Unit of a long term plan Time | School: №10 |
Date: | Teacher name: Saryeva L.S. |
CLASS: 3 | Number present: | absent: |
Lesson title | The Theme: At the right time (1)) |
Learning objectives(s) that this lesson is contributing to (link to the Subject programme) | To talk and write about their favorite day; to develop the pupils’ speaking skills through answer the questions. |
Lesson objectives | All learners will be able to: • 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.UE14 use basic prepositions of location and position: at, behind, between, in, in front of, near, next to, on, to to describe where people and things are (in, in front of, near, on, to were practiced in Lesson 1 and between, next to, behind, at are practiced in the section Our Town) use prepositions of time: on, in, at to talk about days and times • 3.R6 understand with considerable and particularly visual support, some specific information in short, simple texts on familiar topics • 3.R3 read and follow with considerable support simple, words, phrases and sentences on familiar and general topics and familiar instructions for classroom activities • 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 • 3.L7 use contextual clues to predict content in short, supported talk on routine and familiar topics • 3.L8 understand short narratives spoken slowly and distinctly on routine and familiar topics • 3.L9 recognise the spoken form of familiar words and expressions |
Assessment criteria | Learners have met the learning objectives if they can: talk and write about their favourite day; develop the pupils’ speaking skills through answer the questions. |
Language focus | Structures: Consolidation. Language in use: My favourite day is Sunday. I get up at ten o’clock in the morning and I have a big breakfast. What day is it today? On which days have you got your English lessons? |
ICT skills | Using audios |
Target vocabulary | Days: Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday |
Extra materials | The Days of the Week - poster |
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Previous learning | Time, Meals and Routines' vocabulary present simple/plural, 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 22nd of 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 look at the clock and say. What time is it? | |
PRESENTATION AND PRACTICE 3.R6 3.S6 3.UE9 3. 3.R3 3.R6 3.L8 3.S6 3.L7 3.L9 3.UE9 3.UE14 3.R3 3.S6 Pair work Formative Assessment 3.UE14 • 3.UE9 | Today we revise day of the week and make a story about your favorite day Look at the screen read days of the week and answer what is missing? All learners will be able to: Name days of the week Most learners will be able to: Name missing day with support of a teacher Some learners will be able to : Name missing day without support of a teacher Listen and read. Then answer. All learners will be able to: Make up sentences use days of the week Most learners will be able to: Read the text with support of a teacher Some learners will be able to : Read the text and answer the questions without support of a teacher Do exercise 22 page 42 Read and choose 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 Read and correct without support of a teacher Topic | My favourite day | 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.UE14 use basic prepositions of location and position: at, behind, between, in, in front of, near, next to, on, to to describe where people and things are ( in, in front of, near, on, to were practiced in Lesson 1 and between, next to, behind, at are practiced in the section Our Town) use prepositions of time: on, in, at to talk about days and times | Assessment criteria | • Talk about present experiences by asking questions on general and some curricular topics • Respond shortly using me too and I don’t | Level of thinking skills | Knowledge and comprehension Application | Task. Work in pairs. Ask and answer the questions about daily and weekly activities using ideas from the pictures. Use my favourite da y to answer the questions. | Descriptor: | A learner • uses ideas from the pictures; • asks his/her partner questions about daily and weekly activities; • uses me too, I don’t in his/her answer; • answers the questions of his/her partner properly; • pronounces words clearly; • uses grammatically correct sentences in speech. | | |
End | Home work. To revise the cover material | |
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. |
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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? |