Sources of light. Ағылшын тілі, 3 сынып, сабақ жоспары. 2 сабақ.

• Unit 2. Light and Dark

• School:

• Date:

• Teacher name:

• Grade: 3

• Number present:

• absent:

• Theme of the lesson: Sources of light 2

Learning objectives that this lesson is contributing to

3.1.6.1 understand some specific information and detail of short, supported information or talk on a limited range of general and some curricular topics;

3.5.3.1 use adjectives, including possessive adjectives, on a limited range of general and some curricular topics to describe things, use simple one-syllable and some two-syllable adjectives [comparative form] to make comparisons

 Lesson objectives

 Assessment criteria

Learners have met the learning objective (3.1.6.1 / 3.5.3.1if 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:

 ICT skills

Using videos& pictures

Previous learning

Sources of Light 1

Plan

Planned activities

Warm up:

Teacher starts with revision of the vocabulary from the previous two lessons and can do running-dictation;

Ls watch the video with information why do we have day and night;

The topic and Los are presented.

Practice

Teacher turns off the light in the classroom and asks what happened?

Students share their answers, (it was light and became dark.). Then they are asked what gives us light (sun); Students are shown pictures of sun, moon and Earth.

Speaking

“Where do you think light comes from?”

Remind students not to shout out answers and that you will only be calling on those who have raised their hands. Provide a 5-10 second wait time for all students to think about their answers. Call on students until you have exhausted a list on the chart paper. As students share ideas about sources of light, help them to distinguish between whether the source of light they have named is a peoplemade light (i.e., flashlight, lamp) or a natural light (i.e., sun, lightning). During this brainstorming time, the answers from students are formative and all answers should be included in the list, even if they are not correct. Use the answers students provided as individual and class formative assessment of prior knowledge. This chart paper should be saved for the end of the unit.

Students are suggested to listen to the song about this objects;

Leaners show the Sun and the Moon, Day and Night

(Leaners’ imagination.)

Then they are introduced with new vocabulary;

Ls practice vocabulary in pairs:

• connect pictures and words;
• fill in missing letters;
• objects that make natural light;

Leaners work in groups (Work with the card “Natural or Man Made”)

Differentiation by the level

For differentiation at this lesson it is recommended to pair students of the same ability levels (weak+weak or strong+strong). For this activity the teacher comes up to weaker students to support with vocabulary or ideas.

Group 1 (High level) Draw a table and write Natural sourse of light in the first column and Man made sourse of light in the second column.

Group 2 (Low level) distribute the words into the right column “Natural or Man Made”)

Work with the cards

Fill in the missing letters and connect words with pictures:

(Self assessment)

Reflection

• Quiz: “Light Energy Sources”

Choose an answer and hit 'next'. You will receive your score and answers at the end.

Remind students that the objective of the lesson was “Students will identify different light sources in and around their classroom.” Ask for one or two volunteers to share aloud the type of light source they found in the classroom.

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?

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?