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    Have Got (1st & 3rd Person Statements) : Attendance

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    Nanthini “Thini” Mahaendran
    1. The document outlines an English language lesson plan focused on speaking skills. 2. Students will learn to describe people and objects using words and phrases like "He/She has got brown hair" and "I have got brown hair". 3. The lesson involves using flashcards to introduce vocabulary, partner activities to practice speaking, and differentiation strategies based on student needs and abilities.

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    Have Got (1st & 3rd Person Statements) : Attendance

    Uploaded by

    Nanthini “Thini” Mahaendran
    61 views1 page
    1. The document outlines an English language lesson plan focused on speaking skills. 2. Students will learn to describe people and objects using words and phrases like "He/She has got brown hair" and "I have got brown hair". 3. The lesson involves using flashcards to introduce vocabulary, partner activities to practice speaking, and differentiation strategies based on student needs and abilities.

    Original Description:

    English Lesson Plan Year 3

    Original Title

    Lesson Plan 2

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    1. The document outlines an English language lesson plan focused on speaking skills. 2. Students will learn to describe people and objects using words and phrases like "He/She has got brown hair" and "I have got brown hair". 3. The lesson involves using flashcards to introduce vocabulary, partner activities to practice speaking, and differentiation strategies based on student needs and abilities.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    61 views1 page

    Have Got (1st & 3rd Person Statements) : Attendance

    Uploaded by

    Nanthini “Thini” Mahaendran
    1. The document outlines an English language lesson plan focused on speaking skills. 2. Students will learn to describe people and objects using words and phrases like "He/She has got brown hair" and "I have got brown hair". 3. The lesson involves using flashcards to introduce vocabulary, partner activities to practice speaking, and differentiation strategies based on student needs and abilities.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 1

    WEEK DAY DATE CLASS TIME SUBJECT

    English Language
    FOCUS MAIN SKILL FOCUS
    LESSON: 2 (Speaking 1) Speaking
    TOPIC THEME
    Welcome! World of Self, Family and Friends
    By the end of the lesson, pupils should be able to:-
    CONTENT STANDARD
    2.1 Communicate simple information intelligibly
    COMPLEMENTARY Listening : 1.2
    SKILL Understand meaning in a variety of familiar contexts
    LEARNING
    2.1.5 : Describe people and objects using suitable words and phrases
    STANDARDS
    COMPLEMENTARY Listening :1.2.2
    SKILL Understand with support specific information and details of short simple texts
    LANGUAGE/
    have got (1st & 3rd person statements)
    GRAMMAR FOCUS:
    ADDED HOT/ITHIN
    Value
    VALUE K
    CCE/CE
    THINKING
    EMK Language
    PROCESS
    Pre-lesson
    1. Play a game to review vocabulary and language from previous lesson.

    Lesson delivery
    2. Use flashcards of characters from the textbook to introduce language,
    e.g. He/She has got brown hair / I have got brown hair. See also
    Teacher’s Book p.18: Grammar Box
    3. Follow with Activity 2 and Optional activity (Teacher’s Book p.18–19).
    ACTIVITIES
    Remind pupils of the importance of being sensitive when describing
    people (e.g. for the adjective ugly).
    Continue to monitor pupils as they work in pairs. Note which pupils are having
    difficulties or seem to find the activity easy. This will be useful for pairing and grouping
    pupils in future lessons.

    Post-lesson
    4. See Before leaving activity (Teacher’s Book p.18).
    MATERIALS / Get Smart plus 3 Student’s Book p.5 Activity 2 , Teacher’s Book p.18–19
    REFERENCES Textbook character flashcards
    Differentiate learning according to the needs of your pupils and class. Set different targets
    DIFFERENTIATION for the number of pupils they describe. For more proficient pupils/classes, you could
    STRATEGIES introduce a few more adjectives for describing people’s appearance or ask pupils to give
    longer descriptions to include be (+ very) + adjective (e.g. She’s (very) pretty.).
    Attendance : /

    _____ pupils were able to achieve the objectives.


    _____ pupils were able to answer the questions correctly.
    REFLECTION
    Teacher’s action:
    *Today’s lesson will be carried forward due to ____________.

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