| Short term plan
Long-term plan unit:
Buildings School: №16
Date: 27.07. Teacher name: Kenzhebaeva A.M.
Grade: 3 Number present: absent: 0
Theme of the lesson: Four walls
Learning objectives(s) that this lesson is contributing to 3.S3 give short, basic description of people and objects; begin to describe past experiences on a limited range of general and some curricular topics
3.R5 understand the main points of short simple texts on a limited range of familiar general and some curricular topics by using contextual clues
3.UE11 use has got / have got there is / are statement and question forms including short answers and contractions
Lesson objectives All learners will be able to:
• Understand new words according the text
• name the rooms
Most learners will be able to:
• understand the main idea of the text.
Some learners will be able to:
• give short, basic description of
• use has got / have got there is / are statement and question forms including short answers and contractions
Success criteria Learners have met the learning objective (3.R5) if they can.
Assessment criteria - complete the conversation with appropriate words;
- Identify the main points of short texts using contextual clues on familiar topics
- Use has got / have got , there is / are short answers and contradictions
Value links respect differing points of view
Cross curricular links
ICT skills PPT, video
Previous learning Students learned the words from Unit ‘Buildings’
Plan
Time Planned activities Resources
Beginning
10 m Greeting, Teacher greets learners, learners respond to greeting and take their places. Expressions between teacher and duty. Classroom expressions.
-Good morning children!
-Good morning teacher!
-Good luck everyone!
Teacher introduces lesson objectives to the students.
Students watch the video about ‘House’ and guess the theme of the lesson.
New Vocabulary Review
Use pictures to review and practice the new vocabulary.
Then students make a circle and take pictures. They should to show their pictures and to ask by one by:
What is it? Where is it……?
For example:
And the end who has same pictures of the rooms, they will complete group. Class will divide into 3groups:
1. Living room
2. Bed room
3. Kitchen
https://getvideo.org/#youtube/_XratfoopkI
Vocabulary pictures
Middle
25 m Pre-reading:
Task 1:
Students will play a game. Game named ‘Daisy’. They should answer to questions. Each group has 2 leave. Behind the leaves questions.
- Have you got a house?
- Have you got a garden?
- What colour is your house?
- What furniture have you got in your apartment?
- How many rooms are there in your house?
- How many windows have you got in your house?
Descriptor: A learner
• Answer to questions.
• pronounces words clearly
• uses appropriate topical vocabulary
While reading:
Task 2:
Students should to read text and do Multiple-choice exercise. Choose the correct answer for each question.
Descriptor: A learner
• reads the text with support;
• answers the questions according to the text.
Post reading:
Task 3:
Look at the picture. Talk to your partner. Describe the picture. Ask and answer questions. Tell about the house, walls, widows, a roof, a chimney, a door. Use the words: has got / have got, there is / are.
Descriptor: A learner
• uses has got/have got, there is/there are to describe a picture;
• asks questions about the house;
• answers questions.
• I assess students peer work
Text about House
http://wwwedu.ge.ch/cptic/prospective/projets/anglais/exercises/TheHouse.htm
End
5 m Closing Reflection/Self-Assessment & Goodbye
Check students understanding by using apples ‘Apple tree’
-I understand this and feel like I could teach it!
-I understand this but feel like I need more practice with it...
-I don’t understand this at all…
Home task: describe own house Goodbye Song
https://www.youtube.com/watch?v=WyfH-wwJUcY
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
Differentiation by task:
Low level students:
Reads the text to identify details in it. Experiences difficulties in speaking pronunciation new words.
Middle level students: Reads the text to identify details and find the correct house for each person. Makes some mistakes in task performing.
High level students: Reads the text, understands the details, finds the proper houses and marks them correctly. Describe the picture. Ask and answer questions. Tell about the house. Can use the new words and structure has got / have got, there is / are. -Assess by descriptors
-assess by smiles
-assess by claps etc.
Students try to express opinions.
Reflection
Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO?
If not, why?
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 achievements/difficulties of individuals that will inform my next lesson?
1:
2:
The Smiths' House
Mr Smith's house has got four bedrooms, a living-room, a dining-room, a kitchen, a bathroom and a separate toilet. There is a toilet in the bathroom too. The bedrooms and the bathroom are upstairs, and the living-room, the dining-room, the kitchen and the toilet are downstairs.
The first bedroom is Mr and Mrs Smith's, the second one is John's, the third one is Mary's, and the fourth one is Anne's. Catherine's baby bed is in Anne's bedroom too.
When you enter Mr Smith's house, the room on your left is the living-room, and the room on your right is the dining-room. Where is the kitchen? It is behind the dining-room. And where is the toilet? It is straight on, in front of you. There is a garden behind the house, but it is not big. Is there a garden in front of the house too? Yes, there is, but it is very small.
When you go upstairs, Mr and Mrs Smith's bedroom is on your left. The bedroom on your right is John's, and the bathroom is between his bedroom and Mary's. Anne's bedroom is behind Mary's.
The Smiths' House
Multiple-choice exercise
________________________________________
1 Which of the following is correct?
Three of Mr Smith's bedrooms are upstairs, and one of them is downstairs.
Mr Smith's four bedrooms are downstairs.
Mr Smith's four bedrooms are upstairs.
________________________________________
2 Choose the correct sentence
There is one toilet in Mr Smith's house. It is downstairs.
There are two toilets in Mr Smith's house. One of them is upstairs.
There is one toilet in Mr Smith's house. It is upstairs.
________________________________________
3 Choose the correct answer:
The living room is upstairs.
The living room is downstairs.
The dining room is upstairs.
________________________________________
4 Choose the correct answer:
There are two beds in Anne's bedroom.
There is one bed in Anne's bedroom.
There are three beds in Anne's bedroom.
________________________________________
5 Choose the correct answer:
The kitchen is between the living-room and the dining-room.
The dining-room is between the living-room and the kitchen.
The living-room is between the dining-room and the kitchen.
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