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19 Ақпан 2021
347
Short term plan for 3 grade. Our planets.
Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson
Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson
Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson
Reflection
Were the lesson objectives/learning objectives realistic?
Did I stick to timings?
What changes did I make from my plan and why?
Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson
Reflection
Were the lesson objectives/learning objectives realistic?
Did I stick to timings?
What changes did I make from my plan and why?
Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson
Sample lesson plans for Kazakhstan Grade 3
ENGLISH АЃЫЛШЫН ТIЛI АНГЛИЙСКИЙ ЯЗЫК
Жалпы бiлiм беретiн мектептiњ 3-сыныбына арналѓан оќулыќ Экспресс Паблишин баспасы 2018
Jenny Dooley
Series Consultant: Bob Obee Translations by N. Mukhamedjanova
Уважаемые учителя английского языка, работающие по УМК обновленного содержания образования по английскому языку международного издательства «Express Publishing».
Данные поурочные планы несут рекомендательный характер.
В данном пособии предлагается несколько вариантов составления данных планов. В зависимости от уровня учащихся, требований администрации вашей школы и по пожеланию учителя поурочные планы подлежат корректировке самим учителем, преподающим в данной параллели.
С уважением, методисты международного образовательного центра
«EDU Strеam».
Grade 3 English Smiles Lesson Plans
The lesson plans presented here provide detailed and mapping of the Grade 3 learning objectives designated within the Ministry of Education subject programme for English to the content and activities in the Smiles 3 for Kazakhstan course. The plans describe in a comprehensive way reasonable target success criteria for different ability groups of learners within classes and plot for teachers key differentiation and ongoing formative assessment opportunities in using the material.
Module Themes
Unit 1. Animals
Unit 2. Light and Dark Unit 3. Time
Unit 4. Buildings Unit 5. Art and Music
Unit 6. Explorers and Inventors Unit 7. Water, Water Everywhere Unit 8. Having Fun
Using the lesson plans.
As you familiarize yourself with each plan and how it relates to the activities in the Smiles 2 course, add these symbols to sections of the plan to remind yourself of the main type of activity and interaction pattern involved in each stage.
W = whole class G = group work P = pair work
I = individual work
E = learner experiment
D = teacher demonstration
f = supports formative assessment
Use the Teacher’s Notes section to remind yourself of key equipment and material e.g. material for craftwork that you will need to bring
After the lesson use the reflection boxes to think about what worked particularly well and which activities
could have been handled better to inform the way you will do things moving forward through the course. Use these sections too, to reflect on ongoing difficulties learners may be having and reflect how you may adapt future support, differentiation and checking boxes in future plans to address this.
Lessonplan
SampleBlankPlan
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LESSON:
School:
Date:
Teachername:
CLASS:
Numberpresent:
absent:
Learning objectives(s) that this lesson is contributing to
Lessonobjectives
All learners will be able to:
Most learners will be able to:
Some learners will be able to:
Previouslearning
Plan
Plannedtimings
Planned activities (replace the notes below with your planned activities)
SmilesResources
Opening
Middle
End
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Additionalinformation |
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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? |
Cross-curricular links Health and safety check ICT links Values links |
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Reflection Were the lesson objectives/learning objectives realistic?
Did I stick to timings? What changes did I make from my plan and why? |
Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson |
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Grade 3: Long term
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Cross curricular units
Topics
Learning objectives
Term 1
Animals
Animal types
3.1.5.1- distinguish between phonemically distinct words;
3.2.1.1- make basic statements which provide personal information on a limited range of general topics;
3.5.5.1- use interrogative pronouns including: which, what, where, whose, how many, what kind of … on a limited range of familiar topics;
3.5.14.1- use prepositions of location and position: at, behind, between, in, in front of, near, next to, on, under, above to describe where people and things are; 3.5.14.2- use prepositions of time: on, in, at to talk about days and times and no preposition last week etc.
Body parts
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;
3.2.1.1- make basic statements which provide personal information on a limited range of general topics;
3.3.1.1- recognise, identify and sound with support a limited range of familiar words in simple sentences
Animal Song and Dance
3.1.2.1- understand a limited range of short supported questions which ask for personal information;
3.1.9.1- recognise short basic words that are spelt out;
3.4.1.1- plan, write and check short sentences with considerable support on a limited range of personal, general and some curricular topics;
3.5.4.1- use determiners a, an, the, some, any, this, these, that, those to refer to things on a limited range general and some curricular topics; 3.5.10.1- use common present continuous forms, including short answers and contractions, to talk about what is happening now
Craft project
3.1.1.1- understand short supported classroom instructions in an increasing range of classroom routines;
3.2.6.1- take turns when speaking with others in a limited range of short, basic exchanges
Light & Dark
Day & Night
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;
3.1.7.1- use contextual clues to predict content in short, supported talk on a limited range of general and some curricular topics;
3.2.4.1- respond to questions on a limited range of general and some curricular topics;
3.3.5.1- understand the main points of short simple texts on a limited range of familiar general and some curricular topics by using contextual clues
Sources of light
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;
3.2.3.1- make basic statements which provide personal information on a limited range of general topics;
3.3.3.1- begin to read with rereading and usual support very short simple fiction and non-fiction texts on a limited range of general and
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curricular topics; 3.5.3.1- use adjectives, including possessive adjectives, on a limited range of general and some curricular topics to describe things; use simple one-syllable and some two-syllable adjectives [comparative form] to make comparisons; 3.5.13.1- use can to make requests and ask permission; 3.5.13.2- use must / mustn’t / have to to talk about obligation |
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Out at night |
3.1.5.1- distinguish between phonemically distinct words; 3.1.8.1- understand short, narratives on a limited range of general and some curricular topics; 3.2.3.1- give short, basic description of people and objects; 3.2.3.2 - begin to describe past experiences on a limited range of general and some curricular topics; 3.2.6.1- take turns when speaking with others in a limited range of short, basic exchanges; 3.4.5.1- link with support words or phrases using basic coordinating connectors ; 3.4.7.1- spell a growing number of familiar high-frequency words accurately during guided writing activities |
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Term 2 |
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Time |
Times of my day |
3.1.8.1- understand short, narratives on a limited range of general and some curricular topics; 3.2.1.1- make basic statements which provide personal information on a limited range of general topics; 3.2.2.1- ask questions to find out about present experiences on a limited range of general and some curricular topics; 3.2.4.1- respond to questions on a limited range of general and some curricular topics; 3.4.1.1- plan, write and check short sentences with considerable support on a limited range of personal, general and some curricular topics; 3.5.2.1- use cardinal numbers 1 -100 to count and ordinal numbers 1 – 10; 3.5.14.1- use prepositions of location and position: at, behind, between, in, in front of, near, next to, on, under, above to describe where people and things are; 3.5.14.2 - use prepositions of time: on, in, at to talk about days and times and no preposition last week etc. |
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Days of the week |
3.1.7.1- use contextual clues to predict content in short, supported talk on a limited range of general and some curricular topics; 3.2.2.1- ask questions to find out about present experiences on a limited range of general and some curricular topics; 3.2.6.1- take turns when speaking with others in a limited range of short, basic exchanges; 3.3.1.1- recognise, identify and sound with support a limited range of familiar words in simple sentences; 3.3.1.1- write with support short basic sentences with appropriate spaces between words; 3.4.6.1- use upper and lower case letters accurately when writing names, places and short sentences during guided writing activities; 3.5.2.1- use cardinal numbers 1 -100 to count and ordinal numbers 1 – 10; 3.5.9.1- use common present simple forms [positive, negative, question] and contractions to talk about what you want and like, habits and facts, simple future timetabled events; |
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3.5.17.1- use me, too and I don’t to give short answers
At the right time
3.1.7.1- use contextual clues to predict content in short, supported talk on a limited range of general and some curricular topics;
3.1.8.1- understand short, narratives on a limited range of general and some curricular topics;
3.1.9.1- recognise short basic words that are spelt out;
3.2.6.1- take turns when speaking with others in a limited range of short, basic exchanges;
3.3.3.1- begin to read with rereading and usual support very short simple fiction and non-fiction texts on a limited range of general and curricular topics;
3.3.6.1- understand with considerable support, some specific information and detail in short, simple texts on a limited range of general and some curricular topics;
3.5.2.1- use cardinal numbers 1 -100 to count and ordinal numbers 1 –
10;
3.5.14.1- use prepositions of location and position: at, behind, between, in, in front of, near, next to, on, under, above to describe where people and things are; 3.5.14.2- use prepositions of time: on, in, at to talk about days and times and no preposition last week etc.
Buildings
Four walls
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;
3.2.3.1- give short, basic description of people and objects; 3.2.3.2- begin to describe past experiences on a limited range of general and some curricular topics;
3.3.4.1- use with some support a simple picture dictionary;
3.3.5.1- understand the main points of short simple texts on a limited range of familiar general and some curricular topics by using contextual clues;
3.5.11.1- use has got / have got there is / are statement and question forms including short answers and contractions
Our town
3.5.11.1- spell a growing number of familiar high-frequency words accurately during guided writing activities;
3.5.1.1- use singular nouns, plural nouns – including some common irregular plural forms;
3.5.1.2- use possessive forms ‘s/s’ with proper names and nouns to talk about ownership;
3.5.3.1- use adjectives, including possessive adjectives, on a limited range of general and some curricular topics to describe things; use simple one-syllable and some two-syllable adjectives [comparative form] to make comparisons;
3.5.9.1- use common present simple forms [positive, negative, question] and contractions to talk about what you want and like ,habits and facts, simple future timetabled events;
3.5.14.1- use prepositions of location and position: at, behind, between, in, in front of, near, next to, on, under, above to describe where people and things are; 3.5.14.2- use prepositions of time: on, in, at to talk about days and times and no preposition last week etc.
Around the house
Жүктеу
БөлісуЖИ арқылы жасауФайл форматы:
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19.02.2021
347ЖүктеуЖИ арқылы жасауБұл материалды қолданушы жариялаған. Ustaz Tilegi ақпаратты жеткізуші ғана болып табылады. Жарияланған материалдың мазмұны мен авторлық құқық толықтай автордың жауапкершілігінде. Егер материал авторлық құқықты бұзады немесе сайттан алынуы тиіс деп есептесеңіз,
шағым қалдыра аласызҚазақстандағы ең үлкен материалдар базасынан іздеуСіз үшін 400 000 ұстаздардың еңбегі мен тәжірибесін біріктіріп, ең үлкен материалдар базасын жасадық. Төменде керек материалды іздеп, жүктеп алып сабағыңызға қолдана аласызСайтқа 5 материал жариялап, тегін АЛҒЫС ХАТ алыңыз!
Сайтқа 25 материал жариялап, тегін ҚҰРМЕТ ГРОМАТАСЫН алыңыз!
Министірлікпен келісілген курс саны 12
Бұл курс Қазақстан Республикасы Оқу-ағарту министрлігімен келісілген
