PLAY AND WRITE: My toys and sports. I like….

Unit: 5 MY FREE TIME

SG #21 named after Al- Farabi

Teacher’s name:

Nurgaliyeva G

Date: 23/01

Class: 3b

Number present:

Number absent:

Theme of the lesson

PLAY AND WRITE: My toys and sports. I like….

Learning objective (s)

3.1.2.1 recognise familiar words with visual support;

3.5.1.10 use common present simple forms contractions on a limited range of familiar topics;

3.5.1.13 use can/ can’t to describe ability;

Lesson objectives

• introduce action verbs and sports

• practice asking and answering questions about ability / lack of ability / habitual actions

• use common present simple forms and can/ can’t to describe ability;

Values

• knowledge of basics of the legal system and human rights

Plan

Stages of the lesson

Teacher’s activities

Students’ activities

Assessment

Resources

Greeting

Greet students; students respond to greeting and take their places. Hello, boys and girls! How are you?

Warm-up

Presentation

Practice

Ending the lesson

Refection

P honetic Drill:

Students read and repeat the rhyme about the sport.

Cards

Activity 1. Presentation Vocabulary.

• Have Ss look at the pictures in the vocabulary section. Play the recording a few times, and have Ss point to the corresponding pictures and repeat.

Activity 2. Play.

• Divide Ss into pairs, and explain to them that SA chooses a person in the picture, but does not reveal whom to SB. SA describes the person he/she has chosen to SB, as in the example. SB has to guess who the person SA has chosen is.

Fast finishers

• Ask Ss to choose two or three people in the activity and write down sentences about them in their notebooks

Playing A Game. Can you jump?

• This is a variation of the game Simon says.

• Ask Ss questions, using Can you…? and encourage them to mime the action. The Ss must not perform the action if it isn’t preceded by words Can you…? e.g. If you say Can you run? Ss have to pretend they are running. If you say Run, Ss must not perform the action.

• If a S does so, he/she is out of the game.

• The last S remaining in the game wins. The winner can ask the questions in the next game

Descriptor:

A learner:

• chooses the right answer.

• asks and answers the questions

• use can /can’t correctly

Students read through the examples and

draw the attention to the words in bold.

SA describes the person he/she has chosen to SB, as in the example. SB has to guess who the person SA has chosen is.

.

Verbal Assessment

Peer Assessment

Self- Assessment

Action Verbs Song

https://youtu. be/ozG4PFFP5 A?si=bvMK bpk1dbVN-9Is

Handouts

Worksheets

https://www.teach-this.com/general-activities-worksheets/sports

Reflection.

• I learned new words.

• Everything was clear.

• I can say what I can I do.

Homework

WORKBOOK: Activity 1 and 2

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?

Health and safety check ICT links

More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support

-through questioning and the redirecting of questioning in feedback activities

-through observation in group and end performance activities

-through formative task

-White board and video are used no more than 10 minutes

-Use water-based pens

-Health promoting techniques

-Breaks and physical activities used.

-Points from Safety rules used at this lesson.

REFLECTION

Answer the most relevant questions to reflect on your lesson.

Were the lesson objectives/learning objectives realistic?

What did the learners learn? What did/didn’t you like? What was difficult?