Поурочный план "Times of my day" 3 класс

Lesson plan

Unit 3. Buildings

School:

Date:

Teacher name:

Grade: 3

Number present:

absent:

Theme of the lesson: Our town 3

Learning objectives that

this lesson is contributing

3.4.7.1 spell a growing number of familiar high-frequency words

accurately during guided writing activities;

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

All learners will be able to:

• ask questions and respond using visuals;

• practice learned vocabulary with support.

• most learners will be able to:

• use most of the words in the speech;

• answer questions with minimum support.

Some learners will be able to:

• ask questions and answer questions with basic words, phrases

and short; sentences using visuals with no support about the

buildings

Assessment criteria

Learners have met the learning objective (3.4.7.1 / 3.5. 14.1.) if they

can:

• talk about town using appropriate prepositions and active vocabulary

Value links

Education throughout life, cooperation

Cross - curricular links

Lesson is connected Geography

ICT skills

Using SMART board, pictures and videos,

Previous learning

Our town 2

Plan

Planned

timings

Planned activities

Resources

Beginning

5 mins

Greeting & Objectives

Warm-up:

Students listen and watch a song “Around the town” and

predict the topic of the lesson

The topic and Los are presented.

https://www.youtube.c

om/watch?v=8ckmwvs

VXoc

Middle

30mins

Practice

Reading

Pre- reading task.

a) Working with new vocabulary from the text

• shopping malls

• museum

• post office

• gas stations

• mosque

Reading task

Leaners are distributed with text 1. Together with their

teacher, they read the text. (Teacher clarifies unknown

words (if there is any) for them).

After reading task

Teacher asks:

a) What grammar structures are used in the text?

(There is/ are , prepositions of place). Can you call

them? (Leaners name them from the text).

b) Leaners work individually do True False task

Answers: 1)T, 2)F, 3)F, 4)F, 5) T, 6)

c) Leaners work in pairs. First, teacher shows the

question and the answer at the end of the text.

Leaners work in pairs and make as many questions

as they can and write them below. Then they give

their sheet with question to another pair to answer.

Whole class feedback.

Individually, Leaners read the text and try to memorize every

single detail. Then they retell the text. (they can do it in a circle:

one Leaner tells one sentence from the text and so on or in

turns they recall the information given in the text).

Feedback: Leaners share their ideas, repeat after the

teacher monitors their answers, makes some notes if

necessary, Teacher drills the pronunciation of certain

words.

Leaners are distributed with text 2. Together with their

teacher they read the text “Good neighbors”. (Teacher

clarifies unknown words (if there is any)for them).

Reading comprehension:

a) Leaners work individually do True False task,

b) Yes or no

c) Writing task

Feedback: Leaners share their ideas, repeat after the

teacher monitors their answers, makes some notes if

necessary, Teacher drills the pronunciation of certain

DIDACTIC

MATERIAL 1

DIDACTIC

MATERIAL 2

words.

End

5 mins

Reflection

Learners reflect on their learning:

- What has been learned?

- What remained unclear?

- What is necessary to work on

Home task: new words to learn.

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)?

What two things would have improved the lesson (consider both teaching and learning)?

What have I learned from this lesson about the class or individuals that will inform my next lesson?

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Поурочный план "Times of my day" 3 класс

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