Unit of a long term plan: Buildings

School: № 32

Date:

Teacher name: Shoeva Zhanna

CLASS: 3

Number present:

absent:

Lesson title:

Four Walls

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

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

3.2.3.1 give short, basic description of people and objects

3.5.11.1 use has got / have got there is / are statement and question forms including short answers and contractions

Lesson objectives

Listen and understand in detail video about house and rooms.

Speak about rooms and describe objects using have got\has got; there is \there are.

Assessment criteria

Describe the house.

Point out the objects and formulate grammatically correct sentences.

Language objective

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

Values links

Respect, Cooperation.

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!

What is the date today?

What day of the week is it today?

Presentation

New Topic: Remind & Refresh

-Watch the video & tell students that the new topic is: rooms of house and inside my house

-What is new topic about?

-About house…..

-Ok………..

-After watching, ask students to recall what room words they know and furniture words

- Take time to explain what furniture is – (this particular word has not yet been discussed – items were referred to as)‘things in my house’

- Go through the Furniture & Rooms PPT and review pronunciation of new words

Grammar time.

! Practice changing the nouns in the PPT to plurals.

There is/are and plural practice

- Pass out the There is/are and In my House practice worksheet. (13slide)

-What are there in the rooms?(14 slide)

-There is a sofa and two armchairs…replies

!!! Teach rooms vocabulary Before class, cut out pictures of household objects from a magazine/catalog: one for each of the rooms of a house, for example: bed (for the bedroom), refrigerator (for the kitchen), shower (for the bathroom), TV (for the living room), dining table (for the dining room). On the board stick a picture of a house. It must be as big as possible. Name the picture. Next, hold up the cut out "bed" magazine picture and name it. Ask one student to come up to the board stick the picture in one of the rooms. Do the same with the other 5 pictures, each time eliciting the word and getting a student to stick on your house so that each room has a picture in it.

Teach the words for rooms of the house : point at the bedroom and ask "What room is this?". If no one knows, say, "Well, it has a bed and it is a room, so it's a ..." and repeat "bedroom", then write the word in the room and chorus 3 times. Do a similar thing with the other places, e.g.

"Rooms of a house Quiz"

Put your students into groups (of 2-6 students per group). Get each group to elect a team captain and then give each captain a piece of paper and pencil. Tell the captains to write the numbers 1 to 10 down the left-side of the paper. Each captain is going to write the 12 answers to the quiz questions on this sheet, but the rest of the group will help give him/her the answers. The teacher reads out the following questions as the groups write the answers on their sheets:

1Where in the house do you brush your teeth? (bathroom)

2. Where in the house do you cook food? (kitchen)

3. Where in the house do you sleep at night? (bedroom)

4. Where in the house do you eat dinner? (dining room)

5. Where in the house do you sit with your family and watch TV? (living room)

6 Where can youfind fathers car? (carport)

7. Where are your books, toys and games (bedroom)

8. Where are the dishes washed? (kitchen)

9. Where you keep your clean clothes?(closet)

10. Where does your family relax together? (living room)

Criteria

-Work in a group

- Discuss the questions

- write only one answer

Descriptor

- collaborate

- answer the questions

Finally, go through the answers with the class by pointing to the correct room on your board picture and helping out with any vocab that students don't understand.

! The winning group gets a round of applause from everyone and will be assessed by smiles.

Exercise 2 p 49

"Rooms of a Brown’s house” Posters

Put your students into 3 groups. Give each group the following:

• one large piece of construction paper •

a magazine/catalog with lots of photos of household objects (or ready cut household objects)

• scissors and glue

Criteria:

- work in group 5 minutes

-make "Rooms of a Brown’s house”

- use there is\there are

Descriptor:

- write the room name at the top of your construction paper

- look through your magazines/catalogs and cut out pictures to stick poster for your room.

- write the words for the things you have stuck on your posters.

-present

https://yandex.kz/video/search?text=hello%20song%20for%20kids&path=wizard&noreask=1&filmId=14058124678277558154

https://www.youtube.com/watch?v=XYz6CkNxz7g

Furniture & Rooms PPT

PPT what are there in thre rooms?

End

5 min

Conclusion: Ticket to exit the class

T gives a piece of paper with a question about their learning which they should answer and hand over to the T before they are allowed to leave the classroom

GOODd-BYE song

Homework: "Home Plan" worksheet

https://yandex.kz/video/search?filmId=8793148560329195282&text="The%20Goodbye%20Song"&noreask=1&path=wizard

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

"Rooms of a house Quiz"

Most support was for typed form of quiz and with highlited and translated some words

Some support was for writing form of quiz

Minimal support was for spelling only

"Rooms of a Brown’s house” Posters

Most support was for help students with the words they don't know..

Some support was for pictures which should be labeled correctly.

Minimal support was for cutting out pictures to stick on poster

(W) Answer for the pass out the There is/are task will be observed and noted by teacher

Group work will be assessed by smiles.

- less than 4 answers

answered more than 6 questions

answered to 9 or all questions

"Rooms of a Brown’s house” Posters will be assessed by traffic lights

RED – The quality and completeness of poster

YELLOW – Not finished but have some parts

GREEN – Not finished

Health saving technologies.

Using physical exercises and active activities.

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

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?