План урока drawing chairs

Обновлено: 18.05.2024

NB.: T. repeats each phrase three times – English-Russian-English.

Warm up : Hands up, hands down,

Hands on hips, sit down!

Hands up, hands to the sides,

Bend left, bend right! 1 min

T. : Let’s remember what you know in English. Would you like to play? Great. So, we will have 2 groups.

Let’s remember the ABC (pronouncing together). 1 min

Here are the letter cards. And now I want you to find out what letters are missing.

(D, G, J, L, O) 2 min

We know that each letter has it’s own sound. Let’s match letters to their sounds.

T. gives an example ( T – [t] ).

T. : Oh! Who is there? Did you hear? Look! Who is this? This is a cat that came to us. And it has a message for us. Let’s find out what’s there? Oh! I can’t read this. It is encrypted. Will you help me to read this message?

T. gives the encrypted message and decoding keys to the Ss. 10 min

Listening Comprehension Skills.

“Rex and the Picture” story. 15 min

Hometask: Family Tree.

Предварительный просмотр:

Rex and the Picture.

Материал : карточки “a plane” – “a plate”, “a car” – “ a cow ”, “a dog” – “ a frog ”, “a cat” – “ a bat ”, “a chair” – “ a hare ”, “a table” – “ a tiger ”, “a picture”.

T. reminds what “ a picture ” ,“ to draw ”, “ well ”, “ comes in ”, “ to bark ”, and “ don’t worry ” mean, introduces the story heroes ( Nick and Rex ), and inscribes all these words on the board.

Then T. shows the cards, names them, Ss. repeat after the T.

T. puts the cards on a table, which is in the middle of the classroom, and offers Ss. to stand around the table.

T. reads the story, and Ss. select the cards with an image of a hero or an item mentioned in the story.

Rex and the Picture

Nick likes to draw. He draws well. He can draw planes and cars, dogs and cats. He takes his chair, sits down at his table and draws.

Suddenly a big brown dog comes in. It is Rex. Rex and Nick are good friends.

Rex sees the picture on the table. He looks at the picture and sees a big black cat. Rex does not like cats. So he begins to bark, “Bow- wow-wow. Gr-r-r.”

Nick looks at the picture, then he looks at the dog and says: “Ha-ha-ha! It is not a cat, Rex. Don’t worry. It’s a picture of a cat.”

T. asks Ss. whether they understood what was story about.

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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 support using visuals

participate actively in discussion; talk about chairs using given vocabulary

Previous learning

Planned timings

Planned activities (replace the notes below with your planned activities)

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.

Presentation

Task 1.Draw. Colour and say about musical instruments

Descriptor: correctly pronounce. Correctly draw. correctly colour.

Task 2. STUDY SPOT (To present and

practise ‘like + -ing’.)

Look, read and match. Ex 7

• Pupils’ books closed. Put up the A Green Day poster on the board. Point to paint, say and then write: I like painting! Underline the letters in bold and have the pupils repeat, chorally and/or individually. Then point to clean, frown, say and then write: I don’t like cleaning! Underline the letters in bold and have the pupils repeat, chorally and/or individually. Tell the pupils that the verb like is usually followed by the -ing form, when we want to say that we like/don’t like something.

Pupils’ books open. Go through the Study spot section briefly. Explain the activity. Allow the pupils some time to complete the activity. Check their answers.

Descriptor: correctly pronounce. Correctly answer

Task. Read the sentences and match them to the pictures of instruments. Choose ONE instrument to colour and say why you like it.

Descriptor: A learner • reads the sentences; • matches the sentences to the pictures; • colours one instrument; • talks about one instrument, explaining why he/she likes it

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директордың оқу ісі

жөніндегі орынбасары Исаева Г

Unit 5 : Art and Music

School: 2 9

Teacher name: Sagynaeva Peruza

Number present:

Theme of the lesson:

Drawing chairs

Learning objectives(s) that this lesson is contributing to

3.S4 understand short supported classroom instructions in an increasing range of classroom routines;

3.L1 understand the main points of short, slow, carefully articulated talk on a limited range of general and some curricular topics;

3.W3 use with some support a simple picture dictionary;

Lesson objectives

All learners will be able to:

practice topic-related vocabulary with visual support.

Ask and answer questions

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 support

Assessment criteria

participate actively in discussion; talk about sports 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

Usage of presentation of classroom rules;

Previous learning

Musical instruments .Speaking part.

Planned timings

Planned activities

Checking of the H/T

Leaners make sentences with this words : go shopping, read comics, clean, go to the gym, plant flowers, paint use the time.

For ex : I clean my room at quarter past 1.

Presentation

Teacher : Ok pupils I have one question For you what kind of Sports do you know?

Pupils answer the question

Ok look at the blackboard exercise number 18.

Pupils should matches this words with the picture (Football, basketball, volleyball, badminton, baseball, table tennis)

AFL : Self assessment.

Teacher we can use this adverbs when we make sentences always, sometimes, never.

For ex : I always go to school at 9 o’clock

Writing :

Exercise 19 look and complete.

1)Marzhan always gets up at half past seven.

2)Sasnzhar sometimes plays badminton with his dad.

3)Saule never plays ice hockey.

4)They never watch TV in the morning.

5)Kanat always plays table tennis in the evening

Assessment: Two star and wish

Exercise: 8 look and write( work book)

Pupils should make sentences

1)Damir gets up at half past eight.

2)Zhaniya goes to school at 9 o’clock

3)Akbota goes to school at quarter past eight.

4)Kanat comes home at quarter to four

Assessment with smiles

Warm up: If you happy

Exercise: 10 (work book ) Read and write true sentences about yourself. Use always , sometimes or never.

I ешкашан get up at half past eight. (never)

I әрқашан skip in the rain(always)

I кейде play football (never) after school

I әрқашан (always) drink milk in the morning

Assessment : with fingers

Reflection and feedback:

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

Pair work, Whole group work

Feedback on the work

Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO?

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)?

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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Lesson plan

School: № 274

Date: 07.03.2019

Teacher name: Tlegenova Gulaiym

Number present: 12

Lesson title: Drawing chairs

Learning objectives(s) that this lesson is contributing to

3.L1 understand short supported classroom instructions in an increasing range of classroom routines

3.L3 understand the main points of short, slow, carefully articulated talk on a limited range of general and some curricular topics

3.R4 use with some support a simple picture dictionary

3.UE11 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:

* draw pictures according to description

* follow the instructions with support

* make sentences with ‘there is/there are’ with SOME support

* describe pictures with SOME support

* respond to questions with ‘have got/has got’

Most learners will be able to:

* follow the instructions without support

* make sentences with ‘there is/there are’ with LITTLE support

* describe pictures with LITTLE support

Some learners will be able to:

* make sentences with ‘there is/there are’ without support

* describe pictures without support

* ask questions with ‘have got/has got’

Assessment criteria

Learners achieve this Learning Objective, if they:

*can follow the classroom instructions

*can draw pictures according to description

*can use a simple picture dictionary with support

*can make sentences with have got/has got and there is/are

Value links:

Universal labor society

Cross-curricular links:

Art, literature, technology

Interactive board, slides, computer, speakers

Previous learning

Basic prepositions of location and position e.g. in, at, next to, near, on, to describe where people and things are;

Planned timings

Planned activities

(T-S) Teacher greets learners and starts the lesson with starter “Odd one out” to engage and excite learners with the topic. Teacher shows learners a set of pictures. Learners explain which one does not belong with the rest and give a reason why.

(T-S) (W) Teacher uses “Picture dictation” strategy. Learners listen to the description and draw pictures according to the teacher’s explanation.

“ There is a big house with two windows and one door in the middle. The sun is shining, but there are some clouds over the house. There are two birds under the clouds. There is a tree near the house. There is a boy and a girl with skipping rope over their head.”

-listens to the teacher

-draws a picture according to description

Formative assessment: “ Self-assessment” with smiles

(G) (S-S) Learners look at the picture, make sentences using have got/ has got and there is/ there are. Some learners ask questions about the picture with “Have got/Has got…?” or “Is there/ Are there …?” Others respond to the questions.

-looks at the picture

-describes the picture

-uses have got/ has got

-makes sentences with there is/ there are

Formative assessment: “Tree of success”

(I) (S-S) Teacher uses here the strategy “Picture description” and hands out a piece of paper where Ls read description. Learners reads the sentences and match the pictures according to the description.

can use a simple picture dictionary with support

-reads the descriptions of different types of chairs;

-matches the descriptions to the pictures.

Formative assessment: Heads down, thumbs up (positive feedback)

Teacher uses “Conscripts and volunteer” to consolidate the lesson.

Teacher asks questions pointing to the different pictures.

E.g.: Have they got children?

Has he got a pencil case?

Is there a book on the table?

Are there pens in the bag?

Teacher elicits answers from those who are volunteers and an equal amount of those who are not.

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

Values links

Either of tasks meet learners needs VAK

Differentiation by support in speaking task by providing less able students with modeling

Differentiation by support in completing sentences by providing less able learners with prompts

More able learners will be given silent prompts

After each task there is a formative assessment with descriptors and…

In task 1, ‘self-assessment’ with Smiles

In task 2, “Tree of success” Green leaf - I totally understand

Yellow leaf – I understand the

lesson but I need some help

Red leaf - I don't understand

In task 3 , “Heads down, thumbs up ”(positive feedback).

Cross-curricular link with Art, Literature, Technology

Interactive board, slides, computer, speakers

Universal labor society

To pay attention to learners safety during the activities moving in the classroom

Learners will be safely arranged and seated away from electrical outlets and cables

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

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 timings?

What changes did make from my plan and why?

Summary evaluation

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 or individuals that inform my next lesson?

Краткое описание документа:

Learning objectives(s) that this lesson is contributing to

3.L1 understand short supported classroom instructions in an increasing range of classroom routines

3.L3 understand the main points of short, slow, carefully articulated talk on a limited range of general and some curricular topics

3.R4 use with some support a simple picture dictionary

3.UE11 use has got / have got there is / are statement and question forms including short answers and contractions

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Подарочные сертификаты

practice topic-related vocabulary with visual support.

read and listen to the short story;

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

follow the criteria in papers

participate actively in discussion;talk about art and music using given vocabulary

Previous learning

Planned timings

Planned activities

Learners’ activities

The objectives of the lesson.

Learners are offered to work with PPT and recall the names of musical instruments teacher mentions here about Kazakh national musical instruments they are dombra and kobyz

The topic and LOs are presented.

Presentation

Game: “Which musical instrument am I?”

Leaners are suggested to answer the questions about music:

-What types of music do you like?

(pop, rock, classical, hip hop, techno, jazz, folk, rap etc)

Pre – listening task:

task 1- p.2 learners listen for the first time for understanding the main idea; after they have heard the song for the second time they write the words they have just heard.

Listening: Differentiation by level.

Group A (Less able leaners)-p.3 teacher gives pieces of the song learners in pairs put the pieces into the right order as it in the video for checking learners can listen again.

Group B (More able leaners)-p.4 learners work with missed words, by filling the gaps.

After listening task:

Write a word from the poem that rhymes with pat ____________________

Write a word from the poem that rhymes with pen ____________________

Circle the correct answer:

Where was Humpty Dumpty sitting?

What did humpty Dumpty do?

Learners play a game of Which musical instrument am I?

Learners make the sound (not gesture) of the instrument they are given on a card. Others guess what instrument they are.

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