Разработка урока на тему: "Animal types"

Long-term plan unit:

Unit 1. Animals

Gymnasium № 41

Date: 11.09-15.09

Teacher name: Kazanzhidi O.F.

Grades: 3 A, B, V, G, D, E.

Number present:

absent:

Theme of the lesson: Animal types

Learning objectives(s) that this lesson is contributing to

3.UE9 use common present simple forms [positive, negative, question] and contractions to talk about what you want and like ,habits and facts, simple future timetabled events;

3.L5 distinguish between phonemically distinct words

Lesson objectives

All learners will be able to:

label the pictures, complete Carroll Diagram

Most learners will be able to:

label the pictures, answer the questions about animals using short answers

Some learners will be able to

label the pictures, answer the questions about animals using short answers, complete Carroll Diagram

Success criteria

ICT skills

no ICT skills are focused on this lesson

Previous learning

Animals, verb “can”

Plan

Time

Planned activities

Resources

Beginning

1 min

3 min

Organizational moment

Teacher greets students; students respond to greeting and take their places.

Good afternoon? Glad to see you.

How are you?

What is the day today?

What the weather like today?

Warming up

[W, I, f] Game “Animals”

Ask the children to move around like different animals.

-Move like a cat\ a dog\ a monkey\ a frog

4 min

Start up activity:

[D, W, f] Teacher demonstrates to children cards on the board and asks learners to label the words.

-What animals do live in Kazakhstan?

-How many legs has …?

-Has the … a tail?

-What animal is the symbol of Kazakhstan?

Middle

8 min

6 min

11 min

4 min

[G, I, f] Learners work in groups, ask and answer the question of the formative task.

Yes, it can.\No, it can’t.

-Can the snow leopard climb?-Can the golden eagle swim?

-Can the spider run?-Can the fish fly?

Yes, it does.\No, it doesn’t.

-Does the saiga antelope live on land?- Does the golden eagle live in water?-Does the red bear live in water?-Does the fish live on land?

Yes, it has.\No, it hasn’t.

-Has the frog 4 legs? -Has the snow leopard 4 legs? -Has the spider a tail? -Has the fish a tail?

[P, f] Each pair discusses the Carroll Diagram, points to the pictures.

[I, f] Work in copy book Learners draw the table and complete the Carroll Diagram

[W, I, f] Some learners read in front of class.

Card with questions for each group

End

3 min

(I) Wrap-up.

Card for reflection