Answer key
2 My dog hasn’t got big ears. 3 They haven’t got pink noses.
Rabbits haven’t got small ears.
Roy the clown hasn’t got a big head.
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T praise active Ss with phrases such as: “Good job!
Well done!” “One more time, please”
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Whiteboard
Pupils Book
Poster
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Look, read and answer.
The pupils look at the pictures, read the questions and answer them. Allow the pupils some time to complete the activity. Check their answers.
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Answer key: 2 they have 3 they haven’t 4 it hasn’t
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T praise active Ss with phrases such as: “Good job!
Well done!” “One more time, please”
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Whiteboard
Pupils Book
Poster
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Which is Nurlan’s pet? Read, choose and say.
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Refer the pupils to the pets and elicit them. Then the
pupils read the text and complete the activity. Check their answers.
Answer key: dog
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T praise active Ss with phrases such as: “Good job!
Well done!” “One more time, please”
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Whiteboard
Pupils Book
Poster
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ENDING THE LESSON
8 min.
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Ask the pupils to draw an animal on a piece of paper without showing it to anyone. In pairs, the pupils ask and answer questions to find out their partner’s animal.
e.g. Pupil 1: Has it got big ears? Pupil 2: No, it hasn’t. etc
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ACTIVITY BOOK (Optional)
If you wish, you can assign some or all of the corresponding activities from the Activity Book for homework. If this is the case, make sure you explain
them first in class.
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T praise active Ss with phrases such as: “Good job!
Well done!” “One more time, please”
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Whiteboard
Pupils Book
Poster
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LESSON: Module 1 Lesson 5
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The Theme: Animal song and dance (1)
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Date:
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Teacher's name:
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CLASS:
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Learning objective(s)
that this lesson is contributing to
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To talk about farm animals; to write about a farm; to develop the pupils’ listening skills through a song.
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Lesson objectives
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All learners will be able to:
3.UE4 use determiners a, an, the, some, any, this, these, that, those to identify things (a, an, the are also practiced in Module 1 Lesson 2, some, any are practiced in Module 4 Buildings )
3.L9 recognise the spoken form of familiar words and expressions
3.L2 recognise with considerable support an increasing range of common personal questions
3.W1 write with support short responses at phrase level to questions and other prompts
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Assessment criteria
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Learners have met the learning objectives if they can talk about farm animals;
write about a farm; develop listening skills through a song.
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Language focus
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Structures: demonstrative pronouns (this, that, these, those), articles (a, an, the), some/any
Language in use: Grandpa has got ten cows now! This is a frog. I’ve got a goat and
an eagle. I’ve got some cows, too! I haven’t got any chickens.
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Target vocabulary
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Consolidation
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ICT skills
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Using audios
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Previous learning
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‘Animal’ vocabulary, the verb ‘have got’ (affirmative, negative and
interrogative), adjectives
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Part of the lesson/Time
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Teacher’s activity
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Student’s activity
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Assessment
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Resources
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Beginning of the lesson
Warming-up
Team work
8 min.
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Organization moment:
1.Greeting.
Ask about the weather. Open the envelop and ask students to take the cards with numbers. They should find their team according to the number:1 First 2. Second 3.Third
In differentiation part «Magic cards» method was used to encourage them to identify the numbers. And find his/her team.
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“I wish….” method helps to start the lesson with telling supporting words to each other.
The aim: To develop Ss speaking skills and create friendly atmosphere
Efficiency: By telling the wishes they show their appreciations .
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At the organization moment T tries to award active Ss. «The praise» method is used to evaluate Ss with phrases like:
“Good job!
Well done!”
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CD player
Microphone
cards
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PRESENTATION AND PRACTICE
30 min.
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Listen and read. Then complete.
Refer the pupils to the picture and ask them questions.
e.g. Teacher: (pointing to Daisy) Who’s this? Pupil 1: Daisy.
Teacher: (pointing to the cow) What animal is this? Pupil 2: It’s a cow. etc
Play the CD. The pupils listen and follow along in their books. Allow the pupils some time to read the text silently and complete the activity.
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Check their answers. Answer key: 1 cows 2 chickens 3 goats
Then individual pupils read out the text.
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T praise active Ss with phrases such as: “Good job!
Well done!” “One more time, please”
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Whiteboard
Pupils Book
Poster
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Look and say. Then write: This, That, These or Those.
Pupils’ books closed. Stand near a schoolbag, point to it and say: This is a schoolbag. The pupils repeat, chorally and/or individually. Write the sentence on the board and underline the word in bold. Stand further away from the schoolbag, point to it and say: That is a schoolbag. The pupils repeat, chorally and/or individually. Write the sentence on the board and underline the word in bold. Explain that we use this for something/someone that is near us and that for something/someone further away from us. Follow the same procedure and present these and those.
Pupils’ books open. Read the instructions and explain the activity.
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Allow the pupils some time to complete the activity. Check their answers.
Answer key: 2 Those 3 These 4 That
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T praise active Ss with phrases such as: “Good job!
Well done!” “One more time, please”
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Whiteboard
Pupils Book
Poster
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PORTFOLIO: You are on a farm. Talk with your friends. Then write about it.
Refer the pupils to the picture and elicit the animals. Then ask the pupils, in pairs or in groups, to talk about their farms. As homework, tell the pupils to draw a farm on a piece of paper and use the text in Ex. 22 as a
I’m here on Grandpa and Grandma’s farm. It’s great here! Grandpa has got eight ducks now! His favourite duck is Fifi! Grandma has got seven rabbits. They are very funny. Grandpa and Grandma have got four cows, too! The cows have got babies. They are very cute!
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Note: Once you have corrected their writing activities, guide your pupils on how to file them in their Language Portfolios.
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T praise active Ss with phrases such as: “Good job!
Well done!” “One more time, please”
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Whiteboard
Pupils Book
Poster
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Let’s Sing!
Ask the pupils to look at the farmer and the cow. Say: I’m a farmer, my name is Sam. Encourage the pupils to repeat after you. Follow the same procedure and present the rest of the song. Play the CD. The pupils listen and follow along in their books. Play the CD again. The pupils listen and sing along.
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Extension (Optional)
Write some animals on the board, e.g. cat, horse, goat, mouse. Elicit and write the sounds they make, e.g. miaow, neigh, beh, eek. Make a sound. Invite a pupil to tell you which animal it is. Then the pupils, in pairs or in groups, choose one animal and make a new verse for the song. Then they sing it to the class.
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T praise active Ss with phrases such as: “Good job!
Well done!” “One more time, please”
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Whiteboard
Pupils Book
Poster
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