Days of the week. Ағылшын тілі, 3 сынып, сабақ жоспары.
Lesson plan
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 |
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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:
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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 timings | Planned activities | Resources | ||||||||
Beginning 5 mins | 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. | |||||||||
Middle 30mins | 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. | http://www.timeanddate.com/worldclock/personal.html PPT 7 https://www.youtube.com/watch?v=mXMofxtDPUQ DIDACTIC MATERIAL 1 http://www.visnos.com/demos/clock https://www.youtube.com/watch?v=BYZ0PCVd6wk PPT 8 | ||||||||
End 5 mins | Reflection Tell students that they should finish the time worksheet for homework - Ask students what they do at the weekends. | Question/model answer written on the board (if necessary) | ||||||||
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? |
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