Сабақ жоспары 4 сынып

Lesson: The time

School: #47

Date: 14.04.2019

Teacher’s name: Kabylkanova Sh. A.

Grade: 4 E

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

5.L.6. Understand some specific information and detail of short supported talk on topic “The time”.

5.S.6. Take turns when speaking with others in a growing range of short, basic exchanges.

5.S.2. Ask questions to find about present experiences on the topic.

Lesson objectives

All learners will be able to:

- Recognize words describing daily routines and some details of the supported talk;

- Take turns when speaking;

- Ask and answer the questions about the time with some support.

Most learners will be able to:

- Recognize daily routine words and some details of the supported talk;

- Take turns when speaking with others about daily routines and the time;

- Ask and answer questions on the topic using the right present simple forms with little support.

Some learners will be able to:

- Understand the information and details of the talk without support;

- Take turns comprehensively when speaking with others;

- Ask and answer questions about the present independently.

Previous learning

Speaking about the present

Planned timings

Planned activities

Resources

Start

2 min

4min

5min

Middle

5 min

3min

5min

10min

The teacher explains lesson objectives in a simplified form.

Lead in

(W) Teacher shows the picture of the clock with words: to, past, half, quarter, o’clock. Drilling the words.

Teacher shows the clock and says the time (it’s 5 to 11), then changes the time and asks students: What time is it? Students answer.

(I, P, G) Teacher gives the cards with different times in written form to each student, Students put the clock times in the right order: 2:00, 2:15, 2:20 etc.

Students share their answers and check themselves, after teacher plays the track and Ss check their lists.

Speaking

(P) Learners are given cards with pictures of clocks without hands, they draw hands for 3 clocks and asks his pair What’s the time?

Teacher walks around the class and observes the students talking, and gives support for less able learners by prompting and eliciting the time.

Assessment criteria:

- Tell the right time;

- Take turns when speaking;

Pre-teaching the vocabulary Daily routines

Teacher shows the pictures of a girl with her daily routines, and elicits the previous knowledge of the words. Drilling the vocabulary.

Ss match the sentences with the pictures, teacher displays the right answers, and asks the learners to check themselves.

Listening

Learners listen to Kitty and put the times to the pictures

Speaking

Teacher models the question in present simple 3^rd person: What time does Kitty get up? And throws the ball to a learner to check the answers. Learners continue asking and answering the questions throwing the ball to each other.

Assessment criteria:

- Ask questions about present using does;

- Answer the questions using verb+s;

- Recognize words describing daily routines and the time from the talk.

Picture of the clock with new vocabulary

(see the PPP)

Handout 1 (cards)

Handout 2

(cards with clocks)

Slide 2 PPP

Messages 1.

CD1 track 53

End

5 min

• 2 stars and a wish

Write down 2 things you liked the most today

And 1 thing that was difficult for you

Home task: draw your daily routine with times and prepare to speak about it.

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?

• Prompt to less-able students. Language support.

• Allow thinking time.

• Encourage more-able learners to speak without support.

• by monitoring the spelling,

pronunciation, and the right forms of present simple

• monitoring speaking and using the daily routine words and the time

Peer assessment

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?