Grade 3_Unit 4_Buildings Four walls

Unit 4. Buildings

School: Uzunkul secondary school

Date:

Teacher name: Urakhayeva M.S.

Grade: 3

Number present:

absent:

Theme of the lesson: Four Walls 1

Learning objectives that this lesson is contributing to

3.1.1.1 understand short supported classroom instructions in an increasing range of classroom routines;

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;

3.3.4.1 use with some support a simple picture dictionary

All learners will be able to:

• Answer the questions about buldings and objects using visuals;

practice learned vocabulary with support.

Most learners will be able to:

• Use most of the words in the speech;

answer questions with minimum support.

Some learners will be able to:

• Ask questions and answer questions with basic words, phrases and word combinations; make sentences using visuals with no support about the buildings and objects

Assessment criteria

Learners have met the learning objective (3.1.1.1 / 3.1. 6.1./3.3.4.1.) if they can:

Value links

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

Cross - curricular links

Lesson is connected Geography

ICT skills

Using SMART board, pictures and videos,

Previous learning

Time

Plan

Planned timings

Planned activities

Resources

Beginning

5 mins

Greeting & Objectives

Warm-up game ‘Places to live’.

-What buildings do we have in Taldykorgan?

We have got…. bank, bookstore, bus stop, drug store, gas station, hospital, library, cinema, theatre, hospital, post office, restaurant, school, supermarket, train station etc

Leaners are presented the PPT on revision of the words

Leaners are divided into 3 teams. They are given 3 sets of cards and they play the game on names of buildings. Match the card and the word. (Peer’s support)

The topic and Los are presented.

PPT

DIDACTIC MATERIAL 1,2

Middle

30mins

Listening.

Learners first listen to descriptions of other types of shelter/structure and what they are used for.

Task: Listen to the description of a place and put numbers (1-9) under the pictures. Formative assessment.

Teacher says to students:

1. You wait for the bus here.(bus stop) d

2. You go here to buy petrol for your car.(gas station)e

3. This is where a doctor and a nurse work. (hospital)f

4. You use this when you go camping in the forest.(tent)b

5. Your parents park their car here. (car park)c

6. You go here to shop for food.(supermarket)a

7. You can learn about the history of your country in one of these.(museum)h

8. This building has got many books for you to read.(library)g

9. You can go to this building, sit down, and eat food.(restaurant) i

Ph. Training

Leaners show the shapes of the buildings with their hands: oval, square, circle.

Practice. Formative assessment.

Then learners listen and follow instructions for drawing different structures. Have students take out paper and pencils. Explain they must follow your directions and draw the correct building.

Teacher says to students:

1. Draw a tent. Only use five lines.

2. Draw a caravan. Use eight lines and two and a half circles. Use a purple pencil.

3. Draw a hospital. Use four lines for the building and draw a rectangle for the door. Draw a red cross over the door.

4. Draw a brown library. Show rows of books.

5. Draw a hospital. Draw a triangle for the roof. Draw a doctor and a nurse in front of the hospital.

6. Draw a police station. Use four lines and make many oval windows. Have a police car next to the building.

Learners describe their own pictures to each other without showing them and try to find ten differences between them. For example:

Has your picture got (…)?

Listening and circling the structures described from descriptions read out by the teacher.

Feedback and Reflection: write the words which are difficult to pronounce and drill them together with your students.

DIDACTIC MATERIAL 3 (FA)

DIDACTIC MATERIAL 4 (FA)

End

5 mins

Reflection

Learners reflect on their learning:

• What has been learned?

• What remained unclear?

• What is necessary to work on

Ls complete the Self- assessment paper.

Home task: new words to learn.

DIDACTIC MATERIAL 5

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?

Less able students – greater support by means of prompts, visuals or writing difficult words on the board

More able students – independent work on definite tasks with little/no support

Allow for flexible groupings and cooperative learning, depending on the appropriateness to the task

Allow for extra time for students needing it, when appropriate

Give extra text or visual support to students needing extra English support

Create small learning groups for students needing extra support or enrichment with the co-teacher, when appropriate

through observation

Reflection

Were the lesson objectives/learning objectives realistic?

What did the learners learn today?

What was the learning atmosphere like?

Did my planned differentiation work well?

Did I stick to timings? What changes did I make from my plan and why?

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?