LESSON 20

Unit 3: Time

School:

Date:

Teacher name:

Grade: 3

Number present:

Number absent:

Theme of the lesson:

Times of my day

Learning objectives

3.1.8.1- understand short, narratives on a limited range of general and some curricular topics;

3.2.1.1- make basic statements which provide personal information on a limited range of general topics;

3.4.1.1- plan, write and check short sentences with considerable support on a limited range of personal, general and some curricular topics;

3.5.2.1- use cardinal numbers 1 -100 to count and ordinal numbers 1–10;

3.5.14.1- use prepositions of location and position

Lesson objectives

All learners will be able to:

use cardinal numbers 1 -50 to count

use basic prepositions of location and position: in, in front of, near, on, to to describe where people and things are use prepositions of time: on, in, at to talk about days and times

make basic statements related to personal information, people and objects on familiar topics and classroom routines

ask questions in order to satisfy basic needs and find information on familiar topics and classroom routines

Criteria

Learners have met the learning objectives if they can: Talk about daily routine; talk about location.

Previous learning

Unit revision

Plan

Planned timings

Planned activities

Learners’ activities

Evaluation

Resources

Begining

5 min

GREETING

Warm-up

Teacher suggested to watch video daily routines to recall information about morning routines

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

Learners watch the video

https://www.youtube.com/watch?v=ajg1ebnm3lo

Middle

30 min

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.

Presentation

Teacher gives the instructions. According to the video about morning routines learners watch and repeat active verbs such as (wake, brush, wash, eat etc) Teacher pronounces and learners respond.

Practice

Teacher offers learners to start work with worksheet 1 and work straight to tasks: Look at the pictures, what can you see, tell your partner?

What’s the time? / What time is it?

Practice. Writing

Teacher introduces another worksheet What time is it?

Draw the time. Write the time IN ENGLISH.

Teacher gives Leaners spell and write worksheet

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.

Learners answer what they do during the day.

learners watch and repeat active verbs such as wake, brush, wash, eat etc according to the video about morning routines

Answer: It’s___ (one, two, three…) o’clock. / It’s ____ (one, two, three…) AM / PM.

Leaners practice answering the questions activity.

This activity will help to cover both time expressions a/an cardinal numbers.

Look, read and say yes or no.

Verbal evaluation

Individual avaluation

Mutual avaluation

Verbal evaluation

Self-assessment

https://www.youtube.com/watch?v=eyPfpSt-SXc

End

5 min

Reflection

Learners reflect on their learning:

• What has been learned?

• What remained unclear?

• What is necessary to work on?

Hometask: Ex;4 at page 27 Read and draw the time

Saying goodbye

Learners reflect on their learning

Individual avaluation

LESSON 21

Unit 3: Time

School:

Date:

Teacher name:

Grade: 3

Number present:

Number absent:

Theme of the lesson:

Times of my day

Learning objectives

3.2.2.1- ask questions to find out about present experiences on a limited range of general and some curricular topics;

3.2.4.1- respond to questions on a limited range of general and some curricular topics;

3.5.14.2 - use prepositions of time: on, in, at to talk about days and times and no preposition last week etc.

Lesson objectives

All learners will be able to:

use prepositions of time: on, in, at to talk about days and times

make basic statements related to personal information, people and objects on familiar topics and classroom routines

respond to basic supported questions giving personal and factual information

write with support short responses at phrase level to questions and other prompts

understand short narratives spoken slowly and distinctly on routine and familiar topics

Criteria

Learners have met the learning objectives if they can: Talk about daily routines; tell the time.

Previous learning

Times of my day

Plan

Planned timings

Planned activities

Learners’ activities

Evaluation

Resources

Begining

5 min

GREETING

Ask a few pupils to stand up and stand in a row. Ask the rest of the class questions to revise the ordinals.

Teacher: Who’s third? Class: Kairat! etc.

If you wish, repeat the activity with other pupils.

Learners answer

Verbal evaluation

Middle

30 min

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.

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. 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.

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 repeat, chorally and/or individually.

The pupils listen, point to the words and repeat.

Allow the pupils some time to complete the activity.

The pupils, in pairs, talk about their daily routines, as in the example.

Individual avaluation

Mutual avaluation

Self-assessment

Flashcards (20-27). Interactive Whiteboard Software or Track 25 CD1

End

5 min

Reflection

Learners do the ‘hotseat’ activity and have a learner come up with their timeline. The other learners can ask them questions. (i.e. What time do you go to school?) Did you go to the cinema last week?)

Home task: draw your daily routines

Saying goodbye

Learners do the ‘hotseat’ activity and answer the questions.

Self-assessment

LESSON 22

Unit 3: Time

School:

Date:

Teacher name:

Grade: 3

Number present:

Number absent:

Theme of the lesson:

Days of the week

Learning objectives