Unit revision 7

Unit 7 : Water, Water Everywhere

School:

Date:

Teacher name:

Grade: 3

Number present:

absent:

Theme of the lesson:

Unit revision 7

Learning objectives(s) that this lesson is contributing to

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

3.3.2.1 read and follow with limited support familiar instructions for classroom activities;

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

Lesson objectives

All learners will be able to:

speak, read, and write words related to the water cycle,usage

Some learners will be able to:

explain the water cycle in English.

Language objectives

Use Present Simple and Present Continuous

Value links

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

Cross curricular links

Lesson is connected with science: students explain the water cycle, usage;

ICT skills

Usage of presentation of classroom rules; review

Previous learning

Water usage

Plan

Planned timings

Planned activities

Resources

Beginning

10 minutes

Warm up

The teacher greets the learners and presents the lesson objectives.

Teacher uses flashcards from previous lesson to check students’ memory of the phrases studied; we wash, we cook, we grow, we brush. Encourage students to spell out loud the verbs: w-a-s-h, c-o-o-k before circle activity.

Circle Activity: This can be done in an inside/outside circle with students on the inside holding the cards, while the students on the outside circle around and say the correct phrase. Leaners should trade places and do the circle activity again.

DIDACTIC MATERIAL 1

Middle

10 minutes

5 mins

5 mins

8 mins

Presentation

Leaners look at the sentences and find the differences:

I brush my teeth at night.

I am brushing my teeth now.

They write them down highlighting the differences between the two grammar concepts:.

Instruction, demonstrate using the flashcards: The teacher should explain that sometimes we talk about things we do every day. This is using Present Simple.

E.g.. I cook in the morning. I wash my clothes every day. I brush my teeth at night.

The teacher will then explain that we sometimes talk about things we do now. This is using Present Continuous. Ex. I am cooking breakfast now. I am washing my clothes now. I am brushing my teeth now.

Students should be given sentence frames to practice writing Present Continuous (teacher may draw on board also).

Leaners should be given the opportunity to check each other’s work.

Teacher will circulate around the room and check students’ work.

Give praise for well-written sentences and provide correction as needed.

Ph. Training

Show the drops of water under the water, in the air, in the sky, how rain, clouds.

Practice

Teacher writes on the board the sentences:

• Point out the difference between:

1. We brush our teeth with water. [fact]

2. I am brushing my teeth. [now]

Leaners play Simple present game.

[P]Ls play a game with cards

Production

Leaners practice using of PS and PC.

Feedback: Teacher encourages and increases fluency, checks the process error correction

Markers, notebooks

Simple present game:

http://learnenglishkids.britishcouncil.org/en/grammar-games/present-simple-verb-be

or DIDACTIC MATERIAL 2/3

End

2 mins

Learners reflect on their learning:

• What has been learned?

• What remained unclear?

• What is necessary to work on

Hometask: revise sentences with PS, PC, match the activities with the pictures- WORKSHEET 3

DIDACTIC MATERIAL 4

Answers- DIDACTIC MATERIAL 5

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check learners’ learning?

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

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

Pair work, Whole group work

Monitoring

Feedback on the work

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