Конспект урока по английскому языку на тему Water

Lesson plan

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Long-term plan unit: 1. Water, Water Everywhere

School:

Date:

Teacher name:

Grade: 3

Number present:

absent:

Theme of the lesson The water usage

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 and habits and facts

3.R4 begin to use with support a simple picture dictionary

3.R1 read and spell out words for others

3.S1 make basic statements related to personal information, people and objects on familiar topics and classroom routines

Lesson objectives

Learners have met this learning objective if they can:

• Read and spell out the words correctly ;

• Use words to make simple sentences in Present Simple;

Success criteria

All learners will be able to:

• read and spell out all words for others with teacher`s support

• make 1 sentence related to personal information

Most learners will be able to:

• read and spell most of the words giving examples with some support

Some learners will be able to

• Use all the words in sentences

Value links

Safe water

Cross curricular links

Lesson is connected with geography

ICT skills

Usage of the presentation

Previous learning

Water cycle

Plan

Planned timings

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

Resources

Beginning

7 min

The T greets the learners and present the lesson objectives. After that the teacher asks the Ss to make a circle and work on the pronunciation of the voiced sound TH.

Learners watch the video and pronounce the words all together

The words are:

Mother, Father, feather, leather, lather, weather, bathe, brother, breathe

Learners revise the water cycle (they are asked to describe the water cycle learnt on a previous lesson)

youtube.com/watch?v=5mFC1zFCrFc

Middle

4 min

5 min

4 min

8 min

Display

8 min

The learners brainstorm uses for water. The T draws a bucket on the board with splashes of water coming out of the top and ask the pupils what they use water for. Write down their ideas on the splash lines e.g. we can wash, we can cook our food, we can grow vegetables, we can wash our clothes, we can brush our teeth.

Play charades. The T displays the water uses image flashcards on the board. Put the class into small groups of four or five. Invite a student to mime one of the actions for the rest of the group to guess the water use. The student who guesses the water use correctly takes a turn to do the mime.

• Flashcards game, 'I see, I see!' Hold up one of the water uses flashcards but cover it with a card. Slowly lift the cover card so the students start to see what the image is behind. The first to call out the correct answer takes a turn to select a flashcard, cover with the card and lift slowly.

• The T practices the usage of Present Simple by making learners repeat the phrases from the flashcards. After the learners get ready the T distributes them with Worksheets 'droplets and splashes'. Pupils write 'can' sentences on their splashes, e.g. I can wash myself with water, I can cook with water.

• (in case there is a possibility for a display the T can can organize the following activity ) Once the students have finished their splashes and can sentences, invite them to cut the splashes and bucket out. Students then glue the sentence splashes on to the bucket. Make a classroom display with the buckets and splashes.

• (in case there is no possibility for a display the T can make the pupils write down the sentences into the copybook and make them act out little dialogues in pairs )

Water Uses flashcards

Water Uses flashcards

Water worksheets

Worksheets, glue, scissors

End

2 min

The learners write down the words they remember on a sticker note.

Sticker notes

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?

Health and safety check
ICT links

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

Health promoting techniques

Breaks and physical activities used.

Points from Safety rules used at this lesson.

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?

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

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 or achievements/difficulties of individuals that will inform my next lesson?