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    Gender Linguistics in Proverbs

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    Алия
    1. The document provides details on a lesson plan for a grade 3 class about animal types and healthy bodies. 2. The lesson objectives are to define body parts, describe animal appearances, and use verbs like "have got" and "is/are". 3. The teaching approaches include using videos, pictures, activities, and questions to develop students' thinking, speaking, vocabulary, and making grammatically correct sentences. Scaffolding and differentiation support individual student needs.

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    © All Rights Reserved
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    Gender Linguistics in Proverbs

    Uploaded by

    Алия
    14 views5 pages
    1. The document provides details on a lesson plan for a grade 3 class about animal types and healthy bodies. 2. The lesson objectives are to define body parts, describe animal appearances, and use verbs like "have got" and "is/are". 3. The teaching approaches include using videos, pictures, activities, and questions to develop students' thinking, speaking, vocabulary, and making grammatically correct sentences. Scaffolding and differentiation support individual student needs.

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    Gender linguistics in proverbs

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    1. The document provides details on a lesson plan for a grade 3 class about animal types and healthy bodies. 2. The lesson objectives are to define body parts, describe animal appearances, and use verbs like "have got" and "is/are". 3. The teaching approaches include using videos, pictures, activities, and questions to develop students' thinking, speaking, vocabulary, and making grammatically correct sentences. Scaffolding and differentiation support individual student needs.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    14 views5 pages

    Gender Linguistics in Proverbs

    Uploaded by

    Алия
    1. The document provides details on a lesson plan for a grade 3 class about animal types and healthy bodies. 2. The lesson objectives are to define body parts, describe animal appearances, and use verbs like "have got" and "is/are". 3. The teaching approaches include using videos, pictures, activities, and questions to develop students' thinking, speaking, vocabulary, and making grammatically correct sentences. Scaffolding and differentiation support individual student needs.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    You are on page 1of 5

    Short term plan

    Unit: Animal types


    Lesson title: Healthy
    bodies
    Grade: 3 A

    3.1.6.1 understand some specific information and detail of short,


    supported information or talk on a limited range of general and some
    curricular topics;
    Learning
    objectives 3.3.1.1 recognise, identify and sound with support a limited range of
      familiar words in simple sentences
      3.5.11.1 use has got/ have got there is/are statement and question
    •forms including
    define namesshort answers
    of body parts and
    ; contractions
    Lesson • to practice describing appearance of animals or person
    objectives • use have got\has got
    Level of • Application and comprehensive
    thinking skill  Higher-level thinking of skill
    Teaching approaches
    In the lead in stage, a video related to In the while reading stage, I use

    4
    a new topic shows using the
    1
    matching method. It develops their
    brainstorming method to develop skills of making grammatically correct
    students' thinking and speaking skill. sentences and link them with pictures.

    In the introduction of new vocabulary


    stage, I use TPR method. It develop In the post reading stage, I use secret

    2 student’s critical thinking and speaking person method. Learners reads the
    describe sentence about secret
    4
    skill. I teach new vocabularies with
    correct pronunciation. classmate or animal , it helps develop
    student's opinions in English language
    and making grammatically correct
    In the pre reading stage, I use find the main sentences.
    idea of the topic the activity through
    reading for detail. It helps my student's
    In the conclusion stage, I use CCQ
    improve language, concentration and
    3 memory and understand getting the meaning
    out of every sentences and main idea the text. 5
    method. It develop to speaking and critical
    thinking skill. Students give short answer
    yes or no
    Scaffolding
     Give time to think
     Show and tell

     Pre – teach vocabulary

     Visual aids
    Differentiation task for individual student is very interesting and easy for their level.

    A student who needs help in the


    classroom is visually impaired. For this
    purpose, I show tasks using a specially
    enlarged tablet or bring them out on a
    separate page.
    Ability to work in Post reading task
    a group or with
    Ability to Themsel
    pair ve s
    find
    study
    information

    Tasks contribute
    Speech to abili
    skill
    to the manage
    ty
    time
    development of
    functional
    Critical
    literacy… evaluate
    thinking skill each other

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