Unit of a long term plan: Buildings

School: Panfilov Secondary School

Date: 06.12.2023

Teacher name: Kaltayeva B.K.

CLASS: 3

Number present:

absent:

Lesson title:

Four Walls

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

3.3.4.1 use with some support a simple picture dictionary;
3.5.11.1 use there is/there are statement and question forms including short answers and constructions;
3.2.4.1 respond to the questions on a limited range of general and some curricular topics;
3.1.6.1 understand some specific information and detail of short, supported information or talk on a limited range of general and some curricular topics

Lesson objectives

Learners will be able to:
- pronounce key words intelligibly and define the location of rooms
- practice there is/there are to construct right sentences
- distinguish the places of each item
- recognize and analyze the specific information to define the correct answer

Assessment criteria

· Respond to the given questions clearly and pronounce the key words correctly;
· Name parts of the house and indicate the appropriate place for things in a house;
· Remember specific information and complete the task.

Language objective

Apartment, house, living room, kitchen,bathroom, bedroom, balcony,closet,dining room,doorbell,downstairs,elevator,frontdoor,carport..etc.

Values links

Respect and cooperation by:
Listening to the teacher
Listening to each other

Cross-curricular links

Knowledge of the world, architecture, World around us.

Previous learning

Around the house

Plan

Planned timings

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

Resources

Beginning

5 mins

Middle

30mins

Greeting & Objectives

Warm-up

Hello children! How are you today?

What day of the week is it today?

Guys, now let’s divide into 2 groups. Come here and take a cards of number. GOOD LUCK.

“Defining the theme”

-How do you think, what about our today’s lesson?

-Yes, you can find! Our new lesson about parts of the house and things in a house. The theme is “Four walls”.

Teacher shows picture of the house, rooms and things in the rooms with their name and write it. Then learners practice how to pronounce new words by repeating after teacher. Learners are presented the PPT on revision of the words.

New vocabulary on a cards.
House
Bathroom – bath
Bedroom – lamp
Hall – mirror
Living room – sofa, armchair
Kitchen – fridge, cooker
Garage – car
Garden – tree

VIDEO – Rooms of a house

Review the grammar

Teacher explains about structure there is/there are: We use structure there is/there are to say something that exists (or does not exists)

Example:
There is a lamp on the table. (with singular noun)
There are two lamps on the table. (with plural noun) (TG)

Task 1. Look at the picture again and match. Say.

(TG)

Descriptor: a learner
- understands the instruction;
- matches the names of rooms with pictures of the things;
- describe the rooms with structure there is/there are

Differentiation:
- All learners will be able to match the name of rooms with pictures of the things;
- Most learners will be able to build up and speak about things in the rooms using there is/are - Some learners will be able to tell own examples by using specific words.

Group work. Write the name of the room and find what things are under the numbers, then colour. (You have only 5 minutes)

MUSIC (Tg)

Physical time. JUMP, SIT, STAND UP

The teacher pronounces the words given to the students in turn. Students perform actions related to words. The student who makes the wrong move leaves the game.

Task 2. Look. Match words with pictures. Puzzle (TG)

Descriptor: a learner
- identifies right answer
- recognizes things with words

Results. (TG)

Reflection “Traffic Lights”

https://youtu.be/pqDEwPi7vxg

Furniture & Rooms PPT

PPT what are there in three rooms?

https://youtu.be/pN8m9YckGSI?si=8xYUnqvFJKai6z62

https://youtu.be/w4w1uy6KthY

End

5 min

Conclusion.

GOODd-BYE song

Homework: "My dream house” Posters

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

Reflection

Were the lesson objectives/learning objectives realistic?

Did all the learners achieve the lesson objectives/ learning objectives? If not, why?

Did my planned differentiation work well?

Did I stick to timings?

What changes did I make from my plan and why?

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

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?