Animal types. Ағылшын тілі, 3 сынып, сабақ жоспары. 2 сабақ.

• Unit 1. Animals

• School:

• Date:

• Teacher name:

• Grade: 3

• Number present:

• absent:

• Theme of the lesson: Animal types 2

Learning objectives that this lesson is contributing to

3.2.1.1 make basic statements which provide personal information on a limited range of general topics;

3.5.5.1 use interrogative pronouns including: which, what, where, whose, how many, what kind of … on a limited range of familiar topics;

3.5.14.1 use prepositions of location and position: at, behind, between, in, in front of, near, next to, on, under, above to describe where people and things are, use prepositions of time: on, in, at to talk about days and times and no preposition last week

 Lesson objectives

 Assessment criteria

Learners have met the learning objective (3.2.1.1 / 3.5. 5.1/ 3.5.14.1) if they can:

 Value links

Values are instilled by/through discussion activities, answering the questions, respecting each other, sharing opinions.

 Cross - curricular links

Art, Kazakh, Russian, Literature, History

Previous learning

Animal types 1

Plan

Planned activities

Greeting & Objectives

Warm up: Words around the room

Cards with words and pictures on them are placed in different places around the room. The task for students is to match as many of them as quickly as possible. After they have done it, let them divide the words into 2 categories (plants and animals). The students should guess the topic of the lesson.

Pre-reading (Pair Work)

• 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 is a name of this animal?
• What do you know about it?
• Tell your class about your ideas
• Vocabulary

Learners are handed out posters complete. Less able students have to use the given word bank, while stronger ones have only initials of the words. Compare your work with another pairs (peer-assessment).

Reading

Learners

• Read the text
• Underline new words
• Fill in the table (PW)/Answer the questions
• Do self-assessment for checking

Post-reading/Speaking

Pair work: Tell your classmate 5 facts about a snow leopard using Present Simple tense

Mini –group discussion: Discuss in your group a question: Why do you think a snow leopard is in danger? Tell your class about your group ideas.

Reflection/Self-assessment: Tick yes or no

Homework: Draw a picture of a snow leopard and write a formula poem about this animal.

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?