Lesson plan
| Unit 4. Buildings | School: 44 | |||||
| Date: /12/19 | Teacher name: Kydyrbekova A.S. | |||||
| Grade: 3 | Number present: | absent: | ||||
| Theme of the lesson: Four walls 1 | ||||||
| Learning objectives that this lesson is contributing to |
3.1.1.1 understand short supported classroom instructions in an increasing range of classroom routines; 3.5.11.1 use has got / have got there is / are statement and question forms including short answers and contractions 3.5.1.1 use singular nouns, plural nouns – including some common irregular plural forms, use possessive forms ‘s / s’ with proper names and nouns to talk about ownership
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| All learners will be able to: Say what they and others do in rooms of the house with support Identify 14-16 new ‘Inside the House’ vocabulary words | ||||||
| Most learners will be able to: Say what they and others do in rooms of the house with limited support Identify 17-18 new ‘Inside the House’ vocabulary words | ||||||
| Some learners will be able to: Say what they and others do in rooms of the house with accuracy Identify 19-20 new ‘Inside the House’ vocabulary words | ||||||
| Assessment criteria | Learners have met the learning objective (3.1.1.1 / 3.5. 11.1./3.5.1.1.) if they can:
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| Value links | Respect, Cooperation | |||||
| Cross - curricular links | Knowledge of the world, architecture | |||||
| ICT skills | Using SMART board, pictures and videos, | |||||
| Previous learning | Around the house 2 | |||||
| Plan | ||||||
| Planned timings | Planned activities | Resources | ||||
| Beginning 5 mins | Greeting & Objectives Warm-up Good morning! What is the date today? What day of the week is it today? What is the topic? | | ||||
| Middle 30mins | Presentation New Topic: Remind & Refresh -Watch the video & tell students that the new topic is: inside my house -After watching, ask students to recall what room words they know and furniture words - Take time to explain what furniture is – this particular word has not yet been discussed – items were referred to as ‘things in my house’ - Go through the Furniture & Rooms PPT and review pronunciation of new words Grammar time Plural Rules Refresher Practice changing the nouns in the PPT to plurals -Tell students they are reviewing the plural rules because many of them made mistakes – some forgot to use plurals when there is more than 1 thing and some forgot to apply irregular rules like 1 shelf, 2 shelves. There is/are and plural practice - Pass out the There is/are and In my House practice worksheet. -Tell them to look over the 6 sentences they wrote – did they use plural rules correctly? What I Do in the Rooms of My House -Write on the board: What do you do in the living room? Students should copy this question and an example answer (first person) into their copybooks. - Have students orally ask their partner what they do in their living room - Have students write down (third person) what their partner does (i.e. Ayanat plays board games in the living room.) -Write an example answer on the board and tell all students to check that they used the third person ‘s’ correctly - Allow students to start the final page of their worksheet – answering questions about what others do in different rooms, and finally, about themselves | https://www.youtube.com/watch?v=50bo4DgRnYw
PPT 1 PPT 2 DIDACTIC MATERIAL 1 | ||||
| End 5 mins | Reflection Exit Ticket Questions - Poll the class by asking questions like: How many students play video games in the living room? How many students eat cookies in the kitchen? Etc. Write numbers on the board and ask students to report on them. i.e. ‘Eight students play video games in the living room.’ | | ||||
| Additional information | ||||||
| Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? | Assessment – how are you planning to check learners’ learning? | |||||
| Less able students – greater support by means of prompts, visuals or writing difficult words on the board More able students – independent work on definite tasks with little/no support Allow for flexible groupings and cooperative learning, depending on the appropriateness to the task Allow for extra time for students needing it, when appropriate Give extra text or visual support to students needing extra English support Create small learning groups for students needing extra support or enrichment with the co-teacher, when appropriate | through observation | |||||
| Reflection Were the lesson objectives/learning objectives realistic? What did the learners learn today? What was the learning atmosphere like? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why? | ||||||
| Summary evaluation What two things went really well (consider both teaching and learning)? 1: 2: What two things would have improved the lesson (consider both teaching and learning)? 1: 2: What have I learned from this lesson about the class or individuals that will inform my next lesson? | ||||||
