Поурочный план по английскому языку "Out at night" 3 класс
Lesson plan
Long-term plan unit:
Unit 1. Light and dark
School:
Date:
Teacher name:
Grade: 3
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:
Use active vocabulary describing animals which hunt at night
Ask questions and answer questions about nocturnal animals in
Kazakhstan.
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.co
m/watch?v=7kEjZHKX
LDg
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?
