Күн тәртібім тақырыбындағы сабақ жоспары, 3 сынып

Module 3 Time

LESSON: Module 3 Lesson 1 The Theme: Times of my day

Date: Teacher's name:

CLASS:

Learning objective(s) that this lesson is contributing to

To talk about daily routine; To talk about location.

Lesson objectives

All learners will be able to: 3.UE2 use cardinal numbers 1 -50 to count (they will be practiced in Time for CLIL section of Module 3) 3.UE14 use basic prepositions of location and position: in, in front of, near, on, to to describe where people and things are (between, next to, behind, at are practiced in the section Our Town) use prepositions of time: on, in, at to talk about days and times 3.S1 make basic statements related to personal information, people and objects on familiar topics and classroom routines 3.S2 ask questions in order to satisfy basic needs and find information on familiar topics and classroom routines 3.S4 respond to basic supported questions giving personal and factual information

Assessment criteria

Learners have met the learning objectives if they can: Talk about daily routine; talk about location. Language focus Structures: Ordinals, prepositions of place. Language in use: The first and the ninth clock are blue. Where’s the laptop? It’s in the schoolbag. Target vocabulary

Daily routine: get up, have dinner, go to school, come home from school, watch TV, have breakfast, go to bed, do my homework. Cross - curricular links

Maths (Exs 2,3)

Extra materials Completed Progress Report Cards for Module 2. Previous learning

All the material from Modules 1-2.

Plan

Planned timings

Planned activities (replace the notes below with your planned activities)

Smiles Resources BEGINNING THE LESSON

Hand out the completed Progress Report Cards for the previous module and ask the pupils to file them in their Language Portfolios.

PRESENTATI ON AND PRACTICE

3.UE14

3.UE14 3.S1 3.S2 3.S4

Look at Gulnara’s daily routine and number. Have a class discussion, in L1 if necessary, about daily routines. Ask individual pupils what they do during the day. Write their answers on the board. Refer the pupils to the picture on the previous page and elicit the girl’s routine. Explain the activity. Allow the pupils some time to complete it. Check their answers. Answer key: b 6 d 5 f 3 h 7 c 4 e 8 g 1

Look, read and say yes or no. Present ordinals. Say, then write: (A) is the first letter of my name. Underline the word in bold. The pupils repeat after you. Explain to the pupils how the ordinal numbers are formed. Drill your pupils: e.g. Teacher: two Pupil 1: second etc. Explain the activity. The pupils read the sentences and complete the activity. Check their answers. Answer key: 1 no 2 yes 3 no 4 yes 5 no

Talk with your friend. Revise the prepositions of place. Point to things around the classroom and elicit the prepositions. e.g. Teacher: (pointing to his/her book) Where is my book? Pupil 1: It’s on the desk. Read the example and explain the activity. The pupils, in pairs, ask and answer questions as in the example. Answer key: 2 A: Where’s the clock? B: It’s in front of the picture. 3 A: Where’s the uniform? B: It’s on the bed. 4 A: Where’s the schoolbag? B: It’s under the desk. 5 A: Where’s the lamp? B: It’s between the books. ENDING THE LESSON

Name an action from the ones in Ex. 1. Ask the pupils to mime it. e.g. Teacher: I get up. Class: (Pupils mime getting up) etc

ACTIVITY BOOK (Optional) If you wish, you can assign some or all of the corresponding activities from the Activity Book for homework. If this is the case, make sure you explain them first in class. 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?

Cross-curricular links Health and safety check ICT links

Reflection

Were the lesson objectives/learning objectives realistic? Did I stick to timings? What changes did I make from my plan and why?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson

Module 3 Time

LESSON: Module 3 Lesson 2 The Theme: Times of my day (2)

Date: Teacher's name:

CLASS:

Learning objective(s) that this lesson is contributing to

To talk about daily routines; to tell the time.

Lesson objectives

All learners will be able to: 3.UE2 use cardinal numbers 1 -50 to count (they will be practiced in Time for CLIL section of Module 3) 3.UE14 use prepositions of time: on, in, at to talk about days and times 3.S1 make basic statements related to personal information, people and objects on familiar topics and classroom routines 3.S4 respond to basic supported questions giving personal and factual information 3.W1 write with support short responses at phrase level to questions and other prompts 3.L8 understand short narratives spoken slowly and distinctly on routine and familiar topics Assessment criteria

Learners have met the learning objectives if they can: Talk about daily routines; tell the time. Language focus Structures: present simple/singular, prepositions of time Language in use: I get up at seven o’clock. Does he get up at 8? Target vocabulary

Time: eight o’clock; Meals: breakfast, lunch, dinner; Routines: get up, have a shower, brush my teeth, do my homework ICT skills Using audios Extra materials Flashcards (20-27).

Previous learning

Daily routine: get up, have dinner, go to school, come home from school, watch TV, have breakfast, go to bed, do my homework; Ordinals, prepositions of place. Plan

Planned timings

Planned activities (replace the notes below with your planned activities)

Smiles Resources BEGINNING THE LESSON

Ask a few pupils to stand up and stand in a row. Ask the rest of the class questions to revise the ordinals. e.g. Teacher: Who’s third? Class: Kairat! etc. If you wish, repeat the activity with other pupils. PRESENTATI ON AND PRACTICE

Listen, point and repeat. Pupils’ books closed. Put up the picture flashcards on the board. Point to them, one at a time, and name them. The pupils repeat, chorally and/or individually.

Flashcards (20-27). Interactive Whiteboard

3.UE14

3.UE14 3.S1

3.UE14 3.S4 3.W1

3.UE14 3.L8

Repeat the procedure with the remaining flashcards. Then point to each flashcard in random order. Ask individual pupils to name them. Show the pupils picture flashcard 20. Ask: What time is it? Write the question on the board. Have the pupils repeat the question. Then say and write: It’s eight o’clock. Have the pupils repeat, chorally and/or individually. Write different times on the board. Elicit the time from the pupils. Pupils’ books open. Play the CD. The pupils listen, point to the words and repeat. If you wish, play the CD again, pausing after each word. The pupils repeat, chorally and/or individually.

Rearrange the letters and complete the sentences. Then match. Point to the first clock and ask the pupils to say what time it is. Repeat the activity with the remaining clocks. Then read the example and explain the activity. Allow the pupils some time to complete the activity. Check their answers. Answer key: 1 B, 2 breakfast, D 3 lunch, A 4 homework, E 5 dinner, C

Study Spot Choose. Then talk with your friend. Pupils’ books closed. Say and write on the board: I get up at seven o’clock. The pupils repeat, chorally and/or individually. Underline the words in bold. Elicit the use of present simple for routines. Follow the same procedure to present the other persons of the affirmative (singular) focusing on the -s ending in the third person. Present the spelling rules. Focus on the pronunciation of the suffixes (e.g. gets \s\, goes \z\, watches \iz\). Present the interrogative and negative in the same way. Explain how the short answers are formed. Pupils’ books open. Go through the Study spot section briefly. Refer the pupils to the example. The pupils, in pairs, talk about their daily routines, as in the example.

Complete. Allow the pupils time to complete the activity. Check their answers. Answer key: 2 brushes 3 Does she play 4 does 5 doesn’t watch 6 Do you walk

Software or Track 25 CD1

Interactive Whiteboard