Number games open lesson

Long-term plan 8 unit: Fun across

School: №5 school-lyceum

Date: 14.05.2022

Teacher name: Kulbarakov Nurbol

Grade: 3 a

Number present: 19

absent: 19

Theme of the lesson:

Number games

Learning objectives

3.L1 Understand short supported classroom instructions in an increasing range of classroom routines

3.W7 spell a growing number of familiar high – frequency words accurately during guided writing activities

3.UE11 Use has got / have got there is / are statements and question forms including short answers and contractions

Lesson objectives

All learners will be able to:

• interpret & demonstrate short supported classroom instructions with support

• count and spell cardinal numbers 1 -100 to count and ordinal numbers 1-10 with support

• make up a dialogue (Has got/have got, there is /there are) with support

Most learners will be able to:

• interpret & demonstrate short supported classroom instructions with little support

• count and spell cardinal numbers 1 -100 to count and ordinal numbers 1-10 with little support

• make up a dialogue (Has got/have got, there is /there are) with little support

Some learners will be able to:

• interpret & demonstrate short supported classroom instructions without support

• count and spell cardinal numbers 1 -100 to count and ordinal numbers 1-10 without support

• make up a dialogue (Has got/have got, there is /there are) without support

Assessment criteria

• interpret & demonstrate short supported classroom instructions

• Use cardinal numbers 1-100 and ordinal numbers 1-10 to count

• Use has got / have got and there is/ are statements and question forms including short answers and contractions

Value links

Comprehension & application

Cross curricular links

Kazakh and maths

Previous learning

They know count 1 to 10

Plan

Planned timings

Planned activities

Resources

Start

Middle

Starter:

ORGANIZATION MOMENT

Greeting

- Good morning to you, I’m glad to see you.

- How’re you today?

Warm up activity

One, two.

How are you?

Three, four.

Knock at the door.

Five, six.

Crosses and ticks.

Learners listen to the text about “ Count to Ten” (a story from Africa)

Dividing into 2 groups: (about pen)

1 group Cardinal number

2 group Ordinal number

Teacher: Listen, point and repeat

Put up the my numbers.

Poster on the board.

Point to numbers 1-5 and elicit them. Then point to numbers 6-10one at a time and present them.

The pupils repeat chorally and individually.

Then play the CD. The Learers listen point to the numbers and repeat chorally and individually. Audio script. Six seven, eight, nine, ten.

Let’s listen

Set the scene by asking the pupils in pictures1.

T:Yes [pointing to the pens in pictures3]

How many pens?

Class:six

Play the CD.The learners listen the dialogue.

L:How many pencils?

W:six, pencils.

L:How many pens?

W:seven pens

L:How many books?

W:five books.

ASSESSMENT (BT: analyse and evaluate)

1.Learners given a worksheet with a range of jumbled numbers 1-10 to colour according to Teacher’s instructions.

2. Give instructions such as: Colour 3 red... OK...3 is red. 3.Give feedback by projecting numbers coloured the correct colours

Video

https://youtu.be/ueXoeAo0c1s

End

Reflection:

I don’t understand

Need help

I am understand

Home task:

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Support for weaker students: working in pairs/groups, individually

Assessment – how are you planning to check learners’ learning?

interpret & demonstrate short supported classroom instructions

Use cardinal numbers 1-100 and ordinal numbers 1-10 to count

Use has got / have got and there is/ are statements and question forms including short answers and contractions

Health and safety check
ICT links
Video, PPT

Differentiation can be by task, by outcome, by individual support, by selection of teaching materials and resources taking into account individual abilities of learners (Theory of Multiple Intelligences by Gardner).

Differentiation can be used at any stage of the lesson keeping time management in mind

Differentiation by task, by outcome, by individual support, by selection of teaching materials and resources taking into account individual abilities of learners.

Health promoting techniques

Breaks and physical activities used.

Points from Safety rules used at this lesson.

Reflection

Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO?

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 orachievements/difficulties of individuals that will inform my next lesson?