Flying kites

Unit 8: Having Fun

School: Secondary school № 42

Date:

Teacher name:ABAI M.М

Grade: 3

Number present:18

absent:

Theme of the lesson:

Flying kites

Learning objectives(s) that this lesson is contributing to

3.1.7.1 use contextual clues to predict content in short, supported talk on a limited range of general and some curricular topics;

3.2.8.1 recount very short, basic stories and events on a limited range of general and some curricular topics;

Lesson objectives

All learners will be able to:

speak, read the words related to the topic using visuals and can use and , or ,but

Most learners will be able to:

speak, read the words related to the topic with minimum support using visuals

Some learners will be able to:

speak, read the words related to the topic without support using visuals

Assessment criteria

• Speak, read words related to the topic at least 70%

• complete the sentences

Value links

Teamwork: Leaners will work well together in their groups showing respect and being polite with each other.

Cross curricular links

Lesson is connected with Literature

ICT skills

Usage of presentation of classroom rules; review

Previous learning

Fun Places

Plan

Planned timings

Planned activities

Resources

Beginning

10minutes

Greeting

Teacher give Teddy Bears and check up new words

PPP 1

Middle

30 minutes

Presentation

Teacher asked learners about topic of the lesson

Teacher divide 3 groups

Teacher revise rearrange the words

Teacher read the text and translate

Differentiation by task :Teacher understand and ,or , but

The most important among the coordinating conjunctions are and, but and or.

And

The conjunction and is used to suggest:

a) That one action follows another in the chronological order.

Jane sent in her applications and waited for a call from the HR office.

But

The conjunction but is used to suggest a contrast.

It was a sunny day, but the wind was cold. (Here the second clause suggests a contrast that is unexpected in the light of the first clause.)

The stick was thin but it was strong.

Or

The conjunction or is used to suggest that only one possibility can be realized.

You can have tea or coffee.

You can work hard or you can fail.

Peer assessment

Feedback: Leaners share their ideas. Teacher monitors their work and writes down the words with incorrect pronunciation on the board. Teacher drills the pronunciation of certain words

Differentiations by outcomes

Feedback: Leaners share their ideas. T monitors their work and writes down the words with incorrect spelling on the board. T drills the spelling of certain words.

Classroom language check:As always, monitor for recurring errors. Make sure your learners know how to say the following correctly, particularly the word order

PPT 2

PPT 3-4

(PPT can be printed out as a worksheet)

PPT 5 -7

DIDACTIC MATERIAL 1

DIDACTIC MATERIAL 2

End

1 min

Learners reflect on their learning:

• What has been learned?

• What remained unclear?

• What is necessary to work on

Home task: learn the new vocab.

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
ICT links

Support for weaker students: working in pairs/groups, phrases

Challenges for more able students: Encouraged to do more writing; assist weaker students.

Pair work, Whole group work

Monitoring

Feedback on the work

Breaks and physical activities used.

Safety rules