3 класс Buildings

Short term plan

Unit 4: Buildings

School: Gymnasium № 8

Date:

Teacher`sname: Galymzhanova Gulzat Merekeevna

CLASS: 3^rd

Number present:

absent:

Lesson title

Our town

Learning objectives(s) that this lesson is contributing to (link to the Subject programme)

3.L1understand short supported classroom instructions in an increasing range of classroom routines

3.S4respond to basic supported questions giving personal and factual information

3.W3write short phrases to identify people, places and objects

3.UE14use prepositions : behind, at, in, in front of, between, near, under, next to, on, 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

• Follow teachers instruction

• Answer the question

• Make up sentences using short phrases

• Apply the prepositions

Assessment criteria

All learners will be able to:

• follow classroom instructions

• answer the question

• write 2 sentences about native town

• identify at least 3 prepositions of place

Most learners will be able to:

• follow classroom instructions

• answer the 2 questions

• write at least 1 sentences about native town

• identify 3 words of places

• identify at least 2 prepositions of place

Some learners will be able to:

• follow classroom instructions

• answer the all questions

• write 5 sentences about native town

• identify 7 and more words of places

• identify at least 6 prepositions of place

Language objectives

Learn prepositions of town

behind, at, in, in front of, between, near, under, next to, on,

Values links

Respect, culture

Cross-curricular links

Geography

Previous learning

Lesson title:Our town.

Grammar: Special questions (-What is your favourite place? -Why is it important for you

Vocabulary: Different prepositions (behind, at, in, in front of, between, near, under, next to, on,)

Plan

Planned timings

Teacher/Students performance

Resources

Start

Organizational moment

Greeting

1 min

Teacher greets students and sets visual contact with them.

Learners are divided into groups with mixed abilities. There are 2 groups or 3.

Lead in

3 min

Task 1 “Brainstorming”

Instruction

• Look at the board, please. There are some pictures.

• Brainstorm ideas on the topic.

• Answer the questions and describe the pictures:

1) What places do you see?

2) What kinds of places can you name at the pictures?

3) How do you think what is the title of our lesson?

Note:To attract student’s attention and to challenge more able students, teacher suggests them to discover who the best at travelling in this class is.)

Differentiation: by scaffolding

Learners brainstorm the topic of the lesson with the help of visual support. It helps weak students to participate and strong students to describe activities in details.

Presentation (slides 1-2)

Identifying lesson objectives and learning outcomes

2 min

Activity 1. “Hello”

Taken from: https://www.youtube.com/watch?v=eIl0A2fP_l8Instruction:

1.Look at the board, please

2.Listen the video

3.Answer the teacher questions, please:

1) What do you want to know?

2) What do you want to understand?

3) What do want to be able to do at the end of the lesson?

4.Identify learning outcomes by the end of the lesson.

Differentiation: by success criteria

Taken from: https://www.youtube.com/watch?v=eIl0A2fP_l8

Middle

Pre-teaching vocabulary

Listening

6 min

6 min

Task 2

Activity 2 “Where the monkey”

Taken from:

https://www.youtube.com/watch?v=idJYhjGyWTU

Instructions:

1.Watch the video

2.Listen carefully

3.Do after teacher’s instructions

– Marat, stand up and stand behind to me.

– Zhanat, stand next Marat.

– Sanat, stand betweenMarat and Almas.

– Albina, stand near Sanat.

– Gaidar, stand across from Albina.

– Damir, stand far from Sanat.

Thank you, sit down please.

Instruction

1.Work individually.

2.Look at the teacher’s picture. There are some places.

3.Make-up sentences and write in your copybook

4.Use the prepositions.

5.Compare the results in pairs.

6.Remember this useful vocabulary.

Notes: you have 4 minutes to complete the task

Revision of the prepositions

Teacher shows picture .

Pupils must tell using prepositions: across from, between, next to, behind, near and far from

Differentiation by support: Provide more able learners make conversation in individually.

Activity 3. “My town”

• Read the title of the topic

• Try to predict the topic

• Read the topic

• Answer for the 1-st question - What is better – the city ? Why/Why not?

• Answer for the 2-nd question - What can you do in the city?

• Answer the 3-rd question - In your own words how would you describe the people who work and live in the city?

Follow the timing. You have only 6 minutes to complete the task.

Differentiation: by group ability

Students work with groups of mixed abilities. It helps all members of the groups compare the results. Also it will be possible to check the result and analyze mistakes for weak students

Reflexion: - Was this task easy or difficult? Why?

- Who can tell name all prepositions?

Taken from:

https://www.youtube.com/watch?v=idJYhjGyWTU

Appendix 1

https://www.google.com/search?q=A1+our+town+map+of+the+town&source=lnms&tbm=isch&sa=X&ved=0ahUKEwj146uzyfjiAhXBmIsKHZ02DD0Q_AUIECgB&biw=1366&bih=657#imgdii=Xmvnx3vhQPODvM:&imgrc=Xt1454j4aDrH-M:

Appendix 2

Taken from: http://learnenglishteens.britishcouncil.org

While-listening

Listening

for gist

7 min

Task 3 Audio Listen, listen “The Fernandez family's new home town?”

Note: Teacher explains the instructions clearly and makes support for weak students by asking additional questions for better understanding the task. After that the teacher switches on the trek for listening.

Instruction

1.Listen to the audio very attentively one time.

2.Distinguish the new vocabulary in the audio.

Differentiation:by scaffolding

Teacher provides weak students with transcript of the audio. They may use it while listening. As for strong students there is no need to use it. Only in case of misunderstanding.

Reflexion: Teacher asks students to remember questions from the audio and answer them:

1) What colour is new house?

2) where is Dave”s school?

3. Can you tell teacher about your school?

Note: Teacher encourages students to be the patriots of our country.

https://www.learning-english-online.net/language-course/unit-3-the-new-home-town/reading-and-listening-story/

9 min

Formative assessment

Task 5“Our town”

Teacher provides tasks for formative assessment for each student.

Instruction

• Look at Handout 3.

• Read the task

• Look at the table.

• On the left you’ll find a column for questions.

• On the right you’ll find three columns for students’ answers.

• Write three GOOD questions about town in pairs.

• Each student must write the questions on his / her own paper.

• When you have finished, interview other students.

• Write down their answers.

• Follow the timing. You have 3 minutes to write questions and 5 minutes to interview other students.

Note: Students write questions in pairs. It encourages them to teach each other how to ask and answer special questions.

Differentiation: by scaffolding.

Teacher provides learners with useful vocabulary and question phrases which are located on the board.

Assessment: Teacher assesses learner knowledge according to the criteria.

Reflexion: Structured class discussion

All students reflect about their town. They tell each other stories.

Teacher’s feedback

Teacher reflects about what was done correctly and incorrectly..

Handout 3

Adapted from

https://listenaminute.com/s/sport.html

(Appendix 3)

Home assignment

4 min

Teacher explains home tasks in details. Learners write down the home assignment from board.

Task 1. Vocabulary extension

Choose several of the prepositions from the lesson. Use a dictionary to tell about your town

Where is your favorite place in Schuchinsk?

Differentiation: by difficulty of task

The first task extends student’s vocabulary. It will be helpful for less able learner to do the second task. While the second task challenges more able learners to write a short newspaper article and to press it in school newspaper.

End

2 min

Closing Reflection/Self-Assessment & Goodbye

Sign a song

Goodbye Song Video

https://www.youtube.com/watch?v=Xcws7UWWDEs

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?

Health and safety check

Differentiationwillbe achievedthrough identification of learning outcomes, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of leaners (Theory of Multiple Intelligences by Gardner).

During the lesson I’ll use such instruments of formative assessment:

- Questions

- Criteria

- Self-assessment

- Teacher’s feedback

Health saving technologies.

ICT links.

Reflection

Were the lesson objectives/learning objectives realistic?

Did all the learners achieve the lesson objectives/ learning objectives? If not, why?

Did my planned differentiation work well?

Did I stick to timings?

What changes did I make from my plan and why?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

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?

Unit

Topic

Buildings

Our town

Learning objectives

3.L1understand short supported classroom instructions in classroom routines

3.S4respond to basic supported questions giving personal and factual information

Level of thinking skills

Understanding , Application

Assessment criteria

- interpret the information to identify the speaker’s attitude and opinion about sports

- demonstrate the ability of speaking and listening skills to make questions and answer them accurately in pairs.

.-apply topic related vocabulary in your sentences.

Task

Task.Write 3 good questions in the table to find out who is the best traveller in your class. Do this in pairs. Write the questions on your own paper. Look through useful phrases. When you have finished, interview other students. Write down their answers

Assessment criteria

Descriptor

- interpret the information to identify the speaker’s attitude and opinion about sports

- demonstrate the ability of speaking and listening skills to make questions and answer them accurately in pairs.

.-apply topic related vocabulary in your sentences.

A learner

• identifies topic related vocabulary for making questions;

• works in a pair;

• looks through useful expressions for asking questions;

• writes questions about places on his/her own paper;

• interviews other students;

• completes the table with student’s answers;

Questions

Answers

1. What did you learn during the lesson?

I learnt…

2. What did you not completely understand?

I understood…

3. How does your work compare with that of others?

My work at the lesson was ….

4. How can you do better?

I can do better …