Animal types. Ағылшын тілі, 3 сынып, сабақ жоспары.

• Unit 1. Animals

• School:

• Date:

• Teacher name:

• Grade: 3

• Number present:

• absent:

• Theme of the lesson: Animal types 2

Learning objectives that this lesson is contributing to

3.1.5.1 distinguish between phonemically distinct words;

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

 Lesson objectives

 Assessment criteria

Learners have met the learning objective (3.5.5.1 / 3.5. 14.1) if they can:

 Value links

Animal cognition

 Cross - curricular links

Introduction to science.

Previous learning

Animal types 1

Plan

Planned activities

Greeting & Objectives

Warm-up Game

Write the word ANIMALS in the board with letters in random order around the board.

Show slide 1 and the letters on the board and ask to guess the topic of the lesson

• Give students 30 seconds to silently glance around the room and find any images of animals in the classroom (copybooks, posters)

The topic and Los are presented.

Presentation

Leaners are suggested to play Animal Guessing Game.

-What animal is this?

Leaners name the animals.

Speaking. Group discussion.

- Should we help animals? Why?

-What animals do you know that we 've got in Kazakhstan?

-Name/read the animals on the pictures.

Vocabulary work.

Teacher will use animal flashcards. Before the class, Teacher puts the flashcards in a bag. Then bring out the bag and make surprised noises to get the full attention of your students. Slowly, inch by inch, pull out the animals – elicit /teach/chorus the animal name "e.g. What's this? It's a (saiga antelope, red bear, snow leopard and golden eagle).Then teach/chorus the animal noise (E.g. "What noise does a saiga antelope make?" "Roar!").

Present more names of animals from Worksheet 1

Production

Students work with the card and write the words under the pictures

Differentiation:

Group I (low level students) Write the words according to the picture from the box

Group II (high level students) Write the words according to the picture themselves

Feedback: Teacher encourages and increases fluency, checks the process error correction

Reflection

Learners reflect on their learning:

• What has been learned?
• What remained unclear?
• What is necessary to work on

Turn on the last slide of a PPT and ask leanerss how many shapes they see in the building

Home task: learn the new vocabulary

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?