Shorttermplan

Unit: “Buildings” School: 3

Date: term 2 Teacher name: Zharmaganbetova A.
CLASS: 3 Number present: 18 absent:0
Lesson title Our town

Learning 3.L1 Understand short supported classroom instructions in an

objectives increasing range of classroom routines
3.S3 Give short, basic description of people and objects on a limited
range of general and some curricular topics
3.UE14 use prepositions of location and position: at, behind, between,
in, in front of, near, next to, on, under, above to describe where people
and things are use prepositions of time: on, in, at to talk about days and
times and no preposition next / last week
Lesson All learners will be able to:
objectives
- follow classroom instructions

- use simple sentences and prepositions in description of the map with

prompts

Most learners will be able to:

- complete the map of the town

- use preposition of place during describing the map with little support

Some learners will be able to:

- describe the map with using appropriate vocabulary and prepositions

of place without support

Assessment -Identify short classroom instructions with support

criteria
- Describe location and position of places using behind, between, in front of, near,
next to, across

Language Vocabulary:
objective
behind, between, in front of, near, next to,across, library, bank,
museum, supermarket, sports centre, toy shop

Useful classroom language for dialogue/writing:

Where are you going?

Where is the school?

It is…

Values links National security and its engagement in addressing global and regional
issues
Cross- Geography
curricular links

Previous Students know prepositions of place: between, in front of, near, next to
learning Structure: There is/there are
Vocabulary and phrases: school, where is it?

Plan
Planned Planned activities (replace the notes below Resources
timings with your planned activities)
Start 1. Greetings
T: Good afternoon
1 min
Ss: Good afternoon

T: How are you? How do you feel?

Ss: ok, good,well, so-so

T: good let’s start our lesson

2. Warming up"Snake Follow" game

2-8 min Before the lesson,
Before playing a game teacher practice question teacher sticks
(7 min) flashcards to the
by drilling “Where are you going?” (use the
motivational technique “echoing”) walls with different
buildings.

T: repeat after me “Where are you going?”, now

repeat more loudly “Where are you going?”, now Teacher can use
whisper “Where are you going?”, now say this
angry “Where are you going?”, now happy like
you ask your friend “Where are you going?” http://
learnenglishkids.briti
shcouncil.org/sites/
After teacher asks students who probably will kids/files/
have problem with pronunciation with this phrase. attachment/
worksheets-
directions-1.pdf

T: Well done! Good job!

to print pictures from

the worksheet
T: now come here, stay one by one into one line,
behind me. ( Get students to one line up behind
the teacher.)
(or hand out 1)
 T: Great! Now shout "Where are you going?"
(students should shout and on that prompt)

T: (The teacher shouts back) Over here!... to the

school(then start walking to a different part of the
room, with everybody following in a line behind
teacher (like a snake).

Ss: Where are we going?

T: Over here to the…cinema(library, bank,

museum, supermarket, sports centre, toy shop)

T: Fuf…I am tired, please take your places. Sit

down.

(students take their places)

T: how do you think, what we will talk about?

Ss: library, bank, museum, supermarket, sports

centre, toy shop. (If student need help teacher
shows pictures with places)

T: yes, we will talk about places. Do we have

bank in Tekely, Alisa?
9-12 min
Ss: yes, we have
(3 min)
 T: Do we have museum in Tekely, Ella?

Ss: No, we have not.

T: Do we have toy shop in our town, Leonid?

Ss: yes we have.

T: What is the name of toy shop, Arina?

Ss: “Tattoshka”

T: Hmmm….I don’t know where is it? Help me!

What is near “Tattoshka”.

Ss; supermarket “Astana”

T: Is “Astana” opposite or next to “Tattoshka”

Ss: opposite

Middle 3. Revision prepositions

T: great, so we need prepositions to tell where
13-18min something is. Let’s revise them and also you will Handout 2

(5 min) listen them into the song:

Before giving handouts teacher give

instructions

T: Now you should draw a line to match a picture

and the word you will have 2 min. (After giving
instructions teacher asks CCQ for checking
understanding, then gives worksheets for
students)

T: What should we do? Match or write?

T: Do we work individually or in pairs?

19-21

(2 min)

4. Self-assessment
T: Time is out. Now look at the blackboard, and
check your answers.

After checking,teacher ask questions. (strategy

of Show of Hands)

T: Who has got 1right answer rise your hand

Who has got 2 right answers rise your hand

Who has got 3 right answers rise your hand

T: Good. Let’s applause each other.

5. Listen and watching the video-song “

Where is the school?”

T: Let’s listen to the song and write prepositions

22-26 into the gaps
(students will listen the song and fill the gaps)
(4 min)

Where is the school? https://

www.youtube.com/
Where is the school?
watch?
 time_continue=56&v
=lfOhc9boyFk
It’s next to the park,

Across from the bank,

In front of the bus stop,

And behind the library.

Handout 3
Worksheets for high level students

Where is the school?

Where is the school?

It’s _______the park,

Worksheets
Worksheets for low level students

Where is the school?

Where is the school?

It’s _______the park, 1) Across

T: ok, now listen tothe song for the second time

and choose a correct picture.

27-35

(8 min)
 Handout 4

Handout 5 (for
weaker students)

T: did you choose?

Ss: Yes

T: raise the picture where is the school

6. Find the place on the Map

T: now guys, you will work in pairs, don’t show

your picture to your partner. On the left you have
pictures you should ask where is this building,
and tick it on your map.

Teacher give modelling to students

During the speaking teacher walks around the

 class and control the speaking in pairs.

After finishing students exchange their papers and

check, after they give advice for each other

End Reflection “Train” “Train” and smiles

36-40 T: great job, kids. Who knows 6 new words raise

your hands….good…say them…good (Students
(4min) stick smiles to the first wagon)

Who knows 3 new words raise your

hands….good…say them…good…stick your
smiles to the first wagon (Students stick smiles to
the second wagon)

Who can say where is a school? (Students stick

smiles to the third wagon)

Who need more practice to say where is a school?

(Students stick smiles to the fourth wagon)

Home task

T: open your dairies, write down home task

Draw a simple map of your town.

CCQ for understanding

Additional information
Differentiation – Assessment – Health and safety check
how do you plan how are you
to give more planning to
support? How check learners’
do you plan to learning?
challenge the
more able
learners?
 support  monitor  Moving at the lesson
weaker learner  Game "Snake Follow"
learners with exchanges in
further pair work.
modelling and  Checking
drilling in student’s
their pairs answers at
 Stroger handout
students can
help weaker
students
during the
lesson
 Use prompts
for weaker
students
Reflection 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?

Did all the learners

achieve the lesson
objectives/ learning
objectives? If not, why?

Did my planned
differentiation work
well?
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
Hand out 1
Handout 2
Handout 3
Handout 4
 Handout 5

T________

M________
C________

L________