Water, water everywhere
|Unit 7 :Water, Water Everywhere||School: Soviet secondary school|
|Date:||Teacher name: Bisimbayeva S.E|
|Grade: 3||Number present:||absent:|
|Theme of the lesson : A beach story 1|
|Learning objectives(s) that this lesson is contributing to||184.108.40.206read and follow with limited support familiar instructions for classroom activities;
220.127.116.11 understand the main points of short simple texts on a limited range of familiar general and some curricular topics by using contextual clues;
18.104.22.168 understand with considerable support, some specific information and detail in short, simple texts on a limited range of general and some curricular topics
|Lesson objectives||Learners have met this learning objective if they can:
Re-call information or main points of a text.
Use visual information to show prepositions of location and position.
|ICT skills||Word document shown on Active Board|
|Cross curricular links||Lesson is connected with science, sea life|
|Previous learning||Leaners learned about sea animals.|
|Planned timings||Planned activities (replace the notes below with your planned activities)||Resources|
7- 10 min
|Ask learners how many books they have already read in English or any other languages.
And what kind of book they like to read and why.
|Learners first engage in pre-reading activities, and then listen and follow pictures of first half of a simple sea story.
Learners look at the PPT and try to predict what about story will be.
Allow time before reading for pre-reading activities such as:
Teacher will provide reading the story
Pre – reading task
Work with the words from the text. Match the words with the pictures.
Not all learners will be at the same level. Establish guided reading groups. Consider intervention strategies for reading if necessary. A reading scheme is valuable here in that it allows for individuals to progress at their own pace and for consolidation of tricky words and phonics.
Teacher uses storybook and/or page projection and tells the story using own voice.
1. Lookandread. Write “yes”, “no”
For differentiation at this lesson it is recommended to pair students of the same ability levels (weak+weak or strong+strong). For this activity the teacher comes up to weaker students to support with vocabulary or ideas.
Group 1 (high level students) Retell the text
Group 2 ( low level students) Answer the questions
DIDACTIC MATERIAL 1
DIDACTIC MATERIAL 2
Ask leaner’s if they like or dislike the story. Why? Why not
Home task: Leaner’s should revise new words from the text.
|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?|
|Differentiation can be by task, by outcome, by individual support, by selection of teaching materials and resources taking into account individual abilities of learners (Theory of Multiple Intelligences by Gardner).
Differentiation can be used at any stage of the lesson keeping time management in mind
|Use this section to record the methods you will use to assess what students have learned during the lesson|
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?
|Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.|
What two things went really well (consider both teaching and learning)?
What two things would have improved the lesson (consider both teaching and learning)?
What have I learned from this lesson about the class orachievements/difficulties of individuals that will inform my next lesson?
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