Animals. The verb ‘‘have got/has got’’

Approved:

 

 

Long-term plan unit:

Unit 1 Animals

School: 16

 

Date: 18.09.2018 Teacher name: Oten Zhuldyzay
Grade: 3 v Number present: 19 absent:
Theme of the lesson: Animals. The verb ‘‘have got/has got’’
Learning objectives that this lesson is contributing to  

3.1.2.1 understand a limited range of short supported questions which ask for personal information;

3.1.9.1  recognise short basic words that are spelt out;

3.4.1.1 plan, write and check short sentences with considerable support on a limited range of personal, general and some curricular topics;

3.5.4.1 use determiners a, an, the, some, any, this, these, that, those to refer to things on a limited range general and some curricular topics;

  Learners will be able to

—         write short sentences with considerable support about animals;

—         practice learned vocabulary with support.

—         ask questions and answer questions with basic words, phrases and short sentences using visuals, complete most of tasks about the animals correctly with no support

 

Assessment criteria
Learners have met this learning objective if they can:

complete the tasks (90 %);talk about the animals body parts by using learned vocabulary

Value links Teamwork: Ls will work well together in pairs showing respect and being polite with each other.
Cross — curricular links Lesson is connected Biology
ICT skills Usage of presentation of classroom rules; review
Previous learning Body parts
Plan
Planned timings Planned activities Resources
Beginning

5  mins

 

 

Warm-up Game

 

Learners make a circle and greet each other with their parts of body

 

Learners watch the video and guess the topic of the lesson.

 

The topic and Los are presented.

 

PPT

 

Middle

30mins

 

 

 

 

 

 

Learners revise the names of the animals.

Follow the link, point the picture.

Learners name the animal, later check with the sound.

Presentation

(W)Teacher shows the pictures of animals and the pupils repeat chorally.

-It is a goat

-It is a cow

-It is a rabbit etc.

 

Production

Discuss the criteria to complete the task with the students

complete the tasks (about 90 %) correctly

Practice

Task 1.

Find the animals and write.

Learners should guess the crossword with their group

 

 

Task 2

Learners are given the pictures of animals.

They should describe this animals with their partner using the

verb have got/has got.

-Name the animals from the picture.

-I have got a cow

-He/she has got a cow

-It is black and white

-It has got 4 legs

-It has got 2 eyes

In pairs compare the results.

— Do we have these animals in Kazakhstan?

 

Task 3 Formative assessment task

Learners should fill in the gaps using true/false

 

 

 

 

http://www.languageguide.org/english/vocabulary/african-animals/

or/and:

http://www.languageguide.org/english/vocabulary/mammals/

 

https://www.youtube.com/watch?v=pZTWvQPAY38

 

 

 

 

DIDACTIC MATERIAL  1 (1)

 

 

 

 

 

 

 

 

 

 

 

DIDACTIC MATERIAL  2 (1)

 

 

 

 

 

End

5 mins

Reflection: ask learners to name at least 3 animals and their sounds.

Learners reflect on their learning:

—      What has been learned?

—      What remained unclear?

—      What is necessary to work on

 

Hometask: learn the new vocabulary

 

 

 

 

 

 

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?