Unit1: Animal

School: Puhalsk primary school

Date:

Teacher name: S.A.Zholdygulova

CLASS: 3

Number present: 10

absent:0

Theme:

Animal  types

Learning objectives(s) that this lesson is contributing to (link to the Subject programme)

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

3.1.5.1 distinguish between phonemically distinct words.

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

Lesson objectives

All learners will be able to:

-  tell basic statements which provide personal information on the topic “Animal types”.

-   pronounce between phonemically distinct words

- identify   interrogative pronouns including: which, what, where, whose, how many, what kind of…. on the topic “Animal types”

-   Describe where people and things are   and talk about days and times using prepositions of  time: on, in, at; prepositions of location: at, behind, between, in, in front of, near, next to, on, under above to  

Most learners  will be able to:

-Identify basic statements which provide personal information on the topic “Animal types”.

- Practice using  interrogative pronouns including: which, what, where, whose, how many, what kind of….  on the topic “Animal types”

-    Compare where people and things are and talk about days and times using prepositions of  time: on, in, at; prepositions of location: at, behind, between, in, in front of, near, next to, on, under above to  

Some learners will be able to:

- make basic statements which provide personal information on the topic “Animal types”.

Construct  interrogative pronouns including: which, what, where, whose, how many, what kind of….  on the topic “Animal types”

Comply about  where people and things are and talk about days and times using prepositions of  time: on, in, at; prepositions of location: at, behind, between, in, in front of, near, next to, on, under above to

Assessment criteria

-Talk using  personal sentences on the  topic “Animal types”

- Identify clearly between phonemically words

-  Apply which, what, where, whose, how many, what kind of… in the context of familiar topics

- Express location of people and position of things using at, behind, between, in, in front of, near, next to, on, under, above.

- Tell about days and times using on, in, at.

- Compare  next/last week.

Values links

Love/animal care

Cross-curricular links

Geography/ Biology

ICT skills

PPP, video, smart board

Previous learning

Introductory lesson

Plan

Planned timings

Planned activities (replace the notes below with your planned activities)

Resources

Beginning

5  mins

CLASS-ROUTINE: Greetings.

Good morning my dear pupils!

Who is on duty today?

INTRODUCTION

[W]Warm up: Brainstorming: TPR "Alphabet Animals"

Students watch video and sing a song

T: What about are we going to talk today?

S: About animals

Yes, you are right! .[T-S]

Teacher introduces the theme and lesson objectives.

Today we are going to talk about animals.

https://youtu.be/_Wp0vZnR_FM

Middle

30mins

 [W,D]  DEVELOPMENT

Presentation of the new words

[W, D] Teacher shows pictures about animals. (elephant, snakes, penguin, frog, lion, monkey, sharks). Students repeat after the teacher. [T-S]

[W, D]Drilling the new words by “Back chaining”. Students repeat the new words beginning from the back letters.[T-S]

 [W, D]. Basketball questioning. Teacher shows the video with different animals  habitat  and ask question the children about animals where in live. [T-S]

Where does a whale live? (In water(ocean))

Where does a birds live?

Where does a rabbit live?

Where does a monkey live?

Descriptor: A learner

• listens  the question
• answers the question using the specific words

Assessment: Student assess each other by thumb assessment. If the students answer the questioned correctly they show their thumbs up.

Differentiation by teacher’s support. Teacher helps to students to answer the questions.

Feedback: oral feedback

[I]Listening.  Stand – up for your letter. Students will listen the words of animals and when they hear the sound E they should stand-up. [S-S]

1. Elephant

2. snakes

3. Penguin

4.frog 

5.lion

6. monkey

7.sharks

Descriptor: A learner

• listen to the words
• they stand  up when they hear the sound E

Assessment: Learners assess each other by clapping hands if the student does the task correctly

[W, D,E] Presentation of the questions. Teacher shows pictures and asks questions to students. Teacher demonstrates using questions.

3. [P]Complete the question.  Students use the words to make questions. Students write them in the sentences. (What, How many, Which, Where, Whose, What kind of).[S-S]

1. can the golden eagle do?

2. animals lives in the a mountains?

3. sea animals do you know?

4. can you see a snow leopard?

5. animals live in the forest?

Descriptor: A learner

-reads the sentences

-identifies appropriate question words;

-puts appropriate questions

Assessment: Peer assessment by smiles. Students assess each other by ready keys. If the students does the task correctly they give each pair smiles.

Differentiation by scaffolding: More able students help to less able students.

[W]Presentation of prepositions. Teacher demonstrates usage of prepositions by pictures. Students listen and repeat after the teacher.

[P] Craft work. Students draw the picture of animal using prepositions and asks his neighbors questions.[S-S]
Descriptor:    - identifies  animal

                        - draws the animal using preposition

                        - asks questions about  animal’s place

                        - uses specific words and preposition

                         - answers the questions.

Assessment: Oral assessment by smiles. Student assess her partner give the smiles. If the students answered the question correctly.

Physical training. To develop your pronunciation repeat  after me please.

The animals which live in the Polar Regions: penguin, polar bear, seal

The animals which live in a Savanna: elephant, giraffe, lion, zebra

The animals which live in the forest: fox, bear and bison

The animals which live the rainforest: flamingo, tiger, panda, gorilla

  The animals which live in the desert: camel, snake, lizard and etc.

5.  [I, f] Double circle. My favourite animal.

Students stand in circle outside and inside. Students express their own opinions about animals. Then they stand-up in a circle face to face and describe their favourite animal. [S-S]

For example:

This is a tiger. It is brown. It eats meats. The tiger  can sleep.  I like a tiger. I can see it in the Zoo.

Descriptor: A learner

• identifies  animal
• tells the colour
• tells where it lives 
• tells what  it can do;
• Peer assessment by stars. After discussing their  favourite animals, the  student  give the stars each other.

Differentiation by prompt support: The students with the low level of knowledge may use vocabulary.

Feedback: Verbal  feedback

Pictures

https://www.google.com/url?

PPP

Flashcards

PPP

PPP

End

5mins

Reflection and feedback :Can do Students tick what they can do.

I can name animals names

I can tell where animals live

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

 

Differentiation by teacher’s support. Teacher helps to students to answer the questions.

Differentiation by scaffolding: More able students help to less able students.

Differentiation by prompt support: The students with the low level of knowledge may use vocabulary.

Assessment: Student assess each other by thumb assessment. If the students answer the questioned correctly they show their thumbs up.

Health saving technologies.

Using physical exercises and active activities.

Rules from the Safety Rules book which can be applied in this lesson.

Reflection

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson. 

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?