Days of the week

Lesson plan


Unit 3. Time School: M. Makatayev Date:12. 11. 2018 Teacher name: Sydykova Mira Grade: 3 Number present: absent: Theme of the lesson: Days of the week 1





Learning objectives that this lesson is contributing to
3.2.2.1 ask questions to find out about present experiences on a limited range of general and some curricular topics;
3.2.6.1 take turns when speaking with others in a limited range of short, basic exchanges;
3.3.1.1 recognise, identify and sound with support a limited range of familiar words in simple sentences;
3.5.17.1 use me, too and I dont to give short answers All learners will be able to:
ask questions and respond using visuals;
demonstrate usage of in and at with time phrases.
practice learned vocabulary with support.
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 (3.2.2.1 / 3.2. 6.1./3.3.1.1./3.5.17.1) if they can:
Say the time using cardinal and ordinal numbers
Make personal questions related to time and when they do things.


Value links Education throughout life, cooperation Cross - curricular links Lesson is connected Science: Astronomy ICT skills Using SMART board, pictures and videos, Previous learning Times of day 2 Plan Planned timings Planned activities Resources Beginning
5 mins
Greeting & Objectives
Warm-up game Count first!
Teacher reminds Ls the example:
It takes me (Aslan) minutes to ..
Teacher gives them the situations/tasks to count and revise.



PPT 1-6 HYPERLINK "https://www.youtube.com/watch?v=ALcL3MuU4xQ"
Middle
30mins





Presentation
Leaners are asked to tell online time in Astana (Kazakhstan), London, Tokyo, New York.
Note that days of week are different in different countries!
Assessment criteria: say the time at least 2 times

The topic and Los are presented.
Ls revise Days of the week by the song or they may just name them in order and vice versa.

Teacher asks learners to complete sentences with appropriate verbs written on the board (get, watch, ride, go). Leaners complete the Worksheet 1 with the appropriate verb:
I _____ up late. I _____ cartoons on TV. I ____ my bike. I ____ shopping

Learners tick the things on the worksheet that they do on Saturday and on Sunday (at the weekend).
Pre-teach the phrase: Me too
1 Leaner tells his/her sentence: I get up late on Saturday. 2 learner(if he has the same opinion) says: Me too. And so on.
Leaners are shown different time on the board and they quickly say the time.
Leaners may use their handmade clocks and work in pairs.
Training
What do you do every day? song with actions.
Practice
Ask Leaners: -What do you do every day? Say the time and the action, day of the week
E.g.: I wake(get) up at 7 oclock on Monday.
get up, wash face, brush teeth, get dressed, have breakfast, go to school, get ready, have classes, eat lunch, go home, watch TV, go to bed, do my hometasks.
Ask Ls to make notes of the sentences.
Assessment criteria: Say the time, the action, day of the week at least 3 times correctly.
HYPERLINK "http://www.timeanddate.com/worldclock/personal.html" http://www.timeanddate.com/worldclock/personal.html


PPT 7

HYPERLINK "https://www.youtube.com/watch?v=mXMofxtDPUQ" https://www.youtube.com/watch?v=mXMofxtDPUQ




DIDACTIC MATERIAL 1















HYPERLINK "http://www.visnos.com/demos/clock" http://www.visnos.com/demos/clock



HYPERLINK "https://www.youtube.com/watch?v=BYZ0PCVd6wk" https://www.youtube.com/watch?v=BYZ0PCVd6wk




PPT 8







End
5 mins
Reflection
Tell students that they should finish the time worksheet for homework
- Ask students what they do at the weekends.
Question/model answer written on the board (if necessary) 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?
Did I stick to timings? What changes did I make from my plan and why? 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?