Unit 3. Time

School: M.Makataev

Date:

Teacher name: Syrymbetova Shynar

Grade: 3

Theme of the lesson: “Time”

Learning objectives that this lesson is contributing to

- use contextual clues to predict content in short, supported talk on a limited range of general and some curricular topics;

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

- use common present simple forms [positive, negative, question] and contractions to talk about what you want and like, habits and facts, simple future timetabled events, use common past simple forms to describe actions and feelings

Lesson objectives

All learners will be able to:

• Understand and say what the text about using active vocabulary

• Ask each other about daily routines using present tense. .

Assessment criteria

Value links

Respect and being polite with each other working in pairs and in groups.

Cross - curricular links

Lesson is connected Maths

ICT skills

Usage of presentation of classroom rules; review

Plan

Planned timings

Planned activities

Resources

Beginning

5 mins

Warm - up

Task: what time do you do this? Learners can do individually or in pairs. Whole class check together.

Questions

1. What time do you usually get up?

2. What time do you usually go to school?

3. What time do you usually have lunch?

4. What time do you usually do your homework?

5. What time do you usually watch TV?

. What time do you usually go to bed?

DIDACTIC MATERIAL 1

Middle

30mins

Practice

1. Reading.

Pre –reading task

Work with the words from the text.

Reading task :

Read the text and give the title of the story.

On Sunday, Tom gets up at 10 o'clock. Then he reads his newspaper in the kitchen. He has breakfast at 11.30 and then he telephones his mother in Scotland.

In the afternoon, at 1 o’clock, Tom plays tennis with his sister and after that, they eat dinner in a restaurant. At 6 o’clock, Tom swims for one hour and then he goes by bike to his brother´s house.

Tom watches television in the evening and drinks a glass of milk. He goes to bed at 11.30.

After reading task:

Differentiation:

Group I (low level students)

Answer the questions

1. Where does Tom read a newspaper?

a) In the kitchen

b) In his bedroom

c) In the lounge

2. Who does he telephone in the morning?

a) His sister

b) His brother

c) His mother

3. What time does he play tennis with his sister?

a) At 1 o’clock

b) At 2 o’clock

c) At 11.30

4. How does Tom go to his brother's house?

a) By bike

b) By car

c) Walks

Group II (high level students)

Retell the text

2. Practice. Speaking and writing

Task: Pair up with a classmate, ask and answer these questions about their Monday and Saturday routines. Write your classmate’s answer and report back to the class. For example if your classmate’s name is Tom ask the question like this: What time do you usually get up on Monday Tom? If he says 6:00 a.m., report like this: Tom usually gets up at 6:00 a.m. on Monday.

1. What time do you usually get up?

2. What time do you usually brush your teeth?

3. What time do you usually have breakfast?

4. What time do you usually go to school?

5. What time do you usually have lunch?

6. What time do you usually do your homework?

7. What time do you usually go to bed?

Feedback: Teacher encourages and increases fluency, checks the process error correction

DIDACTIC MATERIAL 2

DIDACTIC MATERIAL 3

End

5 mins

Reflection

Learners reflect on their learning:

• What has been learned?

• What remained unclear?

• What is necessary to work on

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?