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 (3.2.2.1 / 3.2. 6.1./3.3.1.1./3.5.17.1) 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 day 2

Plan

Planned activities

Greeting & Objectives

Warm-up game ‘Count first!’

Teacher reminds Ls the example:

It takes me (Aslan) ……minutes to ……..

Teacher gives them the situations/tasks to count and revise.

Presentation

Leaners are asked to tell online time in Astana (Kazakhstan), London, Tokyo, New York.

Note that days of week are different in different countries!

Assessment criteria: say the time at least 2 times

The topic and Los are presented.

Ls revise ‘Days of the week’ by the song or they may just name them in order and vice versa.

Teacher asks learners to complete sentences with appropriate verbs written on the board (get, watch, ride, go). Leaners complete the Worksheet 1 with the appropriate verb:

I _____ up late. I _____ cartoons on TV. I ____ my bike. I ____ shopping

Learners tick the things on the worksheet that they do on Saturday and on Sunday (at the weekend).

Pre-teach the phrase: Me too

1 Leaner tells his/her sentence: I get up late on Saturday. 2 learner(if he has the same opinion) says: Me too. And so on.

Leaners are shown different time on the board and they quickly say the time.

Leaners may use their handmade clocks and work in pairs.

Training

‘What do you do every day?’ song with actions.

Practice

Ask Leaners: -What do you do every day? Say the time and the action, day of the week

E.g.: I wake(get) up at 7 o’clock on Monday.

get up, wash face, brush teeth, get dressed, have breakfast, go to school, get ready, have classes, eat lunch, go home, watch TV, go to bed, do my hometasks.

Ask Ls to make notes of the sentences.

Assessment criteria: Say the time, the action, day of the week at least 3 times correctly.

Reflection

Tell students that they should finish the time worksheet for homework

- Ask students what they do at the weekends.

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?