| Long-term plan 8 unit: Fun across | School: Secondary school №97 |
| Date: | Teacher name: A.Otkelbay |
| Grade: 3 | Number present: 12 | absent: 0 |
| Theme of the lesson: | Number games |
| Learning objectives | 3.L1 Understand short supported classroom instructions in an increasing range of classroom routines 3.W7 spell a growing number of familiar high – frequency words accurately during guided writing activities 3.UE11 Use has got / have got there is / are statements and question forms including short answers and contractions |
Lesson objectives
| All learners will be able to:interpret & demonstrate short supported classroom instructions with supportcount and spell cardinal numbers 1 -100 to count and ordinal numbers 1-10 with supportmake up a dialogue (Has got/have got, there is /there are) with support
Most learners will be able to:interpret & demonstrate short supported classroom instructions with little supportcount and spell cardinal numbers 1 -100 to count and ordinal numbers 1-10 with little supportmake up a dialogue (Has got/have got, there is /there are) with little support
Some learners will be able to:interpret & demonstrate short supported classroom instructions without supportcount and spell cardinal numbers 1 -100 to count and ordinal numbers 1-10 without supportmake up a dialogue (Has got/have got, there is /there are) without support
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| Assessment criteria | interpret & demonstrate short supported classroom instructions Use cardinal numbers 1-100 and ordinal numbers 1-10 to count Use has got / have got and there is/ are statements and question forms including short answers and contractions
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| Value links | Comprehension & application
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| Cross curricular links | Kazakh and maths |
| Previous learning | They know count 1 to 10 |
| Plan |
| Planned timings | Planned activities | Resources |
Start
Middle
| Starter:ORGANIZATION MOMENTGreeting - Good morning to you, I’m glad to see you.- How’re you today? Warm up activity One, two. How are you?Three, four.Knock at the door.Five, six.Crosses and ticks.
Learners listen to the text about “ Count to Ten” (a story from Africa)
Dividing into 2 groups: (about pen)1 group Cardinal number2 group Ordinal number Teacher: Listen, point and repeatPut up the my numbers.Poster on the board.Point to numbers 1-5 and elicit them. Then point to numbers 6-10one at a time and present them.The pupils repeat chorally and individually.Then play the CD. The Learers listen point to the numbers and repeat chorally and individually. Audio script. Six seven, eight, nine, ten.
Let’s listen Set the scene by asking the pupils in pictures1.T:Yes [pointing to the pens in pictures3]How many pens? Class:six
Play the CD.The learners listen the dialogue.L:How many pencils? W:six, pencils. L:How many pens? W:seven pensL:How many books? W:five books.
ASSESSMENT (BT: analyse and evaluate)1.Learners given a worksheet with a range of jumbled numbers 1-10 to colour according to Teacher’s instructions.2. Give instructions such as: Colour 3 red... OK...3 is red. 3.Give feedback by projecting numbers coloured the correct colours |
Videohttps://youtu.be/ueXoeAo0c1s
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End
| Reflection: I don’t understand Need help I am understand
Home task:
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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?Support for weaker students: working in pairs/groups, individually
| Assessment – how are you planning to check learners’ learning?interpret & demonstrate short supported classroom instructions Use cardinal numbers 1-100 and ordinal numbers 1-10 to count Use has got / have got and there is/ are statements and question forms including short answers and contractions
| Health and safety checkICT linksVideo, PPT
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Differentiation can be by task, by outcome, by individual support, by selection of teaching materials and resources taking into account individual abilities of learners (Theory of Multiple Intelligences by Gardner).Differentiation can be used at any stage of the lesson keeping time management in mind
Differentiation by task, by outcome, by individual support, by selection of teaching materials and resources taking into account individual abilities of learners. |
| Health promoting techniquesBreaks and physical activities used.Points from Safety rules used at this lesson. |
Reflection
Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO? 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. |
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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 orachievements/difficulties of individuals that will inform my next lesson?
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ҚР Білім және Ғылым министірлігінің стандартымен жасалған
16 Қырқүйек 2018
4341
24 рет жүктелген
