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Lesson plan Family and friends term 2
Материал туралы қысқаша түсінік
Сабақтың қысқа мерзімді жоспары
Авторы:
Автор материалды ақылы түрде жариялады.
Сатылымнан түскен қаражат авторға автоматты түрде аударылады.
Толығырақ
18 Қараша 2024
113
2 рет жүктелгенТегін турнир Мұғалімдер мен Тәрбиешілерге
Дипломдар мен сертификаттарды алып үлгеріңіз!
Дипломдар мен сертификаттарды алып үлгеріңіз!
Бұл бетте материалдың қысқаша нұсқасы ұсынылған. Материалдың толық нұсқасын жүктеп алып, көруге болады
Материалдың толық нұсқасын
жүктеп алып көруге болады
Short term plan
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Unit: 3. People I love. |
Lesson 17 |
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School: |
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Teacher’s name: |
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Date: |
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Grade: 3 |
Number present: |
absent: |
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Lesson title |
Family and friends. |
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Learning objectives |
3.1.2.1 recognise familiar words with visual support 3.3.2.1 identify some familiar words and signs on illustrations /pictures in common everyday situations |
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Lesson objectives (assessment criteria) |
Learners will be able to: - name and describe family members in English. |
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Values and its purpose: |
Justice and Responsibility Human rights and responsibilities in society having a first view about |
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Stages/ Time |
Teachers actions |
Students actions |
Assessment |
Resources |
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Beginning of the lesson 5 min |
Organization moment : 1.Greeting. . (Whale class, Individually) Warm-up Ask children to name all the people they have met in the story so far. Write the names in a list on the board (Rosy, Billy, Tim, Miss Jones). Establish that with the exception of Miss Jones, all the characters are from the same family (Rosy and Billy are brother and sister, Tim is their cousin). Lead – In Hold up flashcards 60-65, 1, and 3 and say the words for children to repeat. Model words that children don't know. Hold up each flashcard for children to say the words
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Greet the teacher and classmates. Introduce themselves in pairs. Learners watch the video and remember and recognize the main vocabulary. Human Rights and Responsibility List 1 Right to life 2 Right to freedom of expression 3 Right to education 4 Right to equality |
Teacher controles the process, gives feedback and asks additional questions if it’s nessasery. Teacher evaluate pupils with phrases like: “Good job! Well done!” Formative Assessment |
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Middle of the lesson Presentation part. 35 min |
Task. I Ex:1 P:18 Ask children to look at the family members. Play the first part of the recording for children to listen and point to the pictures. ДЛЯ Play the second part for children to repeat the words. Play the recording all the way through again for children to listen and point and then repeat the words. Put the flashcards on the board. Point to the family members for individual children to say the words aloud. |
Learners listen attentively and match descriptions to pictures. Repeat family member words in the recording. Transcript dad, grandpa, sister, mum, grandma, brother Listen and repeat. НЕ Listen and point. mum, dad, sister, brother, grandma, grandpa mum, dad, sister, brother, grandma, grandpa |
T’s feedback Descriptor: - look at the family members - match descriptions to pictures Point 2 |
Family flashcards
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Task. II Ex: 2 P: 4 Play the recording for children to listen to the chant. Play the chant a second time for children to say the words. Repeat. This time they can point to the correct flashcards as they hear the words. |
Learners listen, repeat the chant, and add actions for each family member. Transcript Listen and chant. mum, mum, mum dad, dad, dad sister, sister, sister brother, brother, brother grandma, grandma, grandma grandpa, grandpa, grandpa |
Self -assessment Descriptor: - listen to the chant. - add actions for each family Point 2
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Task. III Ex: 3 P: 4 Use Story poster 3 to present the story. Point to the different people and ask Who's this? Ask children to name as many things in the picture as they can. Check the meaning of teddy, umbrella and ice cream. Talk about each frame. Ask What's happening in the story? Encourage predictions from the class. Ask children to look at the poster while you play the recording. Point to each picture as you hear the text. Ask comprehension questions, e.g. Where are Tim and? What do they find? What has Mum got? |
Learners engage with the story poster, identifying characters, objects, and making predictions. Listen to the recording, follow along in their books, and answer comprehension questions. |
Descriptor: - listen to the recording - answer the question
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Worksheet
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End of the lesson 5 min |
Briefly ask students what they learned today (greetings, names of characters, introducing themselves). Ex: P: Home task: |
Repeat family member words chorally. Share key takeaways about families from the lesson. |
Poster Success
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Short term plan
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Stages/ Time |
Teachers actions |
Students actions |
Assessment |
Resources |
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Beginning of the lesson 5 min |
Organization moment : 1.Greeting. . (Whale class, Individually) Warm-up Jump Ask the children to stand at their desks. Hold up a flashcard from the vocabulary set and say a word. If the word is the same as the flashcard, they jump. If it isn't, they keep still. Alternatively, ask children to put their hands up if the word you say and the flashcard are the same. Lead – In Point to Story poster 3 and ask children to tell you what happened in the story. Cover the poster and ask children which family members appeared in the story.
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Learners identify characters and potentially share details from the previous lesson. When children engage in hobbies or sports, they experience a sense of achievement, which significantly boosts their self-esteem Watch the video and remember and recognize the alphabet.
Describe pictures |
Teacher controles the process, gives feedback and asks additional questions if it’s nessasery. Teacher evaluate pupils with phrases like: “Good job! Well done!” Formative Assessment |
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Middle of the lesson Presentation part. 35 min |
Task. I Ex:1 P: 19 Play the recording, pausing for children to repeat. Divide the class into groups of five to play the parts of Tim, Rosy, Mum, Grandma, and Billy. (If the class does not divide into groups of five, you could have some smaller groups, as Grandma and Billy do not speak.) Ask children to decide on actions to use when acting out the story. Ask some groups to come to the front to act out the story. |
Learners divide the class into groups of five to play the parts of Tim, Rosy, Mum, Grandma, and Billy |
Descriptor: - listen the story - act out
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Task II Ex: 2 P: 19 Stick the flashcard of Rosy on the board and elicit her name. Then stick the flashcards of Mum and Billy on the board. Point to Mum and ask Who’s this? Hold up the flashcard of Rosy, point to Mum again and say She’s my mum, making it clear that you are speaking as Rosy. Repeat with the Billy flashcard, saying He’s my brother. Ask children to look at the first Let’s learn! box. Read the sentences aloud for children to repeat. Write Who’s = Who is on the board and check that children understand the meaning. Tell children to look at the picture of Billy on the right and to ask and answer about the family members in the circles as if they were Billy (Who’s this? He’s my dad, Who’s this? She’s my mum. Who’s this? He’s my grandpa. Who’s this? She’s my sister.). First elicit the sentences from the class as a whole, and then have children take turns to ask and answer in pairs. |
Pupils look at flashcards and answer questions about family members. Repeat sentences after the teacher. Ask and answer questions about the pictures using the target structures. Circle the correct answers. ANSWERS 1 He’s 2 She’s 3 He’s 4 She’s |
T’s feedback Descriptor: - look at flashcards - answer questions about family Total: 1 point
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Family members flashcards
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Task. III Ex: 3 P: 19 Ask children to look at the pictures of Mum and Billy in the second Let’s learn! box. Say the sentences in the boxes for children to repeat. Give flashcards to five different children and ask them to stand up. Point at the first child and say (Kamila) has got a (pen). Repeat this with the other children holding flashcards, making sentences with has got. Focus attention on the sentences in the Pupil’s Book again. Place pairs of School things and My family flashcards on the board and elicit different sentences, e.g. Mum has got a book. |
Learners look at the pictures and flashcards, write sentences, and repeat them in chorus. |
Self -assessment Descriptor: - look at the pictures - write sentences, and repeat Point 2 |
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Task. IV Ex: 4 P: 19 Ask children to look at the pictures. Explain that they have to follow the lines to find out which object belongs to which person. Then read the example sentence aloud. Draw children’s attention to the incomplete sentences. Ask them to write the missing words to complete them following the example. Check answers by asking children to chorus the sentences. |
Learners look at the pictures. Explain that they have to follow the lines to find out which object belongs to which person. ANSWERS 1 Mum has got a bvook 2 Rosy has got aaa ruler. 3 Grand ma has got a rubber. 4 Grandpa has got a pen. |
Descriptor: - look at the pictures - write the missing words Point 2
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Worksheet
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End of the lesson 5 min |
Encourage students to practice writing their names and greeting their families in English. |
Answer the teacher’s questions. |
Poster Success
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Short term plan
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Unit: 3. People I love. |
Lesson 19 |
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School: |
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Teacher’s name: |
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Date: |
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Grade: 3 |
Number present: |
absent: |
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Lesson title |
People’s feelings. |
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Learning objectives |
3.1.4.2 understand simple descriptions of people, actions, and objects with visual support 3.3.2.2 deduce the meaning of a word in a picture or icon on a limited range of topics 3.5.1.8 use personal subject and object pronouns on a limited range of familiar topics |
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Lesson objectives (assessment criteria) |
Learners will be able to: -To learn more words for feelings and emotions -To use words for feelings in the context of a song |
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Values and its purpose: |
Justice and Responsibility Able to finish what he started |
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Stages/ Time |
Teachers actions |
Students actions |
Assessment |
Resources |
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Beginning of the lesson 5 min |
Organization moment : 1.Greeting. . (Whale class, Individually) Warm-up Snap! Write one of the items from the vocabulary set on the board, e.g. pen. Say the word aloud. Put the flashcards in a pile and hold them up so that the children can only see the facing card. Reveal the cards one at a time by putting the front card to the back. When children see the pen, they shout Snap! Repeat with the rest of the words in the set. Lead – In Use flashcards 66-73 to introduce the new vocabulary. Reinforce the meaning by miming the emotions. Hold up the cards one at a time and say the words for children to repeat. Hold up the cards in a different order for children to repeat again.
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Learners work in pairs. One pupil thinks of a free time activity and the other pupil tries to guess the activity. Watch the video and remember and recognize the main vocabulary. |
Teacher controles the process, gives feedback and asks additional questions if it’s nessasery. Teacher evaluate pupils with phrases like: “Good job! Well done!” Formative Assessment |
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Middle of the lesson Presentation part. 35 min |
Task. I Ex: 1 P: 20 Listen, point and repeat. Ask children to look at the pictures. Play the first part of the recording for children to point to the pictures. ДЛЯ Play the second part for children to repeat the words. Play the recording all the way through again for children to listen and point and then repeat the words. |
Learners listen, point, and repeat the new vocabulary words. Transcript Listen and point. tired, angry, scared, brave, hot, cold, happy, sad tired, angry, scared, brave, hot, cold, happy, sad scared, sad, hoi, tired, brave, cold, angry, happy |
T’s feedback Descriptor: - listen, point, and repeat - practice partner new vocabulary words. Total: 1 point |
Flashcards
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Task II Ex: 2 P: 20 Listen and sing. Ask children to look at the pictures. Point to the different expressions and ask how the children are feeling. Play the song once for children to listen. Then play it again as they follow the words in their books. Read each line of the song aloud for children to repeat. Play the recording for children to sing along. |
learners listen to and participate in the song about emotions. |
T’s feedback Self assessment Descriptor: - look at the pictures - follow the words in their books Total: 1 point |
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Task. III Ex:3 P:20 Sing again and do. Ask children to look at the pictures and decide together on what the actions should be (see suggestions below). Play the song again for children to sing and do their actions. |
Pupils discuss and perform actions related to the emotions in the song. Song actions tired: - put head on hands and close eyes scared: - cross arms and hug yourself angry: - clench teeth and fists and stamp feet brave: - smile and hold hands in fist shape |
Self -assessment Descriptor: - look at the pictures - discuss and perform actions Total: 1 point
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Worksheets
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Task. IV Ex:4 P:20 Talk about your friends and family members. Read family words (word pool) with students. Use flashcards for "aunt" and "uncle" if needed. Ask students to bring photos of friends/family (optional). Read the speech bubble on page 20. Have volunteers describe their photos to the class. Divide students into groups to describe their photos or classmates (without photos). |
Learners participate in discussions and activities about friends and family. Students describe photos or classmates using vocabulary related to feelings. |
Descriptor: - read family words - describe photos or classmates Total: 1 point |
https://wordwall.net/ru/resource/19745963 |
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End of the lesson 5 min |
Briefly ask students what they learned about emotions today. |
Learners take the worksheet or create their own greeting card and write a message inside. |
Poster Success
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Short term plan
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Unit: 3. People I love. |
Lesson 20 |
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School: |
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Teacher’s name: |
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Date: |
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Grade: 3 |
Number present: |
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Lesson title |
Phonics. |
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Learning objectives |
3.1.1.1 recognise the sounds of phonemes and phoneme blends in words 3.2.1.1 pronounce various sounds of phonemes and phoneme blends using appropriate stress, rhythm, and intonation 3.3.1.1 recognise sounds and name the letters of the alphabet |
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Lesson objectives (assessment criteria) |
Learners will be able to: -To recognise the upper- and lower-case forms of the letters a, b, c, d and associate them with their corresponding sounds -To pronounce the sounds /æ/, /b/, /k/, /d/ on their own and at the beginning of words |
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Values and its purpose: |
Justice and Responsibility Their own and others' actions to be able to analyze in terms of compliance with moral standards |
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Stages/ Time |
Teachers actions |
Students actions |
Assessment |
Resources |
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Beginning of the lesson 5 min |
Organization moment : 1.Greeting. . (Whale class, Individually) Warm-up Draw dotted outlines of the letters a, b, c, d in upper-and lower-case on the board. Ask individual children to come to the front to join the dots. Lead – In Point to each letter on the board and say the letter name and sound for both uppercase and lowercase for students to repeat. Say the sounds again for students to draw the letters in the air (uppercase and lowercase). Elicit words on phonics cards (apple, bird, cat, dog) and say the letter names, sounds, and then the words for students to repeat. Write the words on the board next to the corresponding letters. Circle the first letter of each word. Point to the words and say the beginning sound for students to repeat. Show phonics cards and say the words for students to repeat. Repeat in a different order.
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Students repeat letter names, sounds, and words after the teacher. Students draw letters in the air. Students repeat words on phonics cards. Students identify the beginning sound of each word. |
Teacher controles the process, gives feedback and asks additional questions if it’s nessasery. Teacher evaluate pupils with phrases like: “Good job! Well done!” Formative Assessment |
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Middle of the lesson Presentation part. 35 min |
Task. I Ex:1 P:21 Listen, point and repeat. Ask children to look at the letters. Play the first part of the recording for children to point to the letters. Play the second part for children to repeat the letter names, sounds, and words. Repeat. Play the recording all the way through for children to point to the words and repeat them. |
Learners listen and point to the letters. Students listen and repeat letter names, sounds, and words. Transcript Listen and point. Letter A/æ/apple, Letter B/b/bird, Letter C/k/cat, Letter D/d/dog Listen and repeat. Letter A/æ/apple, Letter B/b/bird, Letter C/k/cat, Letter D/d/dog |
T’s feedback Descriptor: - look at the letters - listen and repeat letter names Total: 2 point
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Task II Ex: 2 P: 21 Listen and chant. Play the recording for children to listen to the chant. Play the chant again, pausing for students to repeat. Introduce determiners "a" and "an" using examples. |
Learners listen, point to cards, and repeat the chant. |
T’s feedback Descriptor: - listen to the chant. - use a and an Total: 2 point
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Worksheet
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Task. III Ex:3 P:21 Listen to the sounds and join the letters. Show images (dog, bird, cat) and ask "What has the dog got?" Play a recording with sounds and words. Students follow the sounds in a maze to join letters and find the answer. Play the recording again for students to check their answers. Discuss the answer. Read a chant aloud for students to follow. |
Learners listen, follow the sounds, and join the letters in the maze. Students listen, check their answers, and discuss. |
T’s feedback Descriptor: - listen, follow the sounds - discuss the answer Total: 2 point |
https://wordwall.net/ru/resource/23348579 |
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Task. IV Ex: 4 P: 21 Look and circle the letters a, b, c, d at the start of the words. Ask students to find and circle letters A, B, C, D at the beginning of words. Check answers and explain the use of "a" and "an" with examples. |
Learners listen, follow the reading, and circle letters. |
Descriptor: - find and circle letters - listen, follow the reading Total: 2 point |
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End of the lesson 5 min |
Ask students what they learned today. Briefly review greetings and numbers 1-20. |
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Poster Success
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Short term plan
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Unit: 3. People I love. |
Lesson 21 |
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School: |
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Teacher’s name: |
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Date: |
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Grade: 3 |
Number present: |
absent: |
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Lesson title |
My feelings |
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Learning objectives |
3.2.3.1 respond to basic questions with single words or short responses 3.3.2.2 deduce the meaning of a word in a picture or icon on a limited range of topics 3.5.1.4 use common adjectives in descriptions of people and things and simple feelings with support |
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Lesson objectives (assessment criteria) |
Learners will be able to: -read and understand a poem; match actions feelings |
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Values and its purpose: |
Justice and Responsibility Human rights and responsibilities in society having a first view about |
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Stages/ Time |
Teachers actions |
Students actions |
Assessment |
Resources |
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Beginning of the lesson 5 min |
Organization moment : 1.Greeting. . (Whale class, Individually) Warm-up Play What's missing? (see Teacher's Book page 88) to revise the feelings words. Talk about feelings and actions with children, using mime. Ask individual children What do you do when you're (scared)? Lead – In Ask children to look at the pictures on Pupil's Book page 24 and predict what the text is about. If possible, elicit that a girl has written a poem about her feelings. Ask children if they have ever written a poem and what their poem was about.
Task. I Ex:1 P:22 Look at the pictures. How does the girl feel? Ask children to look at the pictures and say how the girl feels in each picture. Ask children how we know (e.g. her actions, her facial expressions) |
Learners listen, repeat, and participate in placing flashcards. Watch the video and remember and recognize the main vocabulary. Learners look at pictures and identify feelings. Explain how they know the girl's feelings. Answers Picture 1: happy; Picture 2: sad |
Teacher controles the process, gives feedback and asks additional questions if it’s nessasery. Teacher evaluate pupils with phrases like: “Good job! Well done!” Formative Assessment
Descriptor: - look at pictures - identify feelings. Total: 2 point |
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Middle of the lesson Presentation part. 35 min |
Task II Ex: 2 P: 22 Read and listen to the poem. Tell children they will read and listen to a poem about feelings. Remind them understanding every word isn't necessary. Play the recording twice, answering questions after the first play. Ask what the girl does when she's happy, sad, etc. Play again, pausing for repetition. Ask about colors and their connection to feelings in the poem. Review colors if needed (Pupil's Book pg. 5). Ask children to close books. Read the poem aloud, pausing for key words. Encourage them to call out missing words. |
Leaners listen to the poem. Answer questions about the girl's feelings and actions. Repeat phrases after the teacher. Identify colors and their connection to feelings. Call out missing words in the poem reading. |
T’s feedback Descriptor: - listen and point - answer questions about the girl's feelings Total: 2 point
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My feelings flashcards
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Task III Ex: 3 P: 22 Read again. Match. Ask children to call out feeling and action words from the poem. Write them on separate sides of the board. Ask them to use words from each side to make sentences about the girl, e.g., "When she sees the yellow sun, she's happy." Ask them to look at the words in their Pupil's Books and match actions to feelings. Let them complete the activity, then compare answers with partners. Invite some to use their answers in sentences. |
Learners call out feeling and action words from the poem. Create sentences about the girl using feeling and action words. Answers 1 3 5 a 2 4 b |
T’s feedback Descriptor: - call out feeling - use words from each side Total: 2 point |
Worksheet
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Task. IV Ex:4 P:8 Read adjectives describing feelings one at a time for choral repetition. Ask a child "When do you feel happy?" and use frequency words in prompts (always, never, sometimes). Elicit answers using frequency words (e.g., "I'm sometimes happy"). Ask them to write a frequency word next to each feeling. Encourage students to share answers in pairs and with the class. |
Learners answer questions about feelings using frequency words. Write a frequency word next to each feeling. Share answers in pairs and with |
T’s feedback Descriptor: - read adjectives describing feelings - write a frequency word Total: 2 point |
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End of the lesson 5 min |
Briefly review the colors learned. Ask students: What was your favorite color activity today? Why? |
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Poster Success
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Short term plan
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Unit: 3. People I love. |
Lesson 22 |
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School: |
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Teacher’s name: |
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Date: |
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Grade: 3 |
Number present: |
absent: |
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Lesson title |
People’s feelings |
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Learning objectives |
3.1.4.2 understand simple descriptions of people, actions, and objects with visual support 3.2.3.1 respond to basic questions with single words or short responses 3.3.2.1 identify some familiar words and signs on illustrations /pictures in common everyday situations |
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Lesson objectives (assessment criteria) |
Learners will be able to: - Listening: identify people from descriptions of how they feel - Speaking: ask and answer questions about how people feel |
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Values and its purpose: |
Justice and Responsibility Do important tasks for others understand the need and importance |
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Stages/ Time |
Teachers actions |
Students actions |
Assessment |
Resources |
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Beginning of the lesson 5 min |
Organization moment : 1.Greeting. . (Whale class, Individually) Warm-up Call out an emotion from the unit for children to mime. Repeat with several different emotions. Then ask different children to take it in turns to call out the emotions. Lead – In Ask children what they remember about the poem from the previous lesson. Ask How does the girl feel? What does she do when she's happy/sad? Encourage them to recite any parts of the poem they can remember and let them check on Pupil's Book page 24. Ask children to look at the pictures in Exercise 1 and tell you how the children feel in each one. Ask them to predict what they might hear in the listening exercise |
Learners respond to individual questions with their names and ages. Students listen attentively to the introduction of the new question and answer format. Students practice asking and answering "Where are you from?" in pairs. |
Teacher controles the process, gives feedback and asks additional questions if it’s nessasery. Teacher evaluate pupils with phrases like: “Good job! Well done!” Formative Assessment |
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Middle of the lesson Presentation part. 35 min |
Task. I Ex:1 P:22 Ask children what they remember about the poem from the previous lesson. Ask How does the girl feel? What does she do when she's happy/sad? Encourage them to recite any parts of the poem they can remember and let them check on Pupil's Book page 24. Ask children to look at the pictures in Exercise 1 and tell you how the children feel in each one. Ask them to predict what they might hear in the listening exercise |
Learners listen to the recording and point to pictures. Students find the picture matching the first description. ANSWERS (top row) 4, 1,3 (bottom row) 5,2 Transcript My name's George. 1 I'm very happy today. I've got a big smile. These are my five best friends: 2 This is Kate. She's sad today. Her bag is broken. Poor Kate. 3 This is Angela. She hasn't got her coat today. She's cold. Poor Angela. 4 This boy is James. James is nervous. Go on, James! Be brave! 5 And this girl is Lucy. She's very tired today. Wake up, Lucy! |
T’s feedback
Descriptor: - describe the pictures. - correct the pictures |
Feelings flshcards
Worksheet
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Task II Ex: 2 P: 22 Read the speech bubble with children (Look. He's happy.). Ask which picture it refers to (picture 1, in the middle of the top row). Point to the picture of the girl in the pink top in the top row and ask for a volunteer to make a sentence about how she is feeling (She's cold.). Ask children to work in pairs. They take it in turns to point to the pictures in Exercise 1 and make a sentence to describe how the boy or girl is feeling, using the word pool to help them. |
Learners participate in reading and identifying the picture in the speech bubble activity. Students work in pairs describing feelings in pictures using the word bank. |
T’s feedback Descriptor: - speech bubbles with sentences - complete the sentence about Katie's origin |
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Task. III Ex:3 P:22 Look at the pictures in exercise 1. Ask and answer. Point to a picture and ask "Is he/she (scared)?" Elicit the answer from a student. Have students work in pairs, taking turns choosing a picture, asking a quest |
Learners participate in asking and answering questions about emotions in pictures. |
Self -assessment Descriptor: - look at the pictures - ask and answer the questions |
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End of the lesson 5 min |
VAK feedback. VAK- Visual, auditory, kinesthetic. What have you learnt with your eyes this lesson? What have you learnt with your ears? What have you learnt with your body? Ex: P: Home task: |
Come back to the lesson objectives and summarize with students if they met the lesson objectives. Ss give the VAK feedback. |
Poster Success
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Short term plan
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Unit: 3. People I love. |
Lesson 23 |
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School: |
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Teacher’s name: |
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Date: |
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Grade: 3 |
Number present: |
absent: |
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Lesson title |
Project. Unit assessment 3 |
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Learning objectives |
3.1.2.1 recognise familiar words with visual support; 3.2.3.3 make introductions and requests in basic interaction with others 3.3.2.1 identify some familiar words and signs on illustrations /pictures in common everyday situations |
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Lesson objectives (assessment criteria) |
Learners will be able to: - identify, express, and illustrate various emotions through a personalized feelings book. |
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Values and its purpose: |
Justice and Responsibility Human rights and responsibilities in society having a first view about |
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Stages/ Time |
Teachers actions |
Students actions |
Assessment |
Resources |
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Beginning of the lesson 5 min |
Organization moment : 1.Greeting. . (Whale class, Individually) Warm-up Play a game of Mime the Word with feelings. Act out emotions like happy, sad, angry, or scared. Lead – In Explain to the class that they will create a book about the feelings of their family members and friends. Briefly discuss the concept of emotions. |
Learners answer the questions with enthusiasm, participating in the warm-up activity. |
Teacher controles the process, gives feedback and asks additional questions if it’s nessasery. Teacher evaluate pupils with phrases like: “Good job! Well done!” Formative Assessment |
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Middle of the lesson Presentation part. 35 min |
Task. I Ex:1 P:23 Think. Direct students to the "Think" section. Read the listed feelings aloud and ensure understanding. Ask students to choose 4 family members or friends and write their names in the spaces provided. Instruct them to ask each person how they feel and write the corresponding feeling word next to the name. |
Think Learners choose names and write corresponding feelings |
T’s feedback Descriptor: - choose names - write corresponding feelings Total: 2 point |
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Task II Ex: 2 P: 23 Create. Explain that they will make a book about their chosen family/friends' emotions. Distribute 5 sheets of paper to each student and ask them to get their colored pencils/pens. Point to the drawing in the "Create" section and encourage students to draw the chosen people according to their feelings. Remind them to add words describing the emotions. Provide time for drawing and writing. Guide students in designing an attractive cover for their book. Help bind the pages with a hole punch and thread. |
Create Learners draw pictures of chosen people and write descriptions of their feelings. Design a book cover. |
T’s feedback Descriptor: - make a book - write descriptions of their feelings. Total: 2 point
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Task. III Ex: 3 P: 23 Share. Direct students to the "Share" section. Have them read the sample descriptions. Divide students into pairs and explain they will share their books, pointing to pictures and describing the feelings. Encourage them to use the sample descriptions as a guide. Monitor the activity and offer assistance if needed. |
Share Learners work in pairs to share their feeling books. Describe the emotions of those they drew. |
Self -assessment Descriptor: - work in pairs - describe the emotions Total: 2 point |
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End of the lesson 5 min |
Lead a brief discussion about the project. Ask open-ended questions like: "Did you enjoy making your posters?" "What was your favourite part?" "What did you find challenging?" |
Share their thoughts and experiences about the project. Mention what they enjoyed and what they found difficult. |
Poster Success
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Short term plan
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Unit:1 Hello English.
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Lesson 24 |
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School: |
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Teacher’s name: |
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Date: |
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Grade: 3 |
Number present: |
absent: |
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Lesson title |
My friends |
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Learning objectives |
3.2.3.3 make introductions and requests in basic interaction with others 3.3.3.1 understand short, simple instructions used in familiar everyday contexts 3.5.1.2 use the verb to be for presenting personal information and describe people and things on a limited range of familiar topics |
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Lesson objectives (assessment criteria) |
Learners will be able to: To learn about children's outdoor activities in Britain To learn how to ask somebody to pass you something To practise using demonstrative pronouns |
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Values and its purpose: |
Justice and Responsibility Able to finish what he started |
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Stages/ Time |
Teachers actions |
Students actions |
Assessment |
Resources |
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Beginning of the lesson 5 min |
Organization moment : 1.Greeting. . (Whale class, Individually) Warm-up Sing "If you’re tired and you know it" from Pupil’s Book page 22. Lead – In Write the word "friends" on the board and remind students of its meaning. Tell them they will listen to a boy introducing his friends. Invite volunteers to talk about their friends (e.g., My friend is [name]. He's [nine].)
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Learners sing the song enthusiastically. Students listen attentively. Learners brainstorm vocabulary related to school and participate in the discussion. Students answer questions about their friends . |
Teacher controles the process, gives feedback and asks additional questions if it’s nessasery. Teacher evaluate pupils with phrases like: “Good job! Well done!” Formative Assessment |
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Middle of the lesson Presentation part. 35 min |
Task. I Ex:1 P:24 Tell students the boy in photo 1 is Erlan and he's introducing his friends. Point to objects in the photos (football, bike, skates) and ask students to name them. Play the recording for students to listen and follow in their books. |
Learners listen attentively and point to objects when asked. Students follow along in their books. |
T’s feedback Individual evaluate Descriptor: - listen attentively - point to objects Total: 2 point |
Pupils' Book (photos), recording, mime instructions, chair (optional) |
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Task II Ex: 2 P: 24 Ask students when they might need help from a friend and how they would ask politely. Tell them they will learn how to do this in English. Ask students what's happening in photos in Exercise 2. Play the recording and ask students to read speech bubbles as they listen. Ask volunteers to model dialogues. (Set up situations and have students use target language "Can you help me, please?" and "Here you are"/"Thank you".) Ask students to work in pairs practicing dialogues with classroom objects |
Learners listen to the recording and read speech bubbles. Volunteers come forward and model dialogues. Students work in pairs practicing dialogues. |
T’s feedback Descriptor: - listen to the recording - read speech bubbles. Total: 2 point
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Recording, Pupils' Book (pictures)
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Task. III Ex: 3 P: 24 Focus on footballs, read demonstrative pronouns pointing to pictures. Write "this," "that," "these," "those" on the board and explain usage. Explain arrows show balls are far away. Model activity with a student, pointing to a picture and saying "Can you pass me ..., please?" using the correct pronoun. Repeat with other students for other pictures. Ask students to work in pairs doing the activity on the page. Monitor their progress. |
Learners listen and observe pronoun usage. Students participate in the modeled activity. Students work in pairs completing the activity in their Pupil's Book. |
Self -assessment Descriptor: - listen and observe pronoun - complete the activity Total: 2 point |
Flashcards (prepositions) |
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End of the lesson 5 min |
Briefly review key vocabulary and concepts learned in the lesson. Briefly explain the homework assignment: drawing their own classroom and labeling objects using prepositions. |
Students participate in the review. |
Poster Success
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Short term plan
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Unit: 4. Weather.
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Lesson 25 |
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School: |
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Teacher’s name: |
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Date: |
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Grade: 3 |
Number present: |
absent: |
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Lesson title |
The weather |
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Learning objectives |
3.1.4.2 understand simple descriptions of people, actions, and objects with visual support 3.2.3.3 make introductions and requests in basic interaction with others 3.3.3.1 understand short, simple instructions used in familiar everyday contexts 3.5.1.4 use common adjectives in descriptions of people and things and simple feelings with support |
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Lesson objectives (assessment criteria) |
Learners will be able to: To identify different types of weather To understand a short story |
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Values and its purpose: |
Unity and Solidarity To know the norms of behavior and to observe them understand the meaning |
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Stages/ Time |
Teachers actions |
Students actions |
Assessment |
Resources |
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Beginning of the lesson 5 min |
Organization moment : 1.Greeting. . (Whale class, Individually) Warm-up Begin by connecting to the previous unit's story. Ask children what they remember about the events in Unit 3. Use Story poster 3 to visually prompt recall. Ask specific questions like "What do Rosy and Tim find? Where are Mum, Billy and Grandma?" Lead – In Introduce new weather vocabulary by presenting flashcards. Hold up each flashcard one at a time and ask "What's the weather like?" Model the pronunciation of any words students might not know. To reinforce understanding, mime the actions associated with different weather types. For example, wipe your forehead to represent hot weather or stand under an imaginary umbrella for raining. Repeat with flashcards in a different order to solidify learning.
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Learners repeat the names of the objects after the teacher. Students answer "yes" or "no" depending on the object shown. Students participate in the memory game, trying to remember the location of the flashcards. |
Teacher controles the process, gives feedback and asks additional questions if it’s nessasery. Teacher evaluate pupils with phrases like: “Good job! Well done!” Formative Assessment |
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Middle of the lesson Presentation part. 35 min |
Task. I Ex:1 P: 26 Listen, point and repeat. Ask children to look at the weather pictures. Play the first part of the recording for children to point to the pictures. Play the second part for children to repeat the words. Play the recording all the way through for children to listen and point and then repeat the words. Hold up the flashcards in a random order and ask the class to say the words. |
Learners look at the weather pictures. Play the first part of the recording for children to point to the pictures. Transcript Listen and point. rainy, windy, hot, cold, snowy, sunny hot, snowy, raining, cold, sunny, windy Listen and repeat. raining, windy, hot, cold, snowy, sunny |
T’s feedback Descriptor: - look at the weather pictures Total: 2 point
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flaashcards
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Task II Ex: 2 P: 26 Listen and chant. Play the recording and teach the chant. Play the recording a second time for children to repeat the words in the gaps in the chant. Repeat as necessary. Children say the chant as a class, without the recording. |
Learner understanding by identifying flashcards. Transcript rainy, rainy, rainy windy, windy, windy hot, hot, hot cold, cold, cold snowy, snowy, snowy sunny, sunny, sunny |
T’s feedback Descriptor: - listen and chant - repeat the words in the gaps Total: 2 point
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Worksheet
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Task. III Ex: 3 P: 26 Transition to story comprehension. Use Story poster 4 to introduce the story "Listen and read." Discuss each frame with the class, encouraging them to make predictions about the plot's development. Play the recording for students to listen and point to the speech bubbles as they hear the words. Ask comprehension questions like "What's the weather like at the beginning/middle/end of the story?" or "Has Gra |
Learners develop listening comprehension skills as they follow the story and answer questions. They then apply their vocabulary knowledge by identifying words within the context of the story. |
Self -assessment Descriptor: - listen and point independently to pictures Total: 2 point |
https://wordwall.net/ru/resource/55296090 |
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Task. IV Ex: 4 P: 26 To solidify speaking skills, divide the class into pairs. Ask a confident student "What's the weather like today?" and encourage them to answer, e.g., "It's windy." Repeat with another student before having all students take turns asking and answering the question with their partners. |
Learners work collaboratively in pairs to practice asking and answering questions about the weather using the target vocabulary. |
Self -assessment Descriptor: - work collaboratively in pairs - answer the question Total: 2 point |
Student’s book |
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End of the lesson 5 min |
Briefly ask students what they learned in today's lesson. |
Students share what they learned about classroom objects and their names. |
Poster Success
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Short term plan
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Unit: 4. Weather.
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Lesson 26 |
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School: |
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Teacher’s name: |
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Date: |
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Grade: 3 |
Number present: |
absent: |
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Lesson title |
The weather |
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Learning objectives |
3.1.4.2 understand simple descriptions of people, actions, and objects with visual support 3.2.3.1 respond to basic questions with single words or short responses 3.3.3.1 understand short, simple instructions used in familiar everyday contexts 3.4.1.1 spell accurately a few high-frequency words |
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Lesson objectives (assessment criteria) |
Learners will be able to: - To identify different clothes words. - To ask and answer the question What's the weather like? - To give positive and negative commands - To act out a story |
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Values and its purpose: |
Unity and Solidarity Ability to work in a team |
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Stages/ Time |
Teachers actions |
Students actions |
Assessment |
Resources |
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Beginning of the lesson 5 min |
Organization moment : 1.Greeting. . (Whale class, Individually) Warm-up Play Where was it? (see Teacher's Book page 88) using flashcards 74-79 to revise the vocabulary from the previous lesson. Lead – In Ask children what happened in the story in the previous lesson. Show Story poster 4 to encourage recall. Cover the poster and ask children which different types of weather were mentioned in the story.
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Students participate in a discussion by answering questions about the story and the weather. They point to pictures and recall weather vocabulary words. |
Teacher controles the process, gives feedback and asks additional questions if it’s nessasery. Teacher evaluate pupils with phrases like: “Good job! Well done!” Formative Assessment |
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Middle of the lesson Presentation part. 35 min |
Task. I Ex:1 P:27 Listen to the story again and repeat. Act. Play a recording of the story, pausing at key points for students to repeat phrases and act out actions related to the weather. Divide the class into small groups and assign roles (Rosy, Tim, Billy, Grandma, Grandpa, Mum) for them to role-play the story. |
Learners listen attentively to the recording, repeat phrases in chorus, and mime actions like putting on a coat or holding an umbrella. |
T’s feedback Individual evaluate Descriptor: - listen attentively - repeat phrases in chorus Total: 2 point |
Pictures
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Task II Ex: 2 P: 27 Show pictures depicting different weather conditions and introduce new weather vocabulary words (e.g., foggy, hot, cold). Explain the concept of plural forms using examples (words ending in -s typically add -s for plural, while words ending in -f change to -ves, like "leaf" becomes "leaves"). Read sentences with weather words and clothing, prompting students to point to the corresponding picture and repeat the sentence. To reinforce comprehension, have students suggest alternative weather and clothing words to create new sentences. |
Learner listen to sentences, point to pictures, and repeat in chorus. They actively participate by suggesting alternative weather and clothing words, demonstrating their understanding. |
T’s feedback Descriptor: - listen to sentences - introduce new weather vocabulary words Total: 2 point
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Worksheet
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Task III Ex: 3 P: 27 Look and say. Focus on the Let's learn! box. Ask What can you see? Read the words aloud emphasising the final letters in the plural forms. Explain that most words make the plural form by adding -s at the end of the word, but words that end in -f make the plural by dropping the -f and adding -ves. Provide some more examples: knife - knives, leaf - leaves, and write them on the board. Ask children to read the words aloud to practice their pronunciation. |
Learners read the words aloud emphasising the final letters in the plural forms. Explain that most words make the plural form by adding -s at the end of the word, but words that end in -f make the plural by dropping the -f and adding -ves |
Descriptor: - read the words aloud - make the plural form Total: 2 point |
Real objects (pens, pencils, books, etc.) |
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Task. IV Ex: 4 P: 27 Show pictures with missing words in sentences related to weather and clothing (e.g., "Open the ___ window."). Students work in pairs to discuss the pictures, decide on the missing words, and complete the sentences. Encourage them to check their answers with their partner. |
Learners analyze the pictures and discuss what each one shows. Answers 1 Open the window 2 Don’t put on your coat 3 Don’t open the window 4 put on your hat. |
Self -assessment Descriptor: - discuss the pictures - complete the sentences. Total: 2 point |
Pupil's Books with pictures and questions about demonstratives |
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End of the lesson 5 min |
Briefly ask students what they learned in the lesson. |
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Poster Success
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Short term plan
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Unit: 4. Weather
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Lesson 27 |
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School: |
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Teacher’s name: |
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Date: |
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Grade: 3 |
Number present: |
absent: |
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Lesson title |
Month in a year |
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Lesson objectives |
3.1.2.1 recognise familiar words with visual support 3.2.3.1 respond to basic questions with single words or short responses 3.2.3.3 make introductions and requests in basic interaction with others 3.3.2.1 identify some familiar words and signs on illustrations /pictures in common everyday situations |
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Learning objectives (assessment criteria) |
Learners will be able to: To identify the days of the week To identify the months of the year To use the preposition of time in |
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Values and its purpose: |
Unity and Solidarity Ability to defend the results of joint work with others |
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Stages/ Time |
Teachers actions |
Students actions |
Assessment |
Resources |
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Beginning of the lesson 5 min |
Organization moment : 1.Greeting. . (Whale class, Individually) Warm-up Play Miming Snap using weather words from previous lesson. Say a weather word and mime reacting to a type of weather (e.g. putting up an umbrella, trying to walk in the wind, shivering with cold, fanning your face because you are hot, building a snowman, putting on a sun hat and sun glasses because it is sunny). Ask children to shout "Snap!" if the mime matches the word said. Select a student to mime and say a weather word (correct or incorrect). Lead – In Introduce the concept of days of the week and months of the year. Write "Monday" on the board and elicit it's a day of the week. Do the same with "January" to show it's a month.
Task. I Ex:1 P:28 Point and say. Instruct students to look at the days of the week boxes. Point to each day and read it aloud. Have the class repeat chorally. Repeat twice, then say the first two days and pause for students to continue. Explain "weekend" and have students repeat chorally. Have students work in pairs, taking turns pointing and reading days. |
Children participate in the game. Identify the weather word through miming. Students listen and participate in the discussion. Students may identify January as the first month. Learners follow instructions and repeat days of the week. Work together in pairs to identify and read days. |
Teacher controles the process, gives feedback and asks additional questions if it’s nessasery. Teacher evaluate pupils with phrases like: “Good job! Well done!” Formative Assessment Descriptor: - follow instructions - identify and read days Total: 2 point
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Middle of the lesson Presentation part. 35 min |
Task II Ex: 2 P: 28 Listen, point and repeat. Ask students to open their books at page 30. Play the recording (Part 1) for students to point to the correct calendar pages. Play Part 2 for students to repeat the months. Repeat as needed. Read months aloud, pausing after two for students to call out the next. |
Learners follow instructions and participate in activities. Point to matching calendar pages and repeat months after listening. |
T’s feedback Descriptor: - follow instructions - repeat months after listening Total: 2 point |
Flashcards
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Task III Ex: 3 P: 28 Listen and sing. Play the recording for children to follow in their books. Recite the words together without the recording. Play the recording again for students to sing along. |
Learner follow along in their books and participate in singing. |
T’s feedback Descriptor: - follow along in their books - listen and sing Total: 2 point
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Worksheet
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Task. IV Ex: 4 P: 28 Ask and answer. Have students read speech bubbles about months. Explain using "in" with months (write "in June" on the board). Ask a confident student questions about months (using "in") as a demonstration. Have students work in pairs, taking turns asking and answering questions about months (using "in"). |
Learners participate in reading and discussions. Formulate complete sentences with "in + month" while asking and answering questions. |
Self -assessment Descriptor: - read speech bubbles - complete sentences Total: 2 point |
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End of the lesson 5 min |
Ask students what they learned in the lesson. Elicit classroom object words and the verbs open and close. |
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Poster Success
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Short term plan
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Unit: 4. Weather.
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Lesson 28 |
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School: |
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Teacher’s name: |
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Date: |
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Grade: 3 |
Number present: |
absent: |
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Lesson title |
Phonics |
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Learning objectives |
3.1.1.1 recognise the sounds of phonemes and phoneme blends in words 3.2.1.1 pronounce various sounds of phonemes and phoneme blends using appropriate stress, rhythm, and intonation 3.3.1.2 identify and read separate sounds (phonemes) within words, which may be represented by more than one letter |
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Lesson objectives (assessment criteria) |
Learners will be able to: -To recognise the upper- and lower-case forms of the letters e, f, g, h and to associate them with their corresponding sounds -To pronounce the sounds /e/, /f/, /g/, /h/ on their own and at the beginning of words -To learn the names of letters e, f, g, h |
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Values and its purpose: |
Unity and Solidarity Ability to listen, understand and conduct dialogue |
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Stages/ Time |
Teachers actions |
Students actions |
Assessment |
Resources |
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Beginning of the lesson 5 min |
Organization moment : 1.Greeting. . (Whale class, Individually) Warm-up Play "Twelve months in a year" song (CD 39). Write months on board, chant together, then erase and have students say them individually. Lead – In Use flashcards to introduce seasons vocabulary (spring, summer, autumn, winter) and "season" word. Model pronunciation. Ask students about weather and activities in each season. Find out their favorite season. D |
Listen and sing along to the song. Repeat months after teacher, then individually. Help classmates who struggle to remember. Repeat vocabulary words after teacher. Describe weather and activities associated with each season. Share their favorite season. Discuss reasons for hibernation. |
Teacher controles the process, gives feedback and asks additional questions if it’s nessasery. Teacher evaluate pupils with phrases like: “Good job! Well done!” Formative Assessment |
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Middle of the lesson Presentation part. 35 min |
Task. I Ex:1 P:29 Listen, point and repeat. Play recording (CD 43) for students to listen and point to pictures of seasons (Exercise 1). Repeat activity with students saying the words chorally and individually. |
Pupils listen to recording, point to pictures, and repeat vocabulary. Participate in choral and individual repetition. |
T’s feedback Descriptor: -listen to recording - repeat vocabulary. Total: 2 point |
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Task II Ex: 2 P: 29 Introduce story about a bear (CD 44). Ask students to predict the story based on pictures. Write predictions on the board. Play recording twice: first for silent listening, second for comprehension. Ask comprehension questions about the story (weather, bear's location, waking up, activities). |
Learner look at pictures and predict the story. Listen to the story and answer questions. |
T’s feedback
Descriptor: - look at pictures - predict the story. Total: 2 point
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Worksheet |
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Task. III Ex: 3 P: 29 Read questions from "Read and answer" section. Allow time for individual and partner checking of answers. Discuss answers as a class. Explain the phrase "in" when referring to seasons (Let's Learn! box). |
Learners read questions, find answers in the text, and write them down. Check answers with partners. Participate in class discussion. |
Self -assessment Descriptor: - read questions - find answers in the text Total: 2 point |
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End of the lesson 5 min |
Ask students to find 3 objects at home of different sizes and measure them using a ruler or tape measure. Encourage them to write down the object, its measurement, and the unit of measurement (e.g., book - 25 cm). |
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Poster Success
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iscuss
hibernation and why animals might do it (winter, cold weather, less
food).
Short term plan
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Unit: 4. Weather.
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Lesson 29 |
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School: |
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Teacher’s name: |
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Date: |
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Grade: 3 |
Number present: |
absent: |
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Lesson title |
Changing seasons |
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Learning objectives |
3.1.2.1 recognise familiar words with visual support 3.2.3.1 respond to basic questions with single words or short responses 3.3.5.1 read short, illustrated fiction and non-fiction stories written in very simple language using a dictionary 3.5.1.15 use basic prepositions of time |
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Lesson objectives (assessment criteria) |
Learners will be able to: - identify and describe the weather using appropriate vocabulary and sentences. |
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Values and its purpose: |
Unity and solidarity Ability to show kindness and compassion to others |
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Stages/ Time |
Teachers actions |
Students actions |
Assessment |
Resources |
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Beginning of the lesson 5 min |
Organization moment : 1.Greeting. . (Whale class, Individually) Warm-up Ask "What's the weather like today?" Confirm answers (e.g., Yes, it's windy today). Lead – In Write weather words (hot, cold, snowing, raining) on the board. Ask for volunteers to draw pictures for each word (refer to page 28 in textbooks if needed).
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Learners answer the question. Students come forward and draw pictures on the board based on the weather words. Learners identify the seasons. Answer the question. |
Teacher controles the process, gives feedback and asks additional questions if it’s nessasery. Teacher evaluate pupils with phrases like: “Good job! Well done!” Formative Assessment |
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Middle of the lesson Presentation part. 35 min |
Task. I Ex:1 P:30 Show a weather chart with days of the week. Read the days aloud and explain listening and drawing the weather for each day. Play the recording first (students just listen). Point to weather pictures on the board as they listen. Explain that days are out of order. Students need to listen carefully to write the weather on the correct day. Play again. Students can check answers with partners before going over them as a class. Ask students to draw pictures above the written weather words. |
Learners listen to the recording and write the weather for each day in the chart. Students check answers with partners. Students draw pictures above the written weather words. |
T’s feedback Individual evaluate Descriptor: - listen to the recording -write the weather for each day. |
Worksheet
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Task II Ex: 2 P: 29 Look and say. Point to speech bubbles and read them aloud. Explain "in" with months and "on" with days. Write "on Tuesday" as an example. Ask questions about the weather on specific days using the chart (e.g., What's the weather like on Tuesday?). Have volunteers answer using the chart. Ask students to work in pairs, taking turns making sentences about the weather for each day. |
Learner listen to explanations about prepositions with months and days. Students answer questions about the weather on specific days. Students work in pairs to create sentences about the weather. |
T’s feedback Descriptor: - listen to explanations - answer questions about the weather
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Worksheet
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Task. III Ex: 3 P: 29 Look at the picture. Listen and repeat. Complete and answer. Ask students to look at the picture from the story on page 30. Play the recording (students just listen). Play again for students to listen and repeat. Explain completing the dialogue with missing words. Play the recording one more time while students complete the dialogue (including writing the season). Divide the class in half (A and B). Check answers by reading the dialogue chorally. |
Learners listen to the recording and the explanation about completing the dialogue. Students listen and repeat phrases from the recording. Students complete the dialogue and write the season. Students participate in choral reading to check answers. |
Self -assessment Descriptor: - look at the picture - complete and answer. |
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End of the lesson 5 min |
Briefly review the key points: using "There is" and "There are" for singular and plural nouns. |
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Poster Success
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Short term plan
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Unit: 4. Weather.
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Lesson 30 |
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School: |
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Teacher’s name: |
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Date: |
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Grade: 3 |
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Lesson title |
Changing seasons. Is it? Unit assessment 4 |
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Learning objectives |
3.2.3.1 respond to basic questions with single words or short responses 3.3.2.2 deduce the meaning of a word in a picture or icon on a limited range of topics 3.5.1.4 use common adjectives in descriptions of people and things and simple feelings with support |
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Lesson objectives (assessment criteria) |
Learners will be able to: - describe seasonal weather, create a weather book, and explain sun safety. |
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Values and its purpose: |
Unity and solidarity Helping those around you |
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Stages/ Time |
Teachers actions |
Students actions |
Assessment |
Resources |
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Beginning of the lesson 5 min |
Organization moment : 1.Greeting. . (Whale class, Individually) Warm-up Play Twelve months in a year from Pupil's Book page 30 for children to sing. Write the months on the board in order and chant them together several times. Then erase the months and ask children to say the months individually in a chain around the class. Allow other class members to help any child who cannot remember the next month. Lead – In Use flashcards 86-90 to elicit the vocabulary for the four seasons and use flashcard 79 to present the word season. Model any words that children don't know. Hold the flashcards up and ask children to repeat the words. Ask children to say what the weather is like in each season and what activities they do in each season. Ask children to tell you their favourite season. ДЛЯ Explain that some animals hibernate in the winter. Ask children why they think some animals hibernate (to save energy when it is cold and difficult to find
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Students respond to prompts, participating in a discussion about seasonal weather in their town. |
Teacher controles the process, gives feedback and asks additional questions if it’s nessasery. Teacher evaluate pupils with phrases like: “Good job! Well done!” Formative Assessment |
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Middle of the lesson Presentation part. 35 min |
Task. I Ex:1 P:30 What’s the weather like in your town? Transition to the project by introducing the concept of creating a weather book. Show students a chart with the four seasons listed and weather words associated with each (sunny, rainy, windy, etc.). Read the question "What's the weather like in autumn in this town?" and have students identify corresponding weather words from the chart. Encourage them to tick the appropriate boxes for each season. |
Learners look at weather words and answer questions. Tick boxes for each season's weather. |
T’s feedback Descriptor:
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The
weather flashcards |
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Task II Ex: 2 P: 30 Make a weather book about your town. Show the four seasons. Hand out paper, pencils, and crayons. Instruct students to write season names and draw/paste pictures for each season's weather. Encourage designing a cover and fastening pages. |
Learners draw/paste pictures of weather for each season. Design and assemble weather book. |
T’s feedback Descriptor: - write season names - draw/paste pictures
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Weather pictures |
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Task. III Ex: 3 P: 30 Share your book. Take turns. Put students in groups. Read speech bubbles about weather descriptions and have students repeat. Instruct students to share books with classmates, describing weather using the speech bubbles as a guide. Monitor and provide help if needed. |
Pupils listen and repeat speech bubbles. Share weather books with classmates, describing weather in each season. |
Self -assessment Descriptor: - read speech bubbles - describe weather in each season |
Worksheets
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End of the lesson 5 min |
Briefly discuss the lesson. Ask students what they learned about describing things in English. |
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Poster Success
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Short term plan
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Unit:
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Lesson 31 |
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School: |
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Grade: 3 |
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Lesson title |
Summative Assessment for Term 2 |
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Learning objectives |
3.1.4.2 understand simple descriptions of people, actions, and objects with visual support. 3.3.2.1 identify some familiar words and signs on illustrations /pictures in common everyday situations 3.4.2.1 follow word order rules in short statements 3.2.3.1 respond to basic questions with single words or short responses |
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Lesson objectives (assessment criteria) |
Learners will be able to: - respond to questions on an increasing range of general and some curricular topics - to teach pupils about safety rules |
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Values and its purpose: |
Unity and solidarity Helping those around you |
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Stages/ Time |
Teachers actions |
Students actions |
Assessment |
Resources |
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Beginning of the lesson 5 min |
Organization moment : 1.Greeting. . (Whale class, Individually) Warm-up Creating a positive psychological environment Lead – In - Ask the pupils to present their projects of the previous lesson |
Learners read the given sentences on the board and guess the topic and share with their ideas. |
Teacher controles the process, gives feedback and asks additional questions if it’s nessasery. Teacher evaluate pupils with phrases like: “Good job! Well done!” Formative Assessment |
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Middle of the lesson Presentation part. 35 min |
Task. I Listening Task 1. Listen to the story about the Fox and the Stork. Put the pictures in correct order. Write the number in the box. You will listen twice. |
Learners listen to the story about the Fox and the Stork ANSWERS A 4 B 3 C 2 D 1 |
T’s feedback Individual evaluate Descriptor: - put the pictures in correct order. |
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Task II Reading Task 2. Read the text and mark the sentences True or False. 1. People believed that Greek Gods lived in a palace above a mountain called “Mount Alatau”. 2. The Gods were always quarreling with each other. 3. Aphrodite was a beautiful Goddess of care and peace. 4. Aphrodite’s symbols were doves, sparrows, swans, and roses. 5. Aphrodite was the mother of three sons. |
Learners read the text and mark the sentences True or False ANSWERS 1 false 2 true 3 false 4 true 5 false |
T’s feedback Self assessment Descriptor: - read and write True or False
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Task. III Writing Task 3. Write a paragraph about the Olympic Games. The topic sentence and the conclusion sentence are given for you. Give some basic personal information and use words sometimes, often, always, never, well, badly, slowly, quickly. (You may change the topic sentence and the conclusion sentence) |
Learners write a paragraph about the Olympic Games. ANSWERS Pupils’ own answer |
Self -assessment Descriptor: - use words sometimes, often, always, never, well, badly, slowly, quickly. |
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Task VI Speaking Task 4. Choose ONE picture and describe it. Answer 5 questions: Where are the characters? What are they doing? Who wrote the story? How do we call such stories? What is the moral of the story? Do you like the story? Why? |
Learners choose ONE picture and describe it. ANSWERS Pupils’ own answer |
Descriptor: - answer 5 questions |
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End of the lesson 5 min |
VAK feedback. VAK- Visual, auditory, kinesthetic. What have you learnt with your eyes this lesson? What have you learnt with your ears? What have you learnt with your body? Ex: P: Home task: |
Come back to the lesson objectives and summarize with students if they met the lesson objectives. Ss give the VAK feedback. |
Poster Success
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Материал ұнаса әріптестеріңізбен бөлісіңіз
Ашық сабақ, ҚМЖ, көрнекілік, презентация
жариялап табыс табыңыз!
Материалдарыңызды сатып, ақша табыңыз.
(kaspi Gold, Halyk bank)
