Out at night. Ағылшын тілі, 3 сынып, сабақ жоспары.

• Unit 2. Light and Dark

• School:

• Date:

• Teacher name:

• Grade: 3

• Number present:

• absent:

• Theme of the lesson: Day and Night 1

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;

3.1.7.1 use contextual clues to predict content in short, supported talk on a limited range of general and some curricular topics;

3.2.4.1 respond to questions on a limited range of general and some curricular topics;

3.3.5.1 understand the main points of short simple texts on a limited range of familiar general and some curricular topics by using contextual clues

 Lesson objectives

 Assessment criteria

Learners have met the learning objective (3.1.6.1 / 3.1. 7.1/3.2.4.1/3.3.5.1) if they can:

 Value links

Respect Coopetition Animal cognition

 Cross - curricular links

Introduction to science. Geography

 ICT skills

Using videos& pictures

Previous learning

Animals

Plan

Planned activities

Warm up

On a globe, place a small paper figure on the location of where a learner lives. Stick another paper on the opposite side of the globe. Darken the room and use a flashlight to represent the sun. Direct the light of the flashlight onto the place where the first paper is. Turn the globe slowly. So that learners could observe how day and night are changing.

Listening

• Pre- listening

Learners talk about when and why it gets dark at night and gets light again in the daytime.

• Listening

Learners listen to songs and correct sentences according to what they hear.

Example:

The sun rises in the east.

• After listening

Teacher asks learners various questions (yes/no closed questions) about day and night.

Does it get dark in winter and summer at the same time?

Does it get dark all over the world at the same time?

Focus on simple present forms in talking about earth, stars, moon etc. in listening to songs and watching animations about the earth, sun and moon.

Reading

- Pre-reading

• Peer discussion

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.

• What are nocturnal animals?
• What do you know about them?
• Tell your class about your ideas
• Reading

Learners

• Read the text
• Underline new words
• Answer the questions
• Do self-assessment for checking
• Post-reading/Speaking

Pair work: Tell your classmate 5 facts about Nocturnal animals using Present Simple tense

Mini –group discussion: Discuss in your group a question: Why do you think Nocturnal animals are active at night? Tell your class about your group ideas.

Reflection

Think and put the words and phrases in the correct table (column) to answer the questions.

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?