Animal types. Ағылшын тілі, 3 сынып, сабақ жоспары. 2 сабақ.
Lesson plan
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Learning objectives that this lesson is contributing to | 3.2.1.1 make basic statements which provide personal information on a limited range of general topics; 3.5.5.1 use interrogative pronouns including: which, what, where, whose, how many, what kind of … on a limited range of familiar topics; 3.5.14.1 use prepositions of location and position: at, behind, between, in, in front of, near, next to, on, under, above to describe where people and things are, use prepositions of time: on, in, at to talk about days and times and no preposition last week | |||||||
Lesson objectives |
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Assessment criteria | Learners have met the learning objective (3.2.1.1 / 3.5. 5.1/ 3.5.14.1) if they can:
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Value links | Values are instilled by/through discussion activities, answering the questions, respecting each other, sharing opinions. | |||||||
Cross - curricular links | Art, Kazakh, Russian, Literature, History | |||||||
Previous learning | Animal types 1 | |||||||
Plan | ||||||||
Planned timings | Planned activities | Resources | ||||||
Beginning 5 mins | Greeting & Objectives Warm up: Words around the room Cards with words and pictures on them are placed in different places around the room. The task for students is to match as many of them as quickly as possible. After they have done it, let them divide the words into 2 categories (plants and animals). The students should guess the topic of the lesson. | DIDACTIC MATERIAL 1 | ||||||
Middle 30mins | Pre-reading (Pair Work)
For differentiation at this lesson it is recommended to pair students of the same ability levels (weak+weak or strong+strong). For this activity the teacher comes up to weaker students to support with vocabulary or ideas.
Learners are handed out posters complete. Less able students have to use the given word bank, while stronger ones have only initials of the words. Compare your work with another pairs (peer-assessment). Reading Learners
Post-reading/Speaking Pair work: Tell your classmate 5 facts about a snow leopard using Present Simple tense Mini –group discussion: Discuss in your group a question: Why do you think a snow leopard is in danger? Tell your class about your group ideas. | PPT DIDACTIC MATERIAL 2 DIDACTIC MATERIAL 3 | ||||||
End 5 mins | Reflection/Self-assessment: Tick yes or no Homework: Draw a picture of a snow leopard and write a formula poem about this animal. | DIDACTIC MATERIAL 4 | ||||||
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? |
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