Short term plan

Term: II
School:Yassaui
Unit 3. Lesson 2.
Teacher’s name: Olzhavaeva Sevara
Date: 08.11
Grade: 3-A/3-B Number present: Number absent:
Theme of the lesson: Times of my day/Who’s this? has got.
3.1.4.2 understand simple descriptions of people, actions, and objects with
visual support
3.2.3.1 respond to basic questions with single words or short responses
Learning objectives(s) 3.3.2.1 identify some familiar words and signs on illustrations /pictures in
that this lesson is common everyday situations
contributing to 3.5.1.8 use personal subject and object pronouns on a limited range of
familiar topics
3.5.1.11 use has got/ have got; there is/are in a limited range of familiar
topics
By the end of the lesson, the students will be able to:
Lesson objectives describe family members and identify their possessions using simple
sentences.

Lesson procedure:

Stages Teacher’s activity Student’s Assessment Resour

of the activity ces/
lesson materi
als
Warm- Point to Story poster 3 and ask children to tell Listen and Teacher observes Story
up you what happened in the story. respond to participation and poster 3
Cover the poster and ask children which family questions about checks prior Flashca
members appeared in the story. the story. knowledge of rds of
family members. family
membe
rs
Main 1. Listen to the story again and repeat. Act. Participate in Observe Story
part Play the recording, pausing for children to the story participation, check recordi
repeat. retelling and comprehension, ng
Divide the class into groups of five to play the acting. and collect written Flashca
parts of Tim, Rosy, Mum, Grandma, and Billy. Look at work for formative rds of
(If the class does not divide into groups of five, flashcards and assessment. family
you could have some smaller groups, as answer membe
Grandma and Billy do not speak.) questions about rs
Ask children to decide on actions to use when family Pupil’s
acting out the story. members. Book
Ask some groups to come to the front to act out Repeat (pages
the story. sentences after 19-20)
2. Look and say. Then answer for Billy. the teacher. Flashca
Stick the flashcard of Rosy on the board and Ask and answer rds
elicit her name. Then stick the flashcards of questions about (School
Mum and Billy on the board. Point to Mum the pictures things)
and ask Who’s this? Hold up the flashcard of using the target Flashca
 Rosy, point to Mum again and say She’s my structures. rds (My
mum, making it clear that you are speaking as Circle the family)
Rosy. Repeat with the Billy flashcard, saying correct answers.
He’s my brother.
Ask children to look at the first Let’s learn!
box. Read the sentences aloud for children to
repeat. Write Who’s = Who is on the board
and check that children understand the
meaning. Tell children to look at the picture of
Billy on the right and to ask and answer about
the family members in the circles as if they
were Billy (Who’s this? He’s my dad, Who’s
this? She’s my mum. Who’s this? He’s my
grandpa. Who’s this? She’s my sister.). First
elicit the sentences from the class as a whole,
and then have children take turns to ask and
answer in pairs. Draw children’s attention to
the question and the four possible answers.
Ask children to circle the correct option in each
answer as in the example.
3. Look and say.
Ask children to look at the pictures of Mum
and Billy in the second Let’s learn! box. Say
the sentences in the boxes for children to
repeat. Give flashcards to five different Repeat
children and ask them to stand up. Point at the sentences after
first child and say (Kamila) has got a (pen). the teacher.
Repeat this with the other children holding Participate in
flashcards, making sentences with has got. the flashcard
Focus attention on the sentences in the Pupil’s activity.
Book again. Place pairs of School things and
My family flashcards on the board and elicit
different sentences, e.g. Mum has got a book.
4. Follow and write. Then say. Look at the
Ask children to look at the pictures. Explain pictures and
that they have to follow the lines to find out flashcards, write
which object belongs to which person. Then sentences, and
read the example sentence aloud. repeat them in
Draw children’s attention to the incomplete chorus.
sentences. Ask them to write the missing words
to complete them following the example.
Check answers by asking children to chorus
the sentences.
Reflecti Ask a few questions to revise the key Answer the Oral participation
on vocabulary and grammar structures from the teacher’s indicates
Homew lesson (e.g., Who’s this? He’s my dad. Mum questions. understanding of
ork has got a book.)Ask students to write a short Students the lesson content.
paragraph describing their family members and complete the Check completion
one thing each family member has.Example: assignment at of the assignment.
"My dad has got a car. My mum has got a home.
book. My sister has got a doll. My brother has
got a ball."