Days of the week

Unit 3. Time

School-lyceum: 10

Date: 12.10.2018

Teacher name: Auezkhan Z

Grade: 3 A

Number present:

absent:

Theme of the lesson: Days of the week

Learning objectives that this lesson is contributing to

3.UE9 use common present simple forms [positive, negative, question] and contractions to talk about what you want and like, habits and facts

3. L7 use contextual clues to predict content in short, supported talk on routine and familiar topics

3. W6 use with support upper and lower case letters accurately when writing names and address

All learners will be able to:

• Learners will demonstrate usage of in and at with time phrases.

• Learners will answer personal questions related to time and when they do things.

• Learners will answer personal questions related their daily routine .

Most learners will be able to:

• use most of the words in the speech;

• answer personal questions related to time and when they do things.

• Some learners will be able to:

• ask questions and answer personal questions related their daily routine .using visuals with no support.

Assessment criteria

Learners have met the learning objective (3.UE9, 3. L7, 3. W6. ) if they can:

Value links

Teamwork: Ls will work well together in their groups showing respect and being polite with each other.

Cross - curricular links

Math

ICT skills

Using SMART board, pictures and videos, audio

Previous learning

Times of my day

Plan

Planned timings

Planned activities

Resources

Beginning

2 min

2 min

5min

2min

5min

Greeting.

T: Hello. How are you?

S: Nice. And you?

T: I’m OK. Thank you.

Come to the board. Learners stand in a row. Children, why do you want to learn English language?

S: Because ...

Checking up the home task: What was your homework?

S: Our home task was to learn by heart new words. (To use ball)

Divide into two groups:

1^st group - Weekday

2^nd group – Weekend

Prediction:

Teacher: -Help me! Help me, please!

St.:– What’s the matter?

Teacher: I need your help. I am a week. I heard that you are very clever boys and girls. My days was lost. I’m looking for my days of the week. I have only 29 minutes. Can you help me to find my days of the week?

St.:– Of course!

T: OK. Let’s begin. I’ll give you task. If you can do the tasks, my days will be found.

St.:– OK. But what is the days of the week?

New theme. Days of the week

T: Let’s revise days of the week. There are 7 days in a week. Monday, Tuesday, Wednesday, Thursday, Friday, Saturday and Sunday.

New words: Monday- Дүйсенбі - понедельник

Tuesday – Сейсенбі- вторник

Wednesday – Сәрсенбі- среда

Thursday – Бейсенбі- четверг

Friday – Жұма- пятница

Saturday – Сенбі- суббота

Sunday – Жексенбі- воскресенье

Days of the week - апта күндері- дни недели

Do you understand? Good luck, my dears.

PPT 1

Good, sad, excellent.

PPT 2, ball

PPT 3, cards

PPT 4 , cards, audio

5min

2min

5min

7min

3min

Individual work

Ex 9 P 29. Activity book. Write the days.

MDAOYN – MONDAY

TSUADYE- TUESDAY

WYENDEDSA- WEDNESDAY

TSHAUDRY- THURSDAY

FDRAIY- FRIDAY

STARADUY- SATURDAY

ASNYUD- SUNDAY

New grammar material

Teacher explains new grammar material

Preposition of time ON.

Wу use ON for days and dates.

For example: On Sunday, on Monday

When we say last, next, every, this we don’t also use ON.

He is coming back next Tuesday ( not on next Tuesday )

Pair works: Ex 17 P 40 Pupil’s book

Talk with your friends. Make a dialogue

P1: I tidy my room on Friday.

P2: Me too.

P1: I play football on Monday. I don’t.

P2: I play football on Tuesday.

Use words: Tuesday/ play the guitar.

Wednesday / visit my parents home.

Thursday / play with my friends.

Friday / tidy my room.

Saturday / go fishing.

Sunday / go camping.

Warm up

Group work :

To draw on poster“ what do you do on weekday“

“ what do you do on weekend”

T: I’ll give you these worksheets. You should complete the task individually

With fingers

Thumbs up.

Thumbs down

With fingers

Thumbs up

Thumbs down

Thumbs half away

End

2 min

Reflection

• Say two things which you have understood?

• Say two things which you have not understood?

• Learners name at least 2 daily activities their classmates do

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?

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?