Абай Мәдина Мерекеқызы

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Lesson plan

Unit 8: Having Fun	School:
Grade: 3	Number present:	absent:
Theme of the lesson:	Flying  kites
Learning objectives(s) that this lesson is contributing to	3.1.7.1 use contextual clues to predict content in short, supported talk on a limited range of general and some curricular topics; 3.2.8.1 recount very short, basic stories and events on a limited range of general and some curricular topics;
Lesson objectives	All learners will be able to:
speak, read the words related to the topic using visuals and can use and , or ,but Most learners will be able to: speak, read the words related to the topic with minimum support using visuals Some learners will be able to: speak, read the words related to the topic without support using visuals
Assessment criteria	Speak, read words related to the topic at least 70%complete the sentences
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 Literature
ICT skills	Usage of presentation of classroom rules; review
Previous learning	Fun Places
Plan
Planned timings	Planned activities	Resources
Beginning 10minutes	Greeting Teacher give Teddy Bears  and  check up new words	PPP 1
Middle 30 minutes	Presentation Teacher asked learners about topic of the lesson Teacher divide 3 groups Teacher revise rearrange the words Teacher read the text and translate Differentiation by task :Teacher  understand    and ,or , but The most important among the coordinating conjunctions are and, but and or. And The conjunction and is used to suggest: a) That one action follows another in the chronological order. Jane sent in her applications and waited for a call from the HR office. But The conjunction but is used to suggest a contrast. It was a sunny day, but the wind was cold. (Here the second clause suggests a contrast that is unexpected in the light of the first clause.) The stick was thin but it was strong. Or The conjunction or is used to suggest that only one possibility can be realized. You can have tea or coffee. You can work hard or you can fail. Peer assessment Feedback: Leaners share their ideas. Teacher monitors their work and writes down the words with incorrect pronunciation on the board. Teacher drills the pronunciation of certain words Differentiations by outcomes Feedback: Leaners share their ideas. T monitors their work and writes down the words with incorrect spelling on the board. T drills the spelling of certain words. Classroom language check:As always, monitor for recurring errors. Make sure your learners know how to say the following correctly, particularly the word order	PPT 2 PPT 3-4 (PPT can be printed out as a worksheet)         PPT 5 -7       DIDACTIC MATERIAL 1   DIDACTIC MATERIAL 2
End 1 min	Learners reflect on their learning: What has been learned?What remained unclear?What is necessary to work on Home task: learn the new vocab.
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
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	Breaks and physical activities used. Safety rules