КСП по английскому языку "Days of the week" 3класс

All learners will be able to:

3.UE2 use cardinal numbers 1 -50 to count(they will be practiced in Time

for CLIL section of Module 3)

• 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

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«КСП по английскому языку "Days of the week" 3класс»

Unit of a long term plan Time					School: №10
Date:					Teacher name: Iskakova K.S.
CLASS: 3					Number present:			absent:
Lesson title			The Theme: Days of the week (1)
Learning objectives(s) that this lesson is contributing to (link to the Subject programme)			To name the days of the week; to describe daily routine
Lesson objectives			All learners will be able to: 3.UE2 use cardinal numbers 1 -50 to count(they will be practiced in Time for CLIL section of Module 3) • 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
Assessment criteria			Learners have met the learning objectives if they can: name the days of the week; describe daily routine
Language focus			Structures: present simple (plural) Language in use: I tidy my room. What day is it? Do Dana and Aidar tidy their rooms on Sunday? No, they don’t
ICT skills			Using audios
Target vocabulary			Days: Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday
Extra materials			The Days of the Week - poster

Previous learning			Time, Meals and Routines' vocabulary present simple/singular, prepositions of time.
Plan
Planned timings	Planned activities (replace the notes below with your planned activities)						Resources
Start	Good morning children. Sit down please Who is on duty today? What date is it today? Today is the 15^thof November Let’s begin our lesson from the short exercise. It’s name is my day. Get up, go to bed, wash face, brush the teeth, do homework let’s count Ordinal numbers (cont from 1^st to 10^th)
Video PRESENTATION AND PRACTICE 3.UE2 3.W6 • 3.UE17 Book Pair work 3.R1 UE9 3.S2 3.S6	Who can tell me about your day? Now look at the screen and try to guess what we will learn today. Today we will learn days of the week and learn rule Present Simple Tense negative form Name days of the week All learners will be able to: Name days of the week Most learners will be able to: days of the week with support of a teacher Some learners will be able to : days of the week without support of a teacher look and say. How many days of the week? They are 7 Open your dictionary and write down days of the week Monday [ˈmʌndɪ] понедельник Tuesday [ˈtjuːzdɪ] вторник Wednesday [ˈwɛdnzdɪ] среда Thursday [ˈθəːzdɪ] четверг Friday [ˈfraɪdɪ] пятница Saturday [ˈsætədɪ] суббота Sunday [ˈsʌndɪ] воскресенье Talk with your friends. All learners will be able to: Make up sentences use days of the week Most learners will be able to: Make up 5- 6sentences use days of the week with support of a teacher Some learners will be able to : Make up 7 sentences use days of the week without support of a teacher . Do exercise 18 page 41 Read and answer Read questions Most learners will be able to: Read and answer to questions with support of a teacher Some learners will be able to : Read and answer to questions without support of a teacher Do exercise 19 page 41 Read and correct All learners will be able to: Read sentences Most learners will be able to: Read and correct with support of a teacher Some learners will be able to : Read and correct without support of a teacher
End	Say a time. Individual pupils say what they do at that time. e.g. Teacher: seven o’clock Pupil 1: I get up at seven o’clock. etc Home work. To learn words
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
Most support More support will be given in the form of a body language Some support More able learners receive little support during of assessment Minimal support During the assignment, more capable learners can help less able students				1.Through formative assessment 2.Through questioning and the redirecting of questioning		Use ICT during of defining the topic of the lesson Use physical activities
Reflection Were the lesson objectives/learning objectives realistic? Did all the learners achieve the lesson objectives/ learning objectives? If not, why? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why?		Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

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?