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LESSON 18 |
Unit 3: Time |
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Teacher name: Rogova V.V. |
School: Stavropolka Secondary School |
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Date: |
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Grade: 3 |
Number present: |
Number absent: |
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Theme of the lesson: |
Times of my day |
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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 |
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Lesson objectives |
Learners have met the learning objectives if they can: Talk about daily routine; talk about location. |
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Plan |
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Planned timings |
Planned activities |
Learners’ activities |
Evaluation |
Resources |
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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 |
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Middle 35 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 |
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End 5 min |
Reflection Learners reflect on their learning:
Hometask: Ex;4 at page 27 Read and draw the time Saying goodbye |
Learners reflect on their learning |
Individual avaluation |
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LESSON 19 |
Unit 3: Time |
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Teacher name: Rogova V.V. |
School: Stavropolka Secondary School |
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Date: |
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Grade: 3 |
Number present: |
Number absent: |
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Theme of the lesson: |
Times of my day |
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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. |
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Lesson objectives |
use prepositions of time: on, in, at to talk about days and times 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 |
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Plan |
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Planned timings |
Planned activities |
Learners’ activities |
Evaluation |
Resources |
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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 |
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Middle 35 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. |
Learners repeat, chorally and/or individually. Learners listen, point to the words and repeat. Allow learners some time to complete the activity. Learners, 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 |
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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 |
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LESSON 20 |
Unit 3: Time |
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Teacher name: Rogova V.V. |
School: Stavropolka Secondary School |
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Date: |
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Grade: 3 |
Number present: |
Number absent: |
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Theme of the lesson: |
Days of the week |
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Learning objectives |
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.UE17 use me, too to give short answers 3.S2 ask questions in order to satisfy basic needs and find information on familiar topics and classroom routines 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 To name the days of the week; to describe daily routine |
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Lesson objectives |
Learners have met the learning objectives if they can: name the days of the week; describe daily routine |
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