Drawing chairs

Unit: Art and Music

School: KIS Bayterek

Date: 17.01.2024

Teacher name: Ismailova G.O.

CLASS: 3 A

Number present: 14

absent: -

Lesson title: Drawing chairs

Learning objectives(s) that this lesson is contributing to

3.L1 understand short supported classroom instructions in an increasing range of classroom routines

3.L3 understand the main points of short, slow, carefully articulated talk on a limited range of general and some curricular topics

3.R4 use with some support a simple picture dictionary

3.UE11 use has got / have got there is / are statement and question forms including short answers and contractions

Lesson objectives

All learners will be able to:

* draw pictures according to description

* follow the instructions with support

* make sentences with ‘there is/there are’ with SOME support

* describe pictures with SOME support

* respond to questions with ‘have got/has got’

Most learners will be able to:

* follow the instructions without support

* make sentences with ‘there is/there are’ with LITTLE support

* describe pictures with LITTLE support

Some learners will be able to:

* give commands

* make sentences with ‘there is/there are’ without support

* describe pictures without support

* ask questions with ‘have got/has got’

Assessment criteria

Learners achieve this Learning Objective, if they:

*can follow the classroom instructions

*can draw pictures according to description

*can use a simple picture dictionary with support

*can make sentences with have got/has got and there is/are

Value links:

Universal labor society

Cross-curricular links:

Art, literature, technology

ICT skills:

Interactive board, slides, computer, speakers

Previous learning

Basic prepositions of location and position e.g. in, at, next to, near, on, to describe where people and things are;

Plan

Planned timings

Planned activities

Resources

Start

5 min

Middle

12 min

10 min

8 min

End

5 min

(T-S) Teacher greets learners and starts the lesson with starter “Odd one out” to engage and excite learners with the topic. Teacher shows learners a set of pictures. Learners explain which one does not belong with the rest and give a reason why.

Task 1

(T-S) (W) Teacher uses “Picture dictation” strategy. Learners listen to the description and draw pictures according to the teacher’s explanation.

“There is a big house with two windows and one door in the middle. The sun is shining, but there are some clouds over the house. There are two birds under the clouds. There is a tree near the house. There is a boy and a girl with skipping rope over their head.”

Formative assessment: “Self-assessment” with smiles

Task 2

(G) (S-S) Learners look at the picture, make sentences using have got/ has got and there is/ there are. Some learners ask questions about the picture with “Have got/Has got…?” or “Is there/ Are there …?” Others respond to the questions.

Formative assessment: “Tree of success”

Task 3

(I) (S-S) Teacher uses here the strategy “Picture description” and hands out a piece of paper where Ls read description. Learners reads the sentences and match the pictures according to the description.

Formative assessment: Heads down, thumbs up (positive feedback)

Plenary

Teacher uses “Conscripts and volunteer” to consolidate the lesson.

Teacher asks questions pointing to the different pictures.

E.g.: Have they got children?

Has he got a pencil case?

Is there a book on the table?

Are there pens in the bag?

Teacher elicits answers from those who are volunteers and an equal amount of those who are not.

Worksheets

Pictures

Picture,

Worksheets,

pens

Worksheets