"Out at night" (grade 3)

Unit 2. Light and Dark

School:Akkystau secondary school

Date:19.10.18.

Teacher name: G.Kh.Zharylgasova

Grade: 3 «а»

Number present: 10

absent:0

Theme of the lesson: Out at night

Learning objectives that this lesson is contributing to

3.1.5.1 distinguish between phonemically distinct words;

3.1.8.1 understand short, narratives on a limited range of general and some curricular topics;

3.2.3.1 give short, basic description of people and objects, begin to describe past experiences on a limited range of general and some curricular topics;

3.2.6.1 take turns when speaking with others in a limited range of short, basic exchanges;

3.4.5.1 link with support words or phrases using basic coordinating connectors ;

3.4.7.1 spell a growing number of familiar high-frequency words accurately during guided writing activities

Lesson objectives

Learners will be able to:

To explore other subject areas; to learn how to be safe when out at night; to talk about and compare clothes and things to wear when out at night.

Assessment criteria

Learners have met the learning objective (3.1.5.1 / 3.2.3.1/3.4.5.1) if they can:

To explore other subject areas; to learn how to be safe when out at night; to talk about and compare clothes and things to wear when out at night.

ICT skills

Using videos, pictures,CD and etc.

Taget vocabulaty

Caps, stickers, shoes, bags, safety, reflective stripes

Previous learning

Out at night 1

Plan

Planned timings

Planned activities

Resources

Beginning

2 mins

Warm up

Let’s sing song “Classroom Rules”

Ask pupils to present their portfolio activities from the previous lesson. Play the song from the previous lesson. Invite the pupils to sing along.

CD 1 Track 20

Middle

30mins

Presentation

Pre-teach the words ‘belt, zip, helmet’.

Pupils’ book closed. Write Out at night on the board. Explane to the pupil’s, that we are going to talk about ways of being seen when we are out at night. Ask pupil’s to think of different ways we can be seen when we were out at night. Have a class discussion about why this is important. Put up the Be Bright, Be seen! Poster on the board. Point to the first pictures and say:bright clothes. The pupils repeat, chorally or individualy.

Pupils’ books open. Refer the pupils to the text and explan the activity. The pupils read, choose the correct words and complete the text. Then they listen and check their answers.

Ph. Training

Leaners watch the video-song

Practice. speaking

Read the example and explain the activity. The pupils, in pairs, say what they must do when they are out at night. Check round the class. Ask some pairs to report back to the class.

Reading.

Refer the pupils to the adjectives. Explain their meaning. The pupil read and match them to their corresponding opposites. Allow the pupils enough time to complete the activity.

Study spot

PB closed. Say, then write on the board: My bike is bigger than your bike. Underline the words in bold. The pupils repeat after you. Explain to the pupils that when we compare animals, people, or things, we add –er to the adjective.

Make a poster.

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

CD 1 Track 21

https://www.youtube.com/watch?v=SFG7etbxl5o

Ex.27 (PB)

Ex.28 (PB)

Ex.29 (PB)

End

5 mins

Reflection

Learners reflect on their learning:

• What has been learned?

• What remained unclear?

• What is necessary to work on

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?