| Long-term plan unit: Unit 3. Time | School: Secondary school named after A.Tikhonenko
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| Date: 6.11.18 | Teacher name: Tulesheva G.O. | |||||
| Grade: 3 a | Number present: | absent: | ||||
| Theme of the lesson: “Times of my day” | ||||||
| Learning objectives that this lesson is contributing to | 3.1.7.1 use contextual clues to predict content in short, supported talk on a limited range of general and some curricular topics; 3.2.2.1 ask questions to find out about present experiences on a limited range of general and some curricular topics; 3.5.9.1 use common present simple forms [positive, negative, question] and contractions to talk about what you want and like, habits and facts, simple future timetabled events, use common past simple forms to describe actions and feelings; | |||||
| Lesson objectives | All learners will be able to: | |||||
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| Assessment criteria |
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| Value links | Respect and being polite with each other working in pairs and in groups. | |||||
| Cross - curricular links | Lesson is connected with Maths | |||||
| ICT skills | Usage of presentation of classroom rules; review | |||||
| Previous learning | Out at night. Light and dark | |||||
| Plan | ||||||
| Planned timings | Planned activities | Resources | ||||
| Beginning 5 mins | Warm – up. Greetings. How are you today? Answering. Have a class discussion about daily routines in L1.Look at the Gulnara’s daily routine and number. Ex:1, p 35. | Pupil’s book DIDACTIC MATERIAL 1 | ||||
| Middle 30mins | Practice:
Ex:2, p 35 look, read and say: yes or no
Ex:3 p 35 talk with a friend, partner.
Ex:4 p 36
Ex:5 p 36
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Book
DIDACTIC MATERIAL 2
DIDACTIC MATERIAL 3
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| End 5 mins | Reflection Learners reflect on their learning:
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| 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? | ||||||
