Үшінші бөлім бойынша қайталау және қорытынды тест

LESSON: Module 3 Lesson 5 The Theme: Daily routine

Date: 20.11.18. Teacher's name: Turemuratova N. Zh.

CLASS: 3 a (g II)

Learning objective(s)

that this lesson is

contributing to To talk and write about their favourite day; to develop the pupils’ listening skills through a song.

Lesson objectives All learners will be able to: * 3.UE9 use common present simple forms [positive, negative, question] and contractions to talk about what you want and like and habits and facts * 3.UE14 use basic prepositions of location and position: at, behind, between, in, in front of, near, next to, on, to to describe where people and things are ( in, in front of, near, on, to were practiced in Lesson 1 and 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.R6 understand with considerable and particularly visual support, some specific information in short, simple texts on familiar topics * 3.R3 read and follow with considerable support simple, words, phrases and sentences on familiar and general topics and familiar instructions for classroom activities * 3.S6 use short answers appropriately in short, basic exchanges and take turns when speaking with others in a limited range of short, basic exchanges * 3.L7 use contextual clues to predict content in short, supported talk on routine and familiar topics * 3.L8 understand short narratives spoken slowly and distinctly on routine and familiar topi

Assessment criteria Learners have met the learning objectives if they can: talk and write about their favourite day; develop the pupils’ listening skills through a song.

Language focus

Structures: Consolidation. Language in use: My favourite day is Sunday. I get up at ten o’clock in the morning and I have a big breakfast. What day is it today? On which days have you got your English lessons?

Target vocabulary Consolidation

ICT skills Using audios

Previous learning 'Time, Meals and Routines' vocabulary present simple/plural, prepositions of time

Plan

Planned timings Planned activities (replace the notes below with your planned activities) Smiles Resources

BEGINNING THE

LESSON

Warm up. A . All pupils stand on the board and say “Clap your hands” B . To devide pupils into 3 groups by using shapes as Moon, Sun, Star.

PRESENTATION

AND PRACTICE

3.UE9 3.UE14 3.R3

3.R6 3.L8 3.S6

3.L7 3.L9

3.UE9 3.UE14 3.R3

3.S6

3.UE9 3.UE14

3.L9

* Listen and read. Then answer. Read the first sentence of Lilly’s project and invite the pupils to guess what she does on Sunday. Play the CD. The pupils listen and follow the text in their books. Allow the pupils some time to read the text silently and then ask them to answer the questions. Answer key: 1 Lilly gets up at ten o’clock in the morning. 2 No, she doesn’t. She rides her bike in the park. 3 At one o’clock. 4 She watches TV with Charlie or listens to music. Then ask individual pupils to read out the text. * Read and choose. Allow the pupils some time to read the sentences and write the correct answer. Check the pupils’ answers. Answer key: 2 a 3 a 4 b * PORTFOLIO: Talk with your friends. Then write about your favourite day. Refer the pupils to the picture and elicit the time (eight o’clock) and the meal eaten at that time (breakfast). Ask the pupils, in pairs or in groups, to talk about what they usually do on their favourite day. Go around the classroom, providing any necessary help. For homework, tell the pupils to write about their favourite day and use the text in Ex. 21 as a model. Suggested answer key: My favourite day is Saturday. I get up at nine o’clock in the m

3.R6 3.UE9 3.S6 3.L9 by Saule Note: Once you have corrected their writing activities, guide your pupils on how to file them in their Language Portfolios. * Let’s Sing! Ask: How many days are there? Elicit: Seven. Then say: Seven days, there are seven days. Seven days a week. Encourage the pupils to repeat, chorally and/or individually. Play the CD. The pupils listen and follow along in their books. Divide the class into three teams and assign each team a verse. Play the song again. The teams only sing the designated verse. Time permitting, play the song a third time for the pupils to sing the song as a class. Extension activity (Optional) Assign a day to each pupil. The pupils listen to the song and stand up every time their day is heard. (See the Introduction for further ideas on how to exploit the songs.) Puzzle time The pupils do work with puzzle. They have 3 pictures and describe them. Pictures: a boy, a girl, daily routines. Game “Find in order” There are words in cards. The pupils find in order of words.1.Clouthes. 2.Days of the week. 3. Actions in a day. Writing Complete the missing words. 1 . Hello! My n_ _ _ is Aru. 2 . I am n_ _ _ years old. 3. I want to say about my d_ _

ENDING THE LESSON Let’s sing the song “In the morning” The pupils sing the song with actions. Homework • In pairs answer the questions. Refer the pupils to the questions. Allow the pupils some time to ask and answer them in pairs. Suggested answer key: A: What day is it today? B: Today is Friday. A: What day is it tomorrow? B: Tomorrow is Saturday. A: On which days have you got your English lessons? B: I’ve got my English lessons on Wednesdays and Fridays. A: On which days haven’t you got school? B: I haven’t got school on Saturday and Sunday. A: What’s your favourite day? B: My favourite day is Sunday. A: What day is difficult to spell? B: Wednesday is difficult to spell. A: What day is your birthday this year? B: My birthday is on a Saturday this year. A: What day is Nauryz this year? B: Nauryz is on a Wednesday this year. At home write your own answers in your copybook.

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 Values links

* Puzzle time

* Game

* Sing the song * To give flowers for every task. * Self-assessment for project work * Art * PE * Interactive White board disc Smiles 3

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

LESSON: Unit 1 All about me Colors School: Zarechny school-garden

Date: 11.09.2018 Teacher names: Turemuratova Nurzhaugan

CLASS: 1 Number present: absent:

Learning objectives(s) that

this lesson is contributing

to 1.L3 recognise with support simple greetings recognise the spoken form of a limited range of basic and everyday classroom words 1.S3 pronounce basic words and expressions intelligibly 1.S1 make basic personal statements and simple statements about objects

Lesson objectives All learners will be able to: * listen and repeat the names of all ten colours Most learners will be able to: * recognise and name 7 colours Some learners will be able to: * recognise and name 10 colours

Previous learning Greetings and names: greeting phrases: Hello, Hi, How are you? What is your name? Nice to meet you, I’m fine, My name is … His/her name is…

Plan

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

5 -10 minutes

Sing Hello Song (Bea) Or just sing-song: Hello, (echo) How are you? (echo) I’m fine (echo) Thank you (echo) Warm up activity - To revise the words his/her T. has students stand in a circle and girls and says his/her pointing to a boy or girl. Then T. can name one S. to practice his/her when T. points to the picture S. should say his/her. S can also say This is blue, etc., pointing to an article of clothing on the person standing next to him/her (review of red, blue, black, yellow, white) Bea’s Hello Song: Hello (echo) x2 We’re happy here today Hello (echo) x2 In English class today We’ll sing a song And play a game, And learn a lot and smile when we say Hello (echo) x2 We’re happy here today!

Middle 20 minutes MAIN: * T shows colours pink, orange, green, purple, brown and Ss should repeat after the Teacher * T shows the colours and Ss should name without T’s support * T shows the pictures of colourful numbers and starts the sentence Ss should finish e.g.: It is … , It is … etc. * Play a game “Tell the colour” There are flashcards “Colours” on the board, Students close their eyes & at this moment T.…