Animals. The verb ‘‘have got/has got’’
|Long-term plan unit:
Unit 1 Animals
|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||
188.8.131.52 understand a limited range of short supported questions which ask for personal information;
184.108.40.206 recognise short basic words that are spelt out;
220.127.116.11 plan, write and check short sentences with considerable support on a limited range of personal, general and some curricular topics;
18.104.22.168 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
|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|
|Planned timings||Planned activities||Resources|
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.
|Learners revise the names of the animals.
Follow the link, point the picture.
Learners name the animal, later check with the sound.
(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.
Discuss the criteria to complete the task with the students
complete the tasks (about 90 %) correctly
Find the animals and write.
Learners should guess the crossword with their group
Task 3 Formative assessment task
Learners should fill in the gaps using true/false
DIDACTIC MATERIAL 1 (1)
DIDACTIC MATERIAL 2 (1)
|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
|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
|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
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?
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?