Explorers & Inventors

Unit:

Explorers & Inventors

School: № 17

Date:

Teacher name: Abilgapparova S.K

CLASS: 3

Number present:

absent:

Lesson title

Marco Polo

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

3.L6 understand some specific information and detail of short, supported information or talk on a limited range of general and some curricular topics

3.S3 give short, basic description of people and objects; begin to describe past

experiences on a limited range of general and some curricular topics

3.R6 understand with considerable support, some specific information and detail in short, simple texts on a limited range of general and some curricular topics

Lesson objectives

All learners will be able to:

• identify some specific information about inventors when listening with 60% accuracy;

• describe outstanding inventors and their inventions in 2-3 simple sentences when speaking;

• recognize the main idea of the text about inventors with considerable support;

Most learners will be able to:

• recognize most specific information about inventors when listening with 75 % accuracy;

• describe outstanding inventors and their inventions in 3-4 simple sentences when speaking;

• recognize the main idea of the text about inventors with limited support;

Some learners will be able to:

• compile the most specific information about inventors when listening with 95 % accuracy;

• evaluate the inventors’ contribution in human’s life when speaking;

• summarize the main idea of the text about inventors without any support;

Assessment criteria

• recognize appropriately most specific information about inventors when listening;

• describe outstanding inventors and their inventions in grammatically correct English when speaking;

• recognize the main idea of the text about inventors appropriately;

Level of thinking skills

Comprehension, Application, Analysis

Values links

Tolerance mutual respect

Cross-curricular links

Kazakh English Russian

Previous learning

Plan

Planned timings

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

Resources

Start

3min

1.Greeting

Good morning everyone. I’m very glad to see you. How are you?

Warming-up

Students greet each other saying compliments

2. Look at the pictures and guess the theme of the lesson. Strategy “Picture association “Guess the topic”

The teacher provides students with the pictures of the objects and students

guess the theme of the lesson. The teacher boards the pictures, thus students discuss each one and guess the common theme.

Students say what they know about inventors, inventions and explorers

Toys

Pictures

Middle

5 min

7 min

7 min

8 min

7 min

Task 1. Speaking. Active method “Matching quiz”

Students match the names of the inventors and explorers to their inventions and explorations.

1.Marco Polo a) America

2. Christopher Columbus b) China

3.Thomas Edison c) telescope

4.Alfred Nobel d) Kashgaria

5. Galileo Galilei e) China

6. Chokhan Ualikhanov f) dynamite

Peer assessment

Differentiation by grouping Differentiation by resources

Some students maybe will need more advanced resources such as smartphones or other resources. Less advanced students get support from more advanced ones while more advanced gain from opportunity to voice their thoughts.

Task 2. Reading. “Read Cover Re-tell” Strategy

Marco Polo (1254 to January 8, 1324) was a Venetian explorer known for the book The Travels of Marco Polo, which describes his voyage to and experiences in Asia. Polo traveled extensively with his family, travelling from Europe to Asia from 1271 to 1295 and remaining in China for 17 of those years. Around 1292, he left China, acting as consort along the way to a Mongol princess who was being sent to Persia. Marco Polo’s stories about his travels in Asia were published as a book called The Description of the World, later known as The Travels of Marco Polo.

1.The teacher suggests students reading the text, then says “Stop” and asks students to cover the books. Students retell what they remember from what they just read.

2.The teacher directs everyone read the text again from the very beginning

3.After 30 seconds say “Stop”

4.Students retell what they remember from what they just read. (Re-tell)

Peer assessment Teacher provided assessment

Differentiation by grouping

Task 3. Listening (FA)

Learning objectives 3.L6 understand some specific information and detail of short, supported information or talk on a limited range of general and some curricular topics

Assessment criteria

-identify some specific information about inventors appropriately

Level of thinking Application

Task. Listen to the tape and circle if the statement is True or False

1.The light bulb was invented in 1875 T F

2.The invention of the car made life complicated T F

3. Magellan explored Antarctic T F

4. Alfred Nobel didn’t want dynamite ruin lives T F

5. Columbus believed that it was West India T F

Descriptor A learner:

-listens to the tape very attentively

-identifies slowly articulated talk appropriately

-circles the right answer without mistake

Task 4. Speaking

Active method “Game”. Matching

Students divide the pictures according to the period of invention

Long ago Today

1 2 3 4 5 6

Students discuss in groups what they can add to these items of invention

Differentiation by support

Teacher assessment

Task 5. Watching video

Students take some notes according to the video they have watched

Differentiation by outcome

Peer assessment

T

Handout 2

https://www.youtube.com/watch?v=Z1LCUtPx73o

End

3 min

Feedback.

Cards

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

Differentiation by grouping

More support can be given at the start and in middle of lesson.

In the group less able students can name the words while more able learners can categorized them in groups

Learners, who are less confident, are supported by the peers in order to guess what object it is.

More-able learners can give definitions in order to help peers.

• Peer assessment

• Group assessment

• Teacher assessment

Strategy “Restaurant’’

The teacher offers the students to imagine that they spent the day in a restaurant and now the restaurant director asks them to answer a few questions:

"I would have eaten more of this ..."

- Most of all I liked…

- I almost digested ...

- I ate ...

- Please add…

Participants write their answers to the cards and paste them on the flip-chat sheet, commenting.

To teach children be healthy.