Out at night.Light and dark

Long-term plan unit:

Unit 1. Light and dark

School:5 school-lyceum

Date:9.11.2022

Teacher name: Kalabaeva G

Grade: 3б

Number present:

absent:

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:

Ask questions and respond using visuals;

Practice spelling new words through word search with support.

Use most of the new words in the written form;

Ask questions and answer questions with basic words, phrases and short; sentences using visuals with no support.

Assessment criteria

Learners have met the learning objective (3.1.6.1 / 3.2.1.1 /3.5.13.1) if they can:

Value links

Teamwork: Ss will work well together in pairs showing respect and being polite with each other.

Cross - curricular links

Lesson is connected with science: astronomy

ICT skills

Using videos& pictures

Previous learning

Sources of light

Plan

Planned timings

Planned activities

Resources

Beginning

5 mins

Warm up

Game

Leaners make 2 lines, 1 line names only Nocturnal animals, 2 line names only Diurnal animals

The topic and Los are presented.

DIDACTIC MATERIAL 1

Middle

30mins

Presentation

Spelling game ‘I-Spy’.

Explain the rules of ‘I-Spy’. Give a copy of the night time picture to each student.

1. First player is the Spy. This player will find something in the night time picture and say “I spy with my little eye something at night that starts with the letter “M”. (MOON-don’t say the word!)

2. Learners must raise their hands to guess what the object is.

3. The Leaner who guesses correctly is now the ‘spy’.

4. If Learners cannot guess what the object is, then after a few guesses they may ask for another letter.

5. Learners keep guessing until they identify the correct object.

.

Ph. Training

Leaners watch the video-song about an owl and do the actions from the video like an owl.

Production

Learners name the animals and objects they know: names of animals, read the sentence, name: dark, the Moon, trees, mountains.

Practice

Teacher reads with Leaners sentences and the question What am I? Practice several times until Leaners can read on their owns.

Explain where necessary. Make notes on the new words for them.

Ask Leaners to wrap the 2 part of the paper with sentences. Read the names of the animals only. Now –turn, read only the sentences and try to guess the animals.

DIDACTIC MATERIAL 2

https://www.youtube.com/watch?v=7kEjZHKXLDg

PPT 1,2

DIDACTIC MATERIAL 3

End

5 mins

Reflection

Learners reflect on their learning:

• What has been learned?

• What remained unclear?

• What is necessary to work on

Hometask: to learn the new words, to read the sentences of Worksheet 3 correctly.

DIDACTIC MATERIAL 3 (2)

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
ICT links

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

• Work with the SMART board not more than 10 minutes

• Use water based markers

• Ensure proper ventilation

• Check sockets’ safety

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?