Long-term plan unit:

Buildings

School:

Date

Teacher name: K

Grade: 3

Number present:

absent: 0

Theme of the lesson: Four walls

Learning objectives(s) that this lesson is contributing to

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.R5 understand the main points of short simple texts on a limited range of familiar general and some curricular topics by using contextual clues

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

Lesson objectives

All learners will be able to:

• Understand new words according the text

• name the rooms

Most learners will be able to:

• understand the main idea of the text.

Some learners will be able to:

• give short, basic description of

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

Success criteria

Learners have met the learning objective (3.R5) if they can.

Assessment criteria

• complete the conversation with appropriate words;

• Identify the main points of short texts using contextual clues on familiar topics

• Use has got / have got , there is / are short answers and contradictions

Value links

respect differing points of view

Cross curricular links

ICT skills

PPT, video

Previous learning

Students learned the words from Unit ‘Buildings’

Plan

Time

Planned activities

Resources

Beginning

10 m

Greeting, Teacher greets learners, learners respond to greeting and take their places. Expressions between teacher and duty. Classroom expressions.

-Good morning children!

-Good morning teacher!

-Good luck everyone!

Teacher introduces lesson objectives to the students.

Students watch the video about ‘House’ and guess the theme of the lesson.

New Vocabulary Review

Use pictures to review and practice the new vocabulary.

Then students make a circle and take pictures. They should to show their pictures and to ask by one by:

What is it? Where is it……?

For example:

And the end who has same pictures of the rooms, they will complete group. Class will divide into 3groups:

1. Living room

2. Bed room

3. Kitchen

https://getvideo.org/#youtube/_XratfoopkI

Vocabulary pictures

Middle

25 m

Pre-reading:

Task 1:

S  tudents will play a game. Game named ‘Daisy’. They should answer to questions. Each group has 2 leave. Behind the leaves questions.

• Have you got a house?

• Have you got a garden?

• What colour is your house?

• What furniture have you got in your apartment? 

• How many rooms are there in your house? 

• How many windows have you got in your house?

Descriptor: A learner

• Answer to questions.

• pronounces words clearly

• uses appropriate topical vocabulary

While reading:

Task 2:

Students should to read text and do Multiple-choice exercise. Choose the correct answer for each question.

Descriptor: A learner

• reads the text with support;

• answers the questions according to the text.

Post reading:

Task 3:

Look at the picture. Talk to your partner. Describe the picture. Ask and answer questions. Tell about the house, walls, widows, a roof, a chimney, a door. Use the words: has got / have got, there is / are.

Descriptor: A learner

• uses has got/have got, there is/there are to describe a picture;

• asks questions about the house;

• answers questions.

• I assess students peer work

Text about House

http://wwwedu.ge.ch/cptic/prospective/projets/anglais/exercises/TheHouse.htm

End

5 m

Closing Reflection/Self-Assessment & Goodbye

Check students understanding by using apples ‘Apple tree’

-I understand this and feel like I could teach it!

-I understand this but feel like I need more practice with it...

-I don’t understand this at all…

Home task: describe own house

Goodbye Song

https://www.youtube.com/watch?v=WyfH-wwJUcY

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

Differentiation by task:

• Low level students:

Reads the text to identify details in it. Experiences difficulties in speaking pronunciation new words.

• Middle level students: Reads the text to identify details and find the correct house for each person. Makes some mistakes in task performing.

• High level students: Reads the text, understands the details, finds the proper houses and marks them correctly. Describe the picture. Ask and answer questions. Tell about the house. Can use the new words and structure has got / have got, there is / are.

-Assess by descriptors

-assess by smiles

-assess by claps etc.

Students try to express opinions.

Reflection

Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO?

If not, why?

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 achievements/difficulties of individuals that will inform my next lesson?

1:

2: