
The Theme of the lesson Is there / Are there?
Objectives according to the Curriculum [Link] use has got/ have got; there is/are in a limited range of familiar topics
[Link] respond to basic questions with single words or short responses
Objectives of the lesson All learners will be able to:
 to use previous vocabulary
Most learners will be able to:
 to talk about things in a town with some support
Some learners will be able to:
 to talk about things in a town without support
Evaluation criteria Make sentences using appropriate vocabulary and grammar
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 · Play a chain game. Say In my house there are Students play a game and revise Students play a game
two bedrooms. vocabulary and revise
A student says In my house there are two vocabulary. They
bedrooms and there’s a … and adds another may use notebooks if
item, e.g. cellar. The next student repeats the needed
list and adds another item, and so on.
The middle Active work (15 min)
of the Ex 1 · Students look at the picture. Students read and answer the Students may work Classwork Student’s
lesson – 35 Review vocabulary, e.g. Point to a green car. questions in pairs if needed book, audio
min Point to the trees. Show me a boy in a house.
· Ask students to read the questions.
· Play the recording. Students listen, look and answer the
· Students compare answers in pairs. Play the questions
 recording again·

Pair work (10 min)

Ex 2 ·
· Play the Penny the penguin video. Students Students watch and listen, then Weaker students Self-check Student’s
watch and listen, then watch and read. Point out watch and read work with stronger. book, video
that we use a after Is there but any after Are
there.
· Play the audio.. They practice it in pairs. Students follow in their Student’s
· Ask questions about the picture in Activity 1 Book and join in
(without asking about items in Activity 3), e.g.
Are there any footballs? How many footballs
are there?

Class work (5 min)

Ex 3.
· Check students know what all the small · Students take turns to ask and · Students take turns Class check SB, audio
pictures show. answer in pairs. to ask and
answer in pairs.

Class work (5 min)

· Give each pair of students three A4 pieces of
paper. Tell them to write go on one piece of Teacher evaluates Student’s
paper, play on another and ride on the third. Students complete and guides book
· Say one of the nouns from the activities in the the task and check students
lesson, e.g. swimming. Students confer in their with the class
pairs to work out which verb to use and then Teacher may give
hold up the correct piece of paper (e.g. go). extra support if
Repeat with different nouns (tennis, on my needed
pony, fishing, on my bike, football). When
students get the idea, you can make the game
competitive by eliminating pairs who make a
mistake, until you have a winning pair.
The end of · Write three questions from the lesson on the The teacher To learn
the lesson – board in jumbled word order for students to provides new
5 min write. feedback to vocabulary
students on class
activities.
The teacher gives
points for the
lesson from 1-10

Module 7 Lesson 4
Teacher’s name:
Date:
Grade: 3 Number of people present Number of people absent
The Theme of the lesson At the house
Objectives according to the Curriculum [Link] read short, illustrated fiction and non- fiction stories written in very simple language using a
pictionary.
[Link]. follow word order rules in short statements;
[Link] understand short, simple instructions used in familiar everyday contexts;
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 looking after your friends
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 what happened at the beginning of the Students correct the teacher and help Students correct the
last story episode (the Super Friends to revise the story teacher and help to
got lost). revise the story
· Retell the story from Unit 7 with deliberate
mistakes, using mime to help with
comprehension. The students correct you, e.g.
The Super Friends are walking near a
house (No, a lake). They are lost. Flash says
‘I’ve got an idea’ (No, Misty). Whisper says
‘Wait and listen’ (No, ‘Wait and see’). Whisper
talks to a dog (No, a rabbit). The rabbit helps
the Super Friends. The rabbit hits his foot (No,
his head).
The middle Active work (15 min)
of the Ex 1 · · Elicit where the Super Friends are · Students answer the questions and Students may work Teacher evaluates Student’s
lesson – 35 (near a big, old house). Give them time to look complete the task. in pairs. and guides Book, audio
min at the first three pictures and ask which parts of students.
the house they can see (stairs, cellar). Review
spider and rat in
pictures 5 and 6.
· Play the audio. Students listen and look.
· Play the whole Super Friends
video. Then play the video again, pausing to
check comprehension.
Ask Do the Super Friends want to go in the
house? (No, only Misty – the house is scary),
and What does Thunder say to Misty? (check
comprehension of careful). Ask Where does Students talk about value Students talk about
Misty go? (In the cellar) How does she feel? value
(Cold) What animals are there in the cellar?
(Spiders and rats) Why does Thunder say
‘Help!’? (He’s scared) Make sure students
realise that the characters run away because
Misty is covered in spiders’ webs.
· Talk with the class about the value (looking
after your friends). Ask who looks after the
Super Friends in the story (Misty) and who
looks after Misty (Thunder, when he says
‘Be careful!’)

Pair work (10 min)

Ex 2 ·
· Check students know what to · In pairs, students take turns to · In pairs, students Students evaluate Student’s
do. Read out the speech bubbles and remind describe what they can see in the take turns to describe each other book
students when to use there’s (for one thing) and pictures what they can see in
there are (for more than one thing). the pictures
· In pairs, students take turns to describe what
they can see in the pictures. Monitor and help
as necessary.
· Elicit sentences from different pairs.
 Class work (5 min)
Ex 3.
· Write Help on the board using a red pen for
the H. Put your hand in front of your mouth
and breathe out with some force to make the /h/ Students look at the picture, read and Students look at the Teacher corrects Student’s
sound. Students copy you, feeling the air on the repeat. picture, read and pronunciation book
palm of their hands. · Students take turns to repeat in repeat.
· Students repeat Help! after you. pairs. · Students take turns
· Students find the word in the to repeat in pairs.
story (frame 8). · Students find the
word in the
Class work (5 min) story (frame 8).
· Play the recording. Students look at the
picture, read and repeat. Present hairy using the
picture. Students look at the picture, read and Students look at the Students’
· Repeat the sentence as a class without the repeat picture, read and book
recording. Say it loudly, slowly, quickly, repeat
whisper it, etc.
· Students take turns to repeat
in pairs.
The end of · Focus on the part of the story where Misty Students talk about stories and Students talk about The teacher To read the
the lesson – offered to go into the house because her friends complete the task stories and complete provides story
5 min were frightened. the task feedback to
· Elicit why this value is important and ask students on class
students when they have looked after their activities.
friends or their friends have looked after them. The teacher gives
points for the
lesson from 1-10

Module 7 Lesson 5
Teacher’s name:
Date:
Grade: 3 Number of people present Number of people absent
The Theme of the lesson What is there in my room?
Objectives according to the Curriculum [Link] recognise familiar words with visual support;
[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 present and practice furniture
Most learners will be able to:
 to say sentences with the class
Some learners will be able to:
 to make sentences according to the lesson.
Evaluation criteria talk about furniture
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 Students complete the task Students complete Flashcards
the task

The middle Active work (15 min)

of the Ex 1 • · Students work in pairs and · Students work in Teacher evaluates Student’s
lesson – 35 Read the dialogue aloud. Students listen, make complete the task. They then pairs and complete and guides Book,
min sure students know the given words and translate the words the task. They then students. Audio
phrases. translate the words
Ask students to work in pairs and read the
dialogue. Students read and translate.
Check pronunciations. Correct mistakes.

Pair work (10 min)

Ex 2 ·
• Ask students What can you see in this
picture? Elicit students’ answers. Students read the text and translate. Students read the Self-check SB
 • Students read the text and translate. Students check the task with the class text and translate.
• Make sure students understand the Students check the
words. task with the class
 Ask students to write the words and
check with the class.

Class work (5 min)

Ex 3.
· Read the model and check comprehension. • Students write a first draft of the
· Students write a first draft of the sentences sentences they want to use in their • Students write a Teacher evaluates SB
they want to use in their notebooks. Monitor notebooks first draft of the and guides
and check. sentences they want students
· After you have seen and commented on their to use in their
work, students draw an outline of a house or notebooks
block of flats and write their sentences around
it. They can add details to the picture or bring a
photo of their home to the next lesson to stick
inside the outline.

Class work (5 min)

Ask students to work in pairs.
Give students time to prepare.
Students work in pairs and act out a dialogue.
The end of · In small groups, students take turns to read students take turns to read aloud students take turns to The teacher To learn
the lesson – aloud what they have written for SB Activity 2 what they have written for SB read aloud what they provides new
5 min and to say something else about their pictures. Activity 2 have written for SB feedback to vocabulary
· Students compare their pictures. and to say something else about their Activity 2 students on class
pictures and to say something activities.
else about their The teacher gives
pictures points for the
lesson from 1-10

Module 7 Lesson 6
Teacher’s name:
Date:
Grade: 3 Number of people present Number of people absent
The Theme of the lesson Homes
Objectives according to the Curriculum [Link] recognise familiar words with visual support;
[Link] use isolated words and basic expressions to provide personal information;
[Link] respond to basic questions with single words or short responses;
Objectives of the lesson All learners will be able to:
 to integrate other areas of the curriculum through English:Geography
Most learners will be able to:
 to explore the Big Question How are houses different?
Some learners will be able to:
 to practice speaking about houses
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 How are houses Students complete the sentences and Students complete
different? on the board. check each other the sentences and
· Say the beginning of sentences for students to check each other.
complete: Houses are big or … (small). Houses They may use
are new or … (old). Some people don’t live in dictionaries
houses. They live in (flats, tents, trees).
· Elicit more ideas about places to live.

The middle Active work (15 min)

of the · With Student’s Books closed, play the video. · Students watch the video and · Students watch the 1point for 1 Student’s
lesson – 35 · Ask students what they remember. They can answer the questions video and answer the correct answer Book, video
min use L1 to tell you about the houses on wheels, questions
the igloo, etc.
· Students watch again to answer
What types of homes do you know?
Play the video again and elicit
 answers. Ask students Has anyone ever slept
on a house boat or in a tent?

Pair work (10 min)

Ex 1 ·
· Play the recording. Students listen and point
to the photos.
· Play the recording again. Students listen and point to the · Students may use Teacher evaluates Student’s
Students repeat. photo. They then repeat the words dictionaries students. book, audio

Class work (5 min)

Ex 2.
· Students look at the photos in
Activity 1 for 30 seconds.
· In pairs, they test each other on what is in · Students work in pairs and test each · Students work in 1 point for 1 SB
each picture (Student A with book closed, other. They then check in pairs pairs and test each correct answer
Student B checking the page, then swapping other. They then
roles). check in pairs

Class work (5 min)

· Check comprehension of Which home …?
Monitor and help, as necessary.
· Elicit answers and ask Which home do you · Students read the rest of the · Students read the Class-check Student’s
like? Have a class vote on the most popular questions in pairs and find the rest of the book
unusual home. answers in Activity 1. questions in pairs
and find the
answers in Activity Self-check SB
1.

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 homes. Students copy in their feedback to vocabulary
notebooks. students on class
activities.
 The teacher gives
points for the
lesson from 1-10

Module 7 Lesson 7
Teacher’s name:
Date:
Grade: 3 Number of people present Number of people absent
The Theme of the lesson Buildings in our Town.
Objectives according to the Curriculum [Link] understand short, simple instructions used in familiar everyday contexts;

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 · Students throw the ball and revise · Students throw the
the numbers. ball and revise the
numbers.

The middle Class work (35 min)

of the Ex 1
lesson – 35  Students look at the pictures in their Students complete the tasks and Students complete Student’s
min Students books. check with the class the tasks and check book, audio
 Play the recording. with the class
 Students point to the places when they
hear the words,
 Play the recording again. Students
repeat the place names.
 Students practice pointing and naming
in pairs
The end of · Flash each flashcard quickly in front of the · Flash each flashcard quickly in The teacher To
the lesson – class. Students guess and say what is it. front of the class. Students guess and provides vocabulary
 5 min say what is it. feedback to
students on class
activities.
The teacher gives
points for the
lesson from 1-10

Module 7 Lesson 8
Teacher’s name:
Date:
Grade: 3 Number of people present Number of people absent
The Theme of the lesson My perfect bedroom.
Objectives according to the Curriculum [Link] use isolated words and basic expressions to provide personal information;
[Link] recognise familiar words with visual support;
Objectives of the lesson All learners will be able to:
· to listen, imagine and draw to demonstrate meaning
· to describe a perfect room
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 · Pretend you have lost your voice. Mime some · Students respond the questions and · Students respond
of the instructions you usually give, e.g. Pick revise the vocabulary the questions and
up your books. Open your books. Take your revise the
pencil case. Find a red pencil. Students give the vocabulary
instructions. Include Close your eyes, Open
your eyes and Listen.
The middle Class work (35 min)
of the Ex 1. · Remind students how to do the activity. Students listen and complete the Students listen and 1 point for 1 Student’s
lesson – 35 Pre-teach bed (by drawing a picture) and get task. They then check with the complete the task. correct answer book, audio
min out of bed using mime. Make sure teacher They then check
students have coloured pens or pencils. with the teacher
· Play the recording for students to follow
instructions.
· Play the recording again before students draw,
if necessary.
· Circulate as they draw their pictures, asking
What is your perfect bedroom?
· Praise students for using their imagination
and for their originality.

Project work.
 · Draw a picture of your perfect bedroom.. Use
colours if possible. Talk about the picture, · Students work in pairs. They show · Students work in Students evaluate Internet,
starting with the prompt in the speech each other their pictures and describe pairs. They show each other SB, audio
bubble (e.g. My perfect bedroom has 3 chairs. each other their
A bed…, I listen to music there..) pictures and describe
· Students work in pairs. They show each other
their pictures and describe. Encourage them to
say as much as they can and to talk about their
partner’s picture, as in the example.

Pair work
· Remind students that they answer by circling
one option for each sentence, using the picture Students do the quiz and revise the Students do the quiz
clues, if appropriate. unit and revise the unit.
· Do the first item in the quiz as an example, if They may look
necessary. through the book if
· Students do the quiz in pairs. needed
The first time, they do it without looking back
through the unit.
· Pairs check their work with other pairs. · Students then look back to check · Students then look
· Students then look back to check questions questions they did not know. back to check
they did not know. questions they did
· Check answers with the class. not know.

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 from the
students on class unit
activities.
The teacher gives
points for the
lesson from 1-10