Unit:8

Having fun

Teacher’s name:

Maralbaeva N.

Date:

06.05.2024

Grade: 3 B

Number present: absent:

Theme of the lesson:

Number games

Learning objectives(s) that this lesson is contributing to:

3.1.1.1 understand short supported classroom instructions in an increasing range of

classroom routines

3.5.2.1 use quantitative numerals from 1 to 100 and ordinal from 1 to 10;

Lesson objectives:

understand short supported classroom instructions in an increasing range of

classroom routines

use quantitative numerals from 1 to 100 and ordinal from 1 to 10;

Part of the lesson/Time

Teacher’s activity

Student’s activity

Assessment

Resources

Beginning of the lesson

Pre-learning

«Brainstorming» method

3 min.

Greeting.

Teacher and learners greet each other.

- "Good afternoon children!"

"Good afternoon teacher!"

§ - "How are you?"

§ - "I'm fine, thank you". (I'm great, I'm super,I’m tired)

Psychological moment

The teacher will show the children movements and sing s a song.

Children will repeat the movements of the teacher and repeat the song.

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Good job!

https://youtu.be/0VLxWIHRD4E

Middle of the lesson

7min.

The teacher asks the children questions:

- How do you think why we sing a song about numbers?

- What is about our new theme?

Aim: understand short supported classroom instructions in an increasing range of

classroom routines

use quantitative numerals from 1 to 100 and ordinal from 1 to 10;

Children answer questions from the teacher

Picture

The teacher explain the new topic and teach the children to distinguish between the endings -teen

and –ty

Children repeat after the teacher and everyone reads the rules on handout cards

10 min.

5min

Task 1 Listen to and follow the teacher’s instructions

tefnfie -

ewelvt

gheeneit -

esven -

tenninee -

tow -

einn -

Teacher reads the instructions:

1. Put the letters in order to make names of the numbers from 1 to 20.

2. Write the correct name on the first line. Key answers:

fifteen; twelve; eighteen; seven; nineteen; two; nine; eleven; six; one; seventeen; eight; four; sixteen; ten; five; thirteen; twenty; fourteen

Task 2. The teacher hangs two bear cubs with the endings -teen and -ty on the board and asks the children to divide the cards with numbers into two types of endings

Students first listen to the teacher correctly insert letters and pronounce numbers correctly

Children follow the instructions of the teacher and call the numbers on the cards. They put a bear cub on the right pockets

Descriptor:

A learner

• unscrambles the names of numbers;-2p

• writes the correct name of the number on the first line.-2p

Descriptor :

- correctly distribute the numbers; 1-p

- name the numbers on the cards; -1p

3 min

5min

7min

Physica moment Dance to the music

Task 3 Match the picture to the word and the number

Task 4 Read and circle

Children dance to the music

Students connect a picture with a letter

Students read and mark correctly

Descriptor3: -if they connect correctly:-1p -if you pronounce the numbers correctly-1p

A learner matches the words to the pictures; completes the sentences with the appropriate ordinal numbers.

Descriptor4:

-if you read it correctly-1p

- did you put the marks correctly-1p

https://youtu.be/3vRfJ-gwjVc

End of the lesson.

5 min.

FEEDBACK

Teacher hang out on the board night

Formative assessment

Day and night. Teacher stick points after the each task.

Home task: to learn by heart new words

Students should to chose on of the moon and stick the picture at night.

1)I understand the lesson

2)I have questions