Days of the week. Ағылшын тілі, 3 сынып, сабақ жоспары.

Unit 3. Time

School:

Date:

Teacher name:

Grade: 3

Number present:

absent:

Theme of the lesson: Days of the week 1

Learning objectives that this lesson is contributing to

 Assessment criteria

Learners have met the learning objective (3.1.7.1 / 3.3. 1.1./3.5.2.1.) if they can:

 Value links

Education throughout life, cooperation

 Cross - curricular links

Lesson is connected Science: Astronomy

 ICT skills

Using SMART board, pictures and videos,

Previous learning

Times of my day

Plan

Planned activities

Teacher introduce with LO

Learners given worksheets to fill.

Task: what time do you do this? Learners can do individually or in pairs. Whole class check together.

Questions

1. What time do you usually get up?

2. What time do you usually go to school?

3. What time do you usually have lunch?

4. What time do you usually do your homework?

5. What time do you usually watch TV?

. What time do you usually go to bed?

Learners are given second worksheet to work in pairs. Daily routine and time survey

Task: Pair up with a classmate, ask and answer these questions about their Monday and Saturday routines. Write your classmate’s answer and report to the class. For example if your classmate’s name is Tom ask the question like this: What time do you usually get up on Monday Tom? If he says 6:00 a.m, report like this: Tom usually gets up at 6:00 a.m on Monday.

1. What time do you usually get up?

2. What time do you usually brush your teeth?

3. What time do you usually have breakfast?

4. What time do you usually go to school?

5. What time do you usually have lunch?

6. What time do you usually do your homework?

7. What time do you usually go to bed?

Teacher explains the usage of prepositions of time AT ON IN

To practice teacher gives learners worksheet (if they do not have a time they will finish it at home )

Reflection

• Say two things, which you have understood?
• Say two things which you have not understood?

Home task finish worksheet 3

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?

Less able students – greater support by means of prompts, visuals or writing difficult words on the board

More able students – independent work on definite tasks with little/no support

Allow for flexible groupings and cooperative learning, depending on the appropriateness to the task

Allow for extra time for students needing it, when appropriate

Give extra text or visual support to students needing extra English support

Create small learning groups for students needing extra support or enrichment with the co-teacher, when appropriate

through observation

Reflection

Were the lesson objectives/learning objectives realistic?

What did the learners learn today?

What was the learning atmosphere like?

Did my planned differentiation work well?

Did I stick to timings? What changes did I make from my plan and why?

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 individuals that will inform my next lesson?