Lesson plan for grade 3 '' Animal Song and Dance''

Date:

Teacher name:

Grade

Number present:

absent:

Theme of the lesson: Animal Song and Dance

Learning objectives that this lesson is contributing to

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

3.5.4.1 use determiners a, an, the, some, any, this, these, that, those to refer to things on a limited range general and some curricular topics

Learners will be able to:

• practice learned vocabulary with support.

• use most of the words in the speech;

• ask questions and answer questions with basic words, phrases and short sentences using visuals, complete most of tasks about the animals correctly

Assessment criteria

ask questions and answer questions with basic words, phrases and short sentences using visuals, complete most of tasks about the animals correctly with no support

Value links

Respect (through collaborating with each other)

Cross-curricular links

Lesson is connected Introduction to Science

ICT skills

Usage of presentation of classroom rules; review

Previous learning

Animal Song and Dance

Plan

Planned timings

Planned activities

Resources

Beginning

5 mins

Warming up Game

Write the word ANIMALS on the board with letters in random order around the board.

Show slide 1 and the letters on the board and ask to guess the topic of the lesson

Learners learn a song about animals and sing it.

Give students 30 seconds to silently glance around the room and find any images of animals in the classroom (copybooks,posters)

The topic and Los are presented.

PPT slides 1, 2

http://www.youtube.com/watch?v=fv4kp4ZnSuE&list=SP86DFB681262D75CA

Middle

30mins

Warm up

Learners are suggested to play an ‘Animal Guessing Game - What animal is this?’

- Learners name the animals.

For further extension T-r can ask questions like the following

- Should we help animals? - Why?

-What animals do you know that we 've got in Kazakhstan?

-Name/read the animals from the pictures.

Teacher will then use animal flashcards. Before the class, Teacher puts the flashcards in a bag.

Then bring out the bag and make surprised noises to get the full attention of your students. Slowly, inch by inch, pull out the animals – elicit /teach/chorus the animal name "e.g. What's this? It's a (saiga antelope, red bear, snow leopard and golden eagle).Then teach/chorus the animal noise (E.g. "What noise does a saiga antelope make?" "Roar!").

Teacher will demonstrate and drill the new vocabulary on PPT, let Ls spell and copy on their vocabulary notebooks.

Present more names of animals from the worksheet.

Training

Play "Animals Walk" game

Have everybody stand at one end of the classroom. Teacher models first: hold up a flashcard of a saigaantelope and command - "Jump like a saigaantilope!" – Then get down and crawl across the room like an antilope all the time roaring. Then have everyone do this. Then do for all the other animals (e.g. "Stomp like a bear!" “Run like a snow leopard!” “Fly like a golden eagle).

Practice

Learners are suggested to write names of animals under the pictures.

Teacher explains and writes on the board the assessment criteria before completing the task: complete the tasks (about 70-80 %) correctly.

“Formative assessment”

Name at least 5 animals from the lesson including the new ones.

Extra-time: Animal domino game. Read the description and match to the picture(T can prepare pictures and words for matching in the domino)

https://www.youtube.com/watch?v=lU3t91UUgF0

PPT, slide 3

PPT, slides 4,5

DIDACTIC MATERIAL 1

PPT, slides 5-9

FA

DIDACTIC MATERIAL 2

End

5 mins

Reflection

Learners reflect on their learning:

• What has been learned?

• What remained unclear?

• What is necessary to work on?

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

Less able students – greater support by means of prompts, visuals or writing difficult words on the board

More able students – independent work on definite tasks with little/no support

Allow for flexible groupings and cooperative learning, depending on the appropriateness to the task

Allow for extra time for students needing it, when appropriate

Give extra text or visual support to students needing extra English support

Create small learning groups for students needing extra support or enrichment with the co-teacher, when appropriate

through observation

• Work with the SMART board not more than 10 minutes

• Use water based markers

• Ensure proper ventilation

• Check sockets’ safety

Reflection

Were the lesson objectives/learning objectives realistic?

What did the learners learn today?

What was the learning atmosphere like?

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: