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Plan Resources: Pre-Learning Brainstorming Method

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Zholtay Abdrashit
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11 views

Plan Resources: Pre-Learning Brainstorming Method

Uploaded by

Zholtay Abdrashit
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Lesson Plan 2

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 3.S5 pronounce familiar words and short phrases intelligibly when reading
lesson is contributing to: 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 Teacher’s activity Student’s activity Assessment Resources
lesson/Time

Beginning of the Revision of previous Ss give their Descriptor: Whiteboard


lesson lessons materials with possible answers.
the help of the teacher. -remember the
Pre-learning Revise vocabulary words
connected with Flashcards
«Brainstorming» previous module - can name them.
method Differentiation:
«Flashcards» T asks Pupils Book
5 min. different cards quickly
and ask name what do Aim: Revise the
they see on the card. previous lessons Total: 2point
material.
Efficiency: Ss
refresh their mind
After that T introduces before starting new
the aim and theme of theme.
the lesson.

Middle of the «Visual aids» method. Exercise 1: Look at Descriptor: Whiteboard


lesson the pictures and
Refer the pupils to the answer the -can pronounce Pupils Book
Presentation part. picture and ask: Where is questions . Ss give correctly
she? Read the instruction Poster
their possible -give correct
and explain the activity. answers.
Allow the pupils some answers
8 min.
time to look at the
picture on page 94 and
answer the questions. Total: 2point

Aim: to present and


activate the new
language

Differentiation:
“Verbal support”

Read the instruction and Exercise 2 Descriptor: Whiteboard


explain the activity.
12 min. Refer the pupils to the Which of these do - pronounce Pupils Book
sentences at the end of you need when it’s correctly
rainy? Put a tick or Poster
Ex2 and read them out -correct answer
loud. Allow the pupils a cross.
some time to read the
words and tick the ones
Total: 2point
they need when it’s rainy
and put cross if uou
needn’t it.

Aim: present and


consolidate vocabulary

Explain the activity. Exercise Descriptor: Whiteboard


How much does it rain in 3.Crafrwork
10 min. a week. Make a experiment! -make a measure Pupils Book
measure. Poster
Aim: Develop their Total: 2 point
motor skills

Efficiency:

Develop their motor


skills

«Visual aids» method. Answer the T praise active Ss


questions with phrases such
Refer the pupils to the as: “Good job!
pictures and ask: Do you
need it when it’s rainy? Well done!”
They should say Yes or
no.

Look at the pictures and Work with pictures. Descriptor: Whiteboard


describe them. Use describing
5 min vocabulary connected -draw the picture Pupils Book
with new theme. Is it -identify types of Poster.
sunny/rainy? Where are colours
they? What do they
wear? Do they need 2 point
something else?

Aim: practice vocabulary

Efficiency: to develop
their speaking skills

End of the lesson. Traffic light method is Ss use their stickers Whiteboard
used to find out was the to show their
lesson clear or not. Use knowledge Ss evaluate each Pupils Book
the stickers. according to the other and encourage
Reflection classmate with Poster.
lesson
phrases like:
Green- I understood Well done!
Brilliant! Good job!
5 min. Yellow-I have some I like it!
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.

Additional information

Differentiation – how do you plan to Assessment – how are you Cross-curricular links
give more support? How do you plan planning to check learners’ Health and safety check
to challenge the more able learners learning? ICT links
Values links

These students may work with a By means of oral formative  Monitor classroom space when
stronger student to support them assessment students start moving around
during certain activities
 Make short breaks while
•These students may have more time writing

Reflection Answer the most relevant questions from the box on the left about your
lesson
Were the lesson objectives/learning
objectives realistic?
Did I stick to timings?
What changes did I make from my
plan and why?

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