3.3.4.1 use with some support a simple picture dictionary;3.5.11.1 use has got / have got  there is / are statement and question forms including short answers and contractions

Unit 5: Art and Music

School: Umbetaly Karibaev

Date:January 22

Teacher name:Koszhanova Gulnar

Grade: 3

Number present:

absent:

Theme of the lesson:

Drawing chairs Speaking part

Learning objectives(s) that this lesson is contributing to

3.3.4.1 use with some support a simple picture dictionary;

3.5.11.1 use has got / have got there is / are statement and question forms including short answers and contractions

Lesson objectives

All learners will be able to:

• practice topic-related vocabulary with visual support.

• Ask and answer questions about chairs;

Most learners will be able to:

• use most of the active vocabulary in the speech;

• do the tasks with minimum support using visuals

Some learners will be able to:

• use most of the active vocabulary in the speech with no support

• complete most of tasks correctly with no supportusing visuals

Assessment criteria

participate actively in discussion; talk about chairs using given vocabulary

Value links

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

Cross curricular links

Lesson is connected with Art

ICT skills

Usage of presentation of classroom rules;

Previous learning

Musical instruments 2

Plan

Planned timings

Planned activities

Resources

Beginning

5 minutes

Warm-up

Learners listen to, follow and answer questions in a presentation on chair design.

What is a chair for? Critical thinking learners share with their points of view, talk about usage of chair

The topic and LOs are presented.

PPP1

Middle

30 minutes

Presentation

W) Learners listen to, follow and answer questions in a Presentation on chair design teacher goes further on to the slides

Learners talk about different parts of chairs and about different chairs for different people.

Go through the slide presentation eliciting language through open and closed questions to present parts of a chair and get learners to discuss chairs for different people.

Write model sentences on the board, then

give out guided writing template, e.g.

This is a _old/ modern/new___ chair. It’s got __sit/back/comfortable/uncomfortable______.

Practice

Step 1 PPP 1

-Identify the parts of the chair and their purpose (for class, for home, office, school, work etc

-Identify different materials used (wood, plastic, fabric, etc)

-Why do you think these chairs are made from wood?

-How do these chairs differ from the chairs you use? They are old we use modern

-Where would you find these chairs? (recall info about places around the city and home)

Step 2 PPP 2

Learners continue discussion about history of chairs and develop speaking skills.

• What do you know about chairs?

• What are these chairs designed for?

• How old or new are these chairs?

• What are these chairs made of?

• How many different materials are these chairs made of?

• How many different sections do each of these chairs have?

• Which of these chairs do you like best and why?

Students are divided into 2 groups.

Differentiation by task:

More able leaners: Give full answers using active vocabulary without teacher`s support.

Less able leaners: Give answers using key words on the board.

PPP 1

DIDACTIC MATERIAL 1

PPP 2

End

5mins

Reflection and feedback:

Home task: Students design and draw their own chair. They should explain why did he/she like it?

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 moreable students: Encouraged to do more writing; assist weaker students.

Pair work, Whole group work

Monitoring

FA

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?