Water,water everywhere!
Unit:7 Water,water,everywhere!
Teacher’s name:
Date:
Grade:3 Number present: absent:
Theme of the lesson: Rain, rain…
Learning objectives(s) that this lesson is contributing to: 3.S5 pronounce familiar words and short phrases intelligibly when reading aloud
3.R1 recognise, identify and sound with support a limited range of familiar words in simple sentences
3.R2 read and follow with limited support familiar instructions for classroom activities
Lesson objectives: All learners will be able to: know the new vocabulary
Most learners will be able to: answer the questions
Some learners will be able to:make and measure
Value links Respect each other
Be friendly
Plan:
Part of the lesson/Time Teacher’s activity Student’s activity Assessment Resources
Beginning of the lesson
Pre-learning
«Brainstorming» method
5 min.
Revision of previous lessons materials with the help of the teacher.
Differentiation: «Flashcards» T asks different cards quickly and ask name what do they see on the card.
After that T introduces the aim and theme of the lesson. Ss give their possible answers.
Revise vocabulary connected with previous module
Aim: Revise the previous lessons material.
Efficiency: Ss refresh their mind before starting new theme. Descriptor:
-remember the words
— can name them.
Total: 2point
Whiteboard
Flashcards
Pupils Book
Middle of the lesson
Presentation part.
8 min.
«Visual aids» method.
Refer the pupils to the picture and ask: Where is she? Read the instruction and explain the activity. Allow the pupils some time to look at the picture on page 94 and answer the questions.
Aim: to present and activate the new language
Differentiation: “Verbal support” Exercise 1: Look at the pictures and answer the questions . Ss give their possible answers.
Descriptor:
-can pronounce correctly
-give correct answers
Total: 2point
Whiteboard
Pupils Book
Poster
12 min.
Read the instruction and explain the activity. Refer the pupils to the sentences at the end of Ex2 and read them out loud. Allow the pupils some time to read the words and tick the ones they need when it’s rainy and put cross if uou needn’t it.
Aim: present and consolidate vocabulary Exercise 2
Which of these do you need when it’s rainy? Put a tick or a cross. Descriptor:
— pronounce correctly
-correct answer
Total: 2point
Whiteboard
Pupils Book
Poster
10 min. Explain the activity. How much does it rain in a week. Make a measure.
Aim: Develop their motor skills
Efficiency:
Develop their motor skills Exercise 3.Crafrwork experiment! Descriptor:
-make a measure
Total: 2 point Whiteboard
Pupils Book
Poster
«Visual aids» method.
Refer the pupils to the pictures and ask: Do you need it when it’s rainy? They should say Yes or no. Answer the questions T praise active Ss with phrases such as: “Good job!
Well done!”
5 min
Look at the pictures and describe them. Use vocabulary connected with new theme. Is it sunny/rainy? Where are they? What do they wear? Do they need something else?
Aim: practice vocabulary
Efficiency: to develop their speaking skills Work with pictures. describing Descriptor:
-draw the picture
-identify types of colours
2 point Whiteboard
Pupils Book
Poster.
End of the lesson.
Reflection
5 min. Traffic light method is used to find out was the lesson clear or not. Use the stickers.
Ss use their stickers to show their knowledge according to the lesson
Green- I understood
Yellow-I have some questions
Red-I need a help.
Aim: To know how many Ss got the theme.
Efficiency:
Ss can use colors to show how much do they remember.
Differentiation: «Conclusion» method is used to finish the lesson.
Ss evaluate each other and encourage classmate with phrases like:
Well done! Brilliant! Good job! I like it!
Whiteboard
Pupils Book
Poster.
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? Cross-curricular links
Health and safety check
ICT links
Values links
These students may work with a stronger student to support them during certain activities
•These students may have more time By means of oral formative assessment • Monitor classroom space when students start moving around
• Make short breaks while writing
Reflection
Were the lesson objectives/learning objectives realistic?
Did I stick to timings?
What changes did I make from my plan and why? Answer the most relevant questions from the box on the left about your lesson
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