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КСП по английскому языку на тему "Day & Night" 3 класс

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All learners will be able to:

• 3.S4 respond to basic supported questions giving personal and factual

information

• 3.UE9 use common present simple forms [positive, negative, question] and

contractions to talk about what you want and like and habits and facts (also is

practiced in ex14, р. 23, Story time pp.32-33)

• 3.R5 understand the main points of simple sentences on familiar topics by

using contextual clues

• 3.L1 understand a range of short basic supported classroom instructions

(doing exercises and in Module 2 Lesson School Rules pp.26-27)

• 3.L2 recognise with considerable support an increasing range of common

personal questions

• 3.L3 understand the main points of short, slow and carefully articulated talk

on routine and familiar topics features such as colour and number

• 3.L6 understand some specific information in short, slow, carefully

articulated talk on routine and familiar topics

• 3.L7 use contextual clues to predict content in short, supported talk on routine and familiar topics

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«КСП по английскому языку на тему "Day & Night" 3 класс»

Unit of a long term plan Day & Night

School: №10

Date:

Teacher name: Iskakova K.S.

CLASS: 3

Number present:

absent:

Lesson title

Day & Night (3)

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

To talk about sources of light; to talk about day and night.

Lesson objectives

All learners will be able to:

• 3.S4 respond to basic supported questions giving personal and factual

information

• 3.UE9 use common present simple forms [positive, negative, question] and

contractions to talk about what you want and like and habits and facts (also is

practiced in ex14, р. 23, Story time pp.32-33)

• 3.R5 understand the main points of simple sentences on familiar topics by

using contextual clues

• 3.L1 understand a range of short basic supported classroom instructions

(doing exercises and in Module 2 Lesson School Rules pp.26-27)

• 3.L2 recognise with considerable support an increasing range of common

personal questions

• 3.L3 understand the main points of short, slow and carefully articulated talk

on routine and familiar topics features such as colour and number

• 3.L6 understand some specific information in short, slow, carefully

articulated talk on routine and familiar topics

• 3.L7 use contextual clues to predict content in short, supported talk on routine and familiar topics

Assessment criteria

Learners have met the learning objectives if they can: Talk about clothes and. accessories.

Language focus

Structures: plurals (regular and irregular)

Language in use: There are two boys in the bedroom. There are two jumpers.

How many jumpers are there?

Target vocabulary

Clothes and accessories: cap, scarf, gloves, boots, jumper, jeans;

put on, take off

Cross-curricular links

Science (Exs 2 and 4)

Previous learning

Sources of light' vocabulary

Plan

Planned timings

Planned activities (replace the notes below with your planned activities)

Resources

Start


Write a few words/phrases from the previous lesson on

the board but with jumbled letters. Ask the pupils to

unscramble the letters and write the words in their

notebooks. Check their answers.


Middle


3.S4








3.R5 3.L3













3.L6 3.L7

3.L3


3.L2 3.L7


• Listen, point and repeat. Then match.

Pupils’ books closed. Put up the Clothes poster on the

board. Point to the items/phrases, one at a time, and say

the corresponding words. The pupils repeat, chorally

and/or individually. Point to the items/phrases in

random order. Ask individual pupils to name them.

Ask the rest of the class for verification.

• Choose and complete. Ex. 6 p. 20

Point to and elicit the jobs. Explain the activity. Allow

the pupils some time to complete the activity.. Check

their answers.

Answer key: 2 trousers 3 jeans 4 boots 5 dress 6 shoes

7 scarf 8 skirt• Thinking cap. Ask questions: p. 20 Who

works only during the day? Who works during the day

and at night? Point to the police office and ask: Does he

work only during the day? Elicit answer: No.

Answer keys: The police office works during the day

and at night. The gardener works during the day. The

nurse works during the day and at night. The teacher

works during the day.

Study Spot p. 21

• Listen and choose.

Pupils’ books closed. Say and write: one lamp – two

lamps. Underline the -s. The pupils repeat, chorally

and/or individually. Elicit the formation of the plural

number (by adding -s to the noun). Explain to the pupils

that there are some exceptions to the rule.

Write the word potato on the board. Point to it, say and

write: one potato – two potatoes. Underline -es. The

pupils repeat, chorally and/or individually. Follow the

same procedure and present the rest of the spelling rules

as well as the irregular plural nouns.

Pupils’ books open. Ex. 7 p.21 Go through the Study

spot section briefly. Explain the activity and allow the

pupils some time to complete it. Check their answers.

Answer key: 2. knives 3 touches 4 boxes 5 children 6

Listen and draw the lines. Ex. 8 p.21 Play the CD,

twice if necessary. The pupils listen and complete the

activity. Check their answers.

The pupils draw a line from the remote control to the

bedroom. The pupils draw a line from the laptop to the

bathroom. The pupils draw a line from the lamp to the

bedroom. The pupils draw a line from the clock to the

bedroom. The pupils draw a line from the microwave to

the kitchen. The pupils draw a line from the mobile

phone to the bathroom.

Sources of Energy. Ex.9 p.21 Look at the things in

ex.8 again. Which use electricity? Which use electricity

and batteries? Tell the class. Explain what electricity

and battery mean. Read the example and explain the

activity. Answer keys:

Cookers use electricity. Clocks use electricity and

battery. Microwave use electricity. Laptop use

electricity and batteries. Remote controls use batteries.

Mobile phones use batteries. Lamps use electricity



End

Say one of the words from the lesson. Ask a pupil to

draw it on the board. Ask the rest of the class for

verification.

ACTIVITY BOOK (Optional)

If you wish, you can assign some or all of the

corresponding activities from the Activity Book for

homework. If this is the case, make sure you explain

them first in class.


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





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?









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Предмет: Английский язык

Категория: Уроки

Целевая аудитория: 3 класс

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КСП по английскому языку на тему "Day & Night" 3 класс

Автор: Сариева Ляилим Сабитовна

Дата: 13.12.2019

Номер свидетельства: 531782

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