Class: V (1, 2, 3)

Teacher: ____________________________________
Lesson number:
Date: ______________________
TOPIC/unit/teaching content: Unit 2 School life; Lesson 2.3 Thinking is fun
GOALS: Developing mathematical-logical thinking skills in English; cross-curricular learning; introducing new
vocabulary (think, stay, just, way, plus, minus); spontaneous use of English.
EXPECTED OUTCOMES: Students will learn how to logically think and do simple Math in English. Students will be
able to use the target vocabulary and structures in a meaningful context in both spoken and written English.
TEACHING METHODS: Communicative Method; Direct/Natural Method.
TEACHING MEANS/AIDS: English is Fun 3 (Student's book, Workbook, Teacher's book, audio CD, CD
player/computer)
Activity 1 (homework check) interaction pattern: teacher students
time: 4-5 min
Walking through the classroom, teacher checks quickly the students notebooks to see if they underlined and
corrected the mistakes in the dictation from the previous lesson. Teacher gives appropriate comments.
Activity 2 (speaking) interaction pattern: teacher students
time: 3-4min
Students look at the picture (page 15). Teacher asks them to say what they see in the picture and to count the
children. Teacher explains the words stay and just as stated in the Teachers Book.
Activity 3 (listening and reading) interaction pattern: teacher students
time: 6-8 min
Teacher asks students to listen to CD Track 9 and look at the text in their books. One or two students read the text
again.
Activity 4 (vocabulary; speaking) interaction pattern: teacher students
time: 5-6 min
Teacher asks students to discuss the text (page 15) as indicated in the Teachers Book and draws their attention to
the cross-curricular exercise below the text. During the discussion, attention is paid to the new words and their
proper pronunciation.
Activity 5 (mathematical logical thinking) interaction pattern: students - students
time: 7-8 min
Ex 1 and 2 Students do the exercises below the text and complete the equations and sentences in pairs. Teacher
checks the answers. Teacher helps with the new words, pronunciation and calculations if necessary.
Activity 6 (WB practice) interaction pattern: teacher students; students - students
time: 5-7 min
Ex 1 Teacher encourages the students to use their knowledge of simple Math and complete exercise 1 (page 17)
in pairs, reading sentences in turns. While doing so, the students check each others choice of the missing words.
Then teacher asks a number of students to read the completed sentences aloud.
Activity 7 (WB - reading and writing) interaction pattern: students-students
time: 5 min
Ex 2 A student is asked to read the jumbled words of a sentence in exercise 2. The other students try to work
out the proper word order faster than the others. Another student reads another sentence and they repeat the
procedure. Teacher checks the answer for each sentence with a different student. Depending on the time
available, writing these sentences down can be left for homework. Alternatively, the whole exercise can be left
for homework.
Activity 8 (mathematical logical thinking) interaction pattern: students-students
time: 5-7 min
Ex 3 Students volunteer to read each problem task. They can pretend to be the teacher while posing each
problem. Other students provide the answers. Teacher encourages students to think logically and carefully
whether they should use plus or minus while calculating. Teacher makes sure students provide proper answers
in English. If there is enough time, the answers can be immediately written down. If not, they can be left for
homework, too. Students are encouraged to create a similar problem task at home and write it in their
notebooks.

Class: V (1, 2, 3)
Teacher: ____________________________________
Lesson number:
Date: ______________________
TOPIC/unit/teaching content: Unit 5 Animal world; Lesson 5.6 Whose home is this?
GOALS: introducing new vocabulary (strange, chase, run away from, run after) and structures (whose); revising
Present Simple; cross-curricular learning; developing listening, speaking and writing skills, spontaneous use of
English.
EXPECTED OUTCOMES: Students will be able to use the target vocabulary and structures in a meaningful context
in both spoken and written English; students will revise Present Simple and natural science contents in English.
TEACHING METHODS: Communicative Method; Direct/Natural Method.
TEACHING MEANS/AIDS: English is Fun 3 (Student's book, Workbook, Teacher's book, audio CD, CD
player/computer)
Activity 1 (speaking) interaction pattern: teacher students
time: 2-3 min
Students look at the picture (page 42). Teacher asks them to explain what they see in the picture and to say what
some of the animals are doing.
Activity 2 (listening and reading / vocabulary) interaction pattern: teacher students
time: 7-8 min
Students listen to CD Track 34 and look at the text (page 42). Teacher can ask students to predict meanings of
contextualized vocabulary (whose, strange) and/or give explanations (chase, run after, run away from) in English
as stated in the Teacher's Book (page 97).
Activity 3 (listening comprehension and speaking) interaction pattern: students students
time: 4-5 min
Teacher encourages students to ask each other what some of the animals in the picture are doing. Teacher
monitors as students answer the questions and helps with the target vocabulary and structures if necessary.
Activity 4 (reading and speaking) interaction pattern: teacher students
time: 5-6 min
Teacher asks different students to read short parts of the text and asks them in Present Simple about the
described situations (e.g. Can dolphins fly? Do whales live on a farm? Does a turtle normally chase a rabbit?)
Activity 5 (cross-curricular reasoning) interaction pattern: students - students
time: 7-8 min
Students do the exercise below the text in pairs. Teacher helps them by asking the title question about each
habitat (Whose home is a farm/a forest/an aquarium?). After a while, students read the answers they wrote.
Teacher may engage as many students as there are animals in this part of the exercise.
Activity 6 (WB practice / vocabulary) interaction pattern: students students
time: 3-5 min
Ex 1 Teacher encourages the students to revise the new vocabulary and complete exercise 1 (page 48) in pairs.
While doing so, students check each others choice of the missing words. Then teacher asks a number of students
to read the completed sentences aloud.
Activity 7 (WB practice / structures) interaction pattern: teacher students
time: 4-5 min
Ex 2 Teacher gives students a few minutes to circle the right answer in each sentence individually. Then
students read the sentences one by one. Teacher asks other students if the given answers are correct.
Alternatively, the whole exercise can be left for homework.
Activity 8 (speaking and writing) interaction pattern: students students
time: 5-7 min
Ex 3 Teacher instructs students to write very brief notes about the things they found interesting on the farm
from the book (e.g. cows and horses sing).Then students choose someone in the class to answer the question:
What is funny about this farm? Teacher makes sure the students provide proper answers in English and
encourages them to have fun while doing this exercise.