Times of my day

Times of my day

Открытый урок на тему "Times of my day"

Вы уже знаете о суперспособностях современного учителя?

Тратить минимум сил на подготовку и проведение уроков.

Быстро и объективно проверять знания учащихся.

Сделать изучение нового материала максимально понятным.

Избавить себя от подбора заданий и их проверки после уроков.

Наладить дисциплину на своих уроках.

Получить возможность работать творчески.

=> ПОЛУЧИТЬ СУПЕРСПОСОБНОСТИ УЧИТЕЛЯ <=

Просмотр содержимого документа
«Times of my day»

LESSON 20 Unit 3: Time			School:
Date:			Teacher name:
Grade: 3			Number present:		Number absent:
Theme of the lesson:		Times of my day
Learning objectives		3.1.8.1- understand short, narratives on a limited range of general and some curricular topics; 3.2.1.1- make basic statements which provide personal information on a limited range of general topics; 3.4.1.1- plan, write and check short sentences with considerable support on a limited range of personal, general and some curricular topics; 3.5.2.1- use cardinal numbers 1 -100 to count and ordinal numbers 1–10; 3.5.14.1- use prepositions of location and position
Lesson objectives		All learners will be able to: use cardinal numbers 1 -50 to count use basic prepositions of location and position: in, in front of, near, on, to to describe where people and things are use prepositions of time: on, in, at to talk about days and times make basic statements related to personal information, people and objects on familiar topics and classroom routines ask questions in order to satisfy basic needs and find information on familiar topics and classroom routines
Criteria		Learners have met the learning objectives if they can: Talk about daily routine; talk about location.
Previous learning		Unit revision
Plan
Planned timings	Planned activities			Learners’ activities		Evaluation	Resources
Begining 5 min	GREETING Warm-up Teacher suggested to watch video daily routines to recall information about morning routines Hand out the completed Progress Report Cards for the previous module and ask the pupils to file them in their Language Portfolios.			Learners watch the video			https://www.youtube.com/watch?v=ajg1ebnm3lo
Middle 30 min	Look at Gulnara’s daily routine and number. Have a class discussion, in L1 if necessary, about daily routines. Ask individual pupils what they do during the day. Write their answers on the board. Refer the pupils to the picture on the previous page and elicit the girl’s routine. Explain the activity. Allow the pupils some time to complete it. Check their answers. Presentation Teacher gives the instructions. According to the video about morning routines learners watch and repeat active verbs such as (wake, brush, wash, eat etc) Teacher pronounces and learners respond. Practice Teacher offers learners to start work with worksheet 1 and work straight to tasks: Look at the pictures, what can you see, tell your partner? What’s the time? / What time is it? Practice. Writing Teacher introduces another worksheet What time is it? Draw the time. Write the time IN ENGLISH. Teacher gives Leaners spell and write worksheet Present ordinals. Say, then write: (A) is the first letter of my name. Underline the word in bold. The pupils repeat after you. Explain to the pupils how the ordinal numbers are formed.			Learners answer what they do during the day. learners watch and repeat active verbs such as wake, brush, wash, eat etc according to the video about morning routines Answer: It’s___ (one, two, three…) o’clock. / It’s ____ (one, two, three…) AM / PM. Leaners practice answering the questions activity. This activity will help to cover both time expressions a/an cardinal numbers. Look, read and say yes or no.		Verbal evaluation Individual avaluation Mutual avaluation Verbal evaluation Self-assessment	https://www.youtube.com/watch?v=eyPfpSt-SXc
End 5 min	Reflection Learners reflect on their learning: What has been learned? What remained unclear? What is necessary to work on? Hometask: Ex;4 at page 27 Read and draw the time Saying goodbye			Learners reflect on their learning		Individual avaluation

LESSON 21 Unit 3: Time			School:
Date:			Teacher name:
Grade: 3			Number present:		Number absent:
Theme of the lesson:		Times of my day
Learning objectives		3.2.2.1- ask questions to find out about present experiences on a limited range of general and some curricular topics; 3.2.4.1- respond to questions on a limited range of general and some curricular topics; 3.5.14.2 - use prepositions of time: on, in, at to talk about days and times and no preposition last week etc.
Lesson objectives		All learners will be able to: use prepositions of time: on, in, at to talk about days and times make basic statements related to personal information, people and objects on familiar topics and classroom routines respond to basic supported questions giving personal and factual information write with support short responses at phrase level to questions and other prompts understand short narratives spoken slowly and distinctly on routine and familiar topics
Criteria		Learners have met the learning objectives if they can: Talk about daily routines; tell the time.
Previous learning		Times of my day
Plan
Planned timings	Planned activities			Learners’ activities		Evaluation	Resources
Begining 5 min	GREETING Ask a few pupils to stand up and stand in a row. Ask the rest of the class questions to revise the ordinals. Teacher: Who’s third? Class: Kairat! etc. If you wish, repeat the activity with other pupils.			Learners answer		Verbal evaluation
Middle 30 min	Listen, point and repeat. Pupils’ books closed. Put up the picture flashcards on the board. Point to them, one at a time, and name them. Repeat the procedure with the remaining flashcards. Then point to each flashcard in random order. Ask individual pupils to name them. Show the pupils picture flashcard 20. Ask: What time is it? Write the question on the board. Have the pupils repeat the question. Then say and write: It’s eight o’clock. Have the pupils repeat, chorally and/or individually. Write different times on the board. Elicit the time from the pupils. Pupils’ books open. Play the CD. If you wish, play the CD again, pausing after each word. The pupils repeat, chorally and/or individually. Rearrange the letters and complete the sentences. Then match. Point to the first clock and ask the pupils to say what time it is. Repeat the activity with the remaining clocks. Then read the example and explain the activity. Study Spot Choose. Then talk with your friend. Pupils’ books closed. Say and write on the board: I get up at seven o’clock. The pupils repeat, chorally and/or individually. Underline the words in bold. Elicit the use of present simple for routines. Follow the same procedure to present the other persons of the affirmative (singular) focusing on the -s ending in the third person. Present the spelling rules. Focus on the pronunciation of the suffixes (e.g. gets \s\, goes \z\, watches \iz\). Present the interrogative and negative in the same way. Explain how the short answers are formed. Pupils’ books open. Go through the Study spot section briefly. Refer the pupils to the example.			The pupils repeat, chorally and/or individually. The pupils listen, point to the words and repeat. Allow the pupils some time to complete the activity. The pupils, in pairs, talk about their daily routines, as in the example.		Individual avaluation Mutual avaluation Self-assessment	Flashcards (20-27). Interactive Whiteboard Software or Track 25 CD1
End 5 min	Reflection Learners do the ‘hotseat’ activity and have a learner come up with their timeline. The other learners can ask them questions. (i.e. What time do you go to school?) Did you go to the cinema last week?) Home task: draw your daily routines Saying goodbye			Learners do the ‘hotseat’ activity and answer the questions.		Self-assessment

LESSON 22 Unit 3: Time			School:
Date:			Teacher name:
Grade: 3			Number present:			Number absent:
Theme of the lesson:		Days of the week
Learning objectives		To name the days of the week; to describe daily routine
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.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
Criteria		Learners have met the learning objectives if they can: name the days of the week; describe daily routine
Previous learning		Times of my day
Plan
Planned timings	Planned activities			Learners’ activities	Evaluation		Resources
Begining 5 min	GREETING Teacher introduce with LO Learners given worksheets to fill. Task: what time do you do this? Questions What time do you usually get up? What time do you usually go to school? What time do you usually have lunch? What time do you usually do your homework? What time do you usually watch TV? What time do you usually go to bed?			Learners can do individually or in pairs. Whole class check together.	Verbal evaluation		DIDACTIC MATERIAL 1
Middle 30 min	Listen, point and repeat. Pupils’ books closed. Ask: What day is it today? Then say and write: (Wednesday). Ask: What day is it tomorrow? Write: (Thursday). Follow the same procedure and present the rest of the days. Extension activity (Optional) Put up the Days of the Week poster on the board. Ask a pupil to come to the board. Ask him/her to point to his/her favourite day and say what he/she usually does on that day. Pupils’ books open. Play the CD. The pupils listen, point to the words and repeat. If you wish, play the CD again, pausing after each word. The pupils repeat, chorally and/or individually. Talk with your friend. Refer the pupils to the poster. Read the speech bubbles and explain the activity. Ask a few pairs to report back to the class. Read and answer. Pupils’ books closed. Say and write on the board: We play football on Sunday. Present the plural forms of the present simple in the affirmative, interrogative and negative. Point out that we need do to form questions in the plural form. Write on the board: Do cats eat fish? Yes, they do. No, they don’t. Underline the words in bold. Explain how the short forms are formed. Pupils’ books open. Go through the Study spot section briefly. Check their answers. Let’s Play Explain the game. Divide the class into two teams, X and O. If you have a large class, you may prefer doing it in smaller groups or in pairs. If the sentence is correct, they get to mark the box accordingly, with an X and O. The winner is the team that has three marks horizontally, vertically or diagonally.			The pupils repeat, chorally and/or individually. e.g. Pupil: My favourite day is Sunday. I go to the cinema. In pairs, the pupils ask and answer questions The pupils repeat chorally and/or individually. Pupils complete the activity. The teams take turns choosing a word and making a sentence.	Individual avaluation Mutual avaluation Individual avaluation Mutual avaluation		The Days of the Week - poster Interactive Whiteboard Software or
End 5 min	Reflection Say two things which you have understood? Say two things which you have not understood? Home task: Write notes about your own daily routine, from the time you usually wake up in the morning until you fall asleep at night (or interview and make notes about a classmate). Saying goodbye			Learners name at least 2daily activities their classmates do	Self-assessment

LESSON 23

Unit 3: Time

School:

Date:

Teacher name:

Grade: 3

Number present:

Number absent:

Theme of the lesson:

At the right time

Learning objectives

3.1.8.1 understand short, narratives on a limited range of general and some curricular topics;

3.3.3.1 begin to read with rereading and usual support very short simple fiction and non-fiction texts on a limited range of general and curricular topics;

3.3.6.1 understand with considerable support, some specific information and detail in short, simple texts on a limited range of general and some curricular topics;

3.5.2.1 use cardinal numbers 1 -100 to count and ordinal numbers 1 – 10

Lesson objectives

All learners will be able to:

ask questions and respond using visuals;

practice learned vocabulary with support.

Most learners will be able to:

use most of the words in the speech;

answer questions through multiple choice.

Some learners will be able to:

ask questions and answer questions with basic words, phrases and short; sentences using visuals with no support.

Criteria

say the time using cardinal and ordinal numbers

make personal questions related to time and when they do things.

Previous learning

Days of the week

Plan

Planned timings

Planned activities

Learners’ activities

Evaluation

Resources

Begining

5 min

GREETING & OBJECTIVES

Checking of the home task.

The topic and Los are presented.

Warm-up

Teacher suggested to watch video daily routines to recall information about morning routines

https://www.youtube.com/watch?v=ajg1ebnm3lo

Middle

30 min

Presentation

Teacher gives the instructions. According to the video about morning routines learners watch and repeat active verbs such as (wake, brush, wash, eat) Teacher pronounces and learners respond.

Practice

Teacher offers learners to start work with worksheet 1 and work straight to tasks: Look at the pictures, what can you see, tell your partner? Read about Amina’s day. Talk about your day. Then write about your day.

PORTFOLIO: Talk with your friends. Then write about your favourite day.

Refer the pupils to the picture and elicit the time (eight o’clock) and the meal eaten at that time (breakfast). Ask the pupils, in pairs or in groups, to talk about what they usually do on their favourite day. Go around the classroom, providing any necessary help.

Note: Once you have corrected their writing activities, guide your pupils on how to file them in their Language Portfolios.

Let’s Sing!

Ask: How many days are there? Elicit: Seven. Then say: Seven days, there are seven days. Seven days a week.

Encourage the pupils to repeat, chorally and/or individually.

Play the CD. Divide the class into three teams and assign each team a verse. Play the song again. Time permitting, play the song a third time for the pupils to sing the song as a class.

Learners watch and repeat active verbs

Learners read the sentences and write the missing words.

Suggested answer key:

My favourite day is Saturday. I get up at nine o’clock in the morning and I have a big breakfast. Then I go to the park with my mum and my sister. I play football with my friends and my sister rides her bike. At one o’clock, we all have lunch together. In the afternoon, I watch TV with my sister.

I love Saturdays!

The pupils listen and follow along in their books.

The teams only sing the designated verse.

Pupils to sing the song as a class.

Verbal evaluation

Individual avaluation

Mutual avaluation

https://www.youtube.com/watch?v=eyPfpSt-SXc

PPT

DIDACTIC MATERIAl 1

End

5 min

REFLECTION

What has been learned?

What remained unclear?

What is necessary to work on

Home task: to write about their favourite day

Saying goodbye

Learners reflect on their learning

Self-assessment

DIDACTIC MATERIAl 3

LESSON 24

Unit 3: Time

School:

Date:

Teacher name:

Grade: 3

Number present:

Number absent:

Theme of the lesson:

At the right time

SA 1

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.R6 understand with considerable and particularly visual support, some specific information in short, simple texts on familiar topics

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

Lesson objectives

Talk about teatime in the UK and in their country; to consolidate the language of the module.

Take turns when speaking with others in a limited range of short, basic exchanges

Write with support short basic sentences with appropriate spaces between words

Criteria

Interact with others in short basic conversation

Write with support short sentences by applying spaces between words

Previous learning

At the right time

Plan

Planned timings

Planned activities

Learners’ activities

Evaluation

Resources

Begining

5 min

GREETING

Warm - up

Task: what time do you do this? Learners can do individually or in pairs.

What time do you usually get up?

What time do you usually go to school?

What time do you usually have lunch?

What time do you usually do your homework?

What time do you usually watch TV?

What time do you usually go to bed?

Learners answer

Verbal evaluation

DIDACTIC MATERIAL 1

Middle

10 min

Listen and read.

Pupils’ books closed. Write the word Teatime on the board. If you wish draw a simple sketch of a teacup and a teapot and elicit the words.

Ask the pupils, in L1 if necessary, to tell you if they like tea, what time they drink tea in their country, if they drink it hot or cold etc.

Pupils’ books open. Ask the pupils to look at the pictures. Point to the flags and elicit the countries.

Then ask the pupils to tell you what they see in the pictures.

e.g. Teacher: (pointing to the sandwiches) What are these?

Pupil 1: They are sandwiches.

Read and complete.

Explain the activity. Allow the pupils some time to read the sentences silently and complete the activity. Check their answers.

Answer key: 1 five 2 sugar 3 sandwiches 4 black 5 seven

6 kasirs

Learners listen and follow along in their books

Learners read the sentences silently and complete the activity

Individual avaluation

Mutual avaluation

Interactive Whiteboard Software or Track 35 CD1

20 min

SPEAKING

Task 1. Work in pairs. Talk with a partner about your day and what you do during the day. Use the ideas to make up sentences.

WRITING

Task 2.Make up sentences about the time. Use the words from the boxes and pictures.

a quarter to	half past
a quarter past	o’clock

Learners look at the picture and make up sentences

Learners make up sentences about the time

Individual avaluation

Worksheets

End

5 min

REFLECTION

There smiley faces are on the board. (happy and sad) T. suggests choosing any smiley face.

Home task: to repeat vocabulary

Saying goodbye

Ss will choose one and put on their desks.

Self-assessment

LESSON 25

Unit 3: Time

School:

Date:

Teacher name:

Grade: 3

Number present:

Number absent:

Theme of the lesson:

Unit revision

Learning objectives

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

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

3.5.9.1 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:

use cardinal numbers 1 -50 to count

use common present simple forms [positive, negative, question] and contractions to talk about what you want and like and habits and facts

read and follow with considerable support simple, words, phrases and sentences on familiar and general topics and familiar instructions for classroom activities

Criteria

Learners have met the learning objectives if they can: talk about teatime in the UK and in their country; consolidate the language of the module.

Previous learning

SA 1

Plan

Planned timings

Planned activities

Learners’ activities

Evaluation

Resources

Begining

5 min

GREETING

Write the following on the board: 20 –18 = ?

Ask pupils to come to the board and write the right number (two). Ask the rest of the class for verification.

Pupils answer

Verbal evaluation

Middle

30 min

CHECKPOINT 3

Read and match.

Read and draw the times.

Write the numbers.

Underline.

Read and complete.

Extra Check: The pupils are now ready to do page 34 in the Activity Book.

PRACTICE Reading.

Pre –reading task

Work with the words from the text.

Reading task :

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.

Pupils read the words and match to make phrases

Pupils read the sentences and draw the times on the clocks.

Pupils look at the numbers and write the correct word.

Pupils read the sentences and underline the correct word. The Pupils read the text and complete with the correct word.

Pupils read the text and give the title of the story.

Individual avaluation

Mutual avaluation

DIDACTIC MATERIAL 2

DIDACTIC MATERIAL 3

End

5 min

Reflection

What has been learned?

What remained unclear?

What is necessary to work on

Home task: Project: My favourite drink

Write a simple description using the texts in Ex.28 as a model.

Saying goodbye

Learners reflect on their learning

Self-assessment

LESSON 26 Unit 4: Buildings			School:
Date:			Teacher name:
Grade: 3			Number present:			Number absent:
Theme of the lesson:		Four walls
Learning objectives		3.1.1.1- understand short supported classroom instructions in an increasing range of classroom routines; 3.2.3.2- begin to describe past experiences on a limited range of general and some curricular topics; 3.3.4.1- use with some support a simple picture dictionary; 3.5.11.1- use has got / have got there is / are statement and question forms including short answers and contractions
Lesson objectives		All learners will be able to: have met the learning objectives if they can: Talk about parts of a house; talk about what we can find in each part of a house.
Criteria		To talk about parts of a house; to talk about what we can find in each part of a house.
Previous learning		Unit revision
Plan
Planned timings	Planned activities			Learners’ activities	Evaluation		Resources
Begining 5 min	GREETING Warm-up: Teacher prints out small flashcards with the parts of house and shows them for learners. Then if they have new words students work with picture dictionary The topic and Los are presented.			Pupils guess the word and tell whether their house / flat has it or not	Verbal evaluation		DIDACTIC MATERIAL 1/2
Middle 30 min	PRESENTATION Look at the picture. Which rooms are on the ground floor? Which rooms are on the first floor? Which rooms are on the second floor? Pupils’ books closed. Draw a simple sketch of a house on the board with two floors. The house should have a kitchen on the ground floor, a living room on the first floor and a bedroom on the second floor. Point to the kitchen and ask: Which room is this? Elicit: kitchen. Then say: There’s a kitchen on the ground floor. Explain the meaning of ground floor. Follow the same procedure and present the first and second floor. Pupils’ books open. Refer the pupils to the picture. Ask: Where’s the kitchen? Help the pupils answer: On the ground floor. Ask: What else is there on the ground floor? Help the pupils answer: the garage. Repeat the activity for the other parts of the house. Then ask individual to say on which floor each room is. at the picture again and match. Say. Go through and present the items 1-10. Explain the activity. Allow the pupils time to write the corresponding letter. Check their answers. Read the examples. Remind the pupils that we use There’s before nouns in the singular form and There are before nouns in the plural form. What did the Omarovs buy for their new house yesterday? Listen and tick (✓). Then say. Explain the activity. Tell pupils that bought is the verb buy in the past simple. Play the CD twice, if necessary. Check their answers.			Pupils answer Answer key: ground floor: kitchen, garage; first floor: hall, living room; second floor: bathroom, bedroom. Answer key: 3 b 4 d 5 a 6 c 7 g 8 g 9 c10 c Pupils then look at the picture and make sentences as in the example. Pupils listen and tick the correct boxes.	Individual avaluation Mutual avaluation Verbal evaluation
End 5 min	REFLECTION Ask a pupil to begin sketching one of the items in Ex. 2 on the board. The rest of the class tries to guess what it is and in which room it can be found. Whoever guesses correctly comes to the board and the game continues. Home task: Ex: 3 at page 36 and learn the new vocabulary Saying good-bye			Learners reflect on their learning	Self-assessment

LESSON 27 Unit 4: Buildings			School:
Date:			Teacher name:
Grade: 3			Number present:		Number absent:
Theme of the lesson:		Our town
Learning objectives		3.5.1.1- use singular nouns, plural nouns – including some common irregular plural forms; 3.5.1.2- use possessive forms ‘s/s’ with proper names and nouns to talk about ownership; 3.5.9.1- 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; 3.5.14.1- use prepositions of location and position: at, behind, between, in, in front of, near, next to, on, under, above to describe where people and things are;
Lesson objectives		All learners will be able to: - use basic prepositions of location and position: at, behind, between, in, in front of, near, next to, on, toto describe where people and things arewith support.
Criteria		Learners have met the learning objectives if they can: Talk about places and location; practise giving directions.
Previous learning		Four walls
Plan
Planned timings	Planned activities			Learners’ activities		Evaluation	Resources
Begining 5 min	Greeting & Objectives Warm Up: Write some of the words from the previous lesson with some letters missing, e.g. b _ _ kc _ s _ . Ask a pupil to come to the board and complete the word. Ask the rest of the class for verification. Repeat with some other words and pupils.			Pupils answer		Verbal evaluation
Middle 30 min	Listen, point and repeat. Then match. Pupils’ books closed. Put up the picture flashcards on the board. Point to them, one at a time, and name them. The pupils repeat, chorally and/or individually. Repeat the procedure with the remaining flashcards. Then point to each flashcard in random order. Ask individual pupils to name them. Pupils’ books open. Play the CD. The pupils listen, point to the pictures, and repeat the words. If you wish, play the CD again pausing after each word. The pupils repeat, chorally and/or individually. Read and match. Explain the activity. Check the pupils’ answers. Look, read and choose. Pupils’ books closed. Put your pencil behind a book, show it to the class and ask: Where is the pencil? Answer: It’s behind the book. Write the exchange on the board and underline the word in bold. Follow the same procedure and present the prepositions next to, opposite and between. Check their answers. Talk with your friend. Refer the pupils to the speech bubbles. Go around the classroom providing any necessary help. Ask some pairs to report back to the class. Suggested answer key: A: Excuse me! Where’s the supermarket? B: It’s next to the baker’s. A: Excuse me! Where’s the butcher’s? B: It’s opposite the hospital. A: Excuse me! Where’s the greengrocer’s? B: It’s between the post office and the hospital. A: Excuse me! Where’s the hospital? B: It’s opposite the butcher’s. A: Excuse me! Where’s the baker’s? B: It’s next to the supermarket.			Pupils read the words and match them to the pictures. Pupils complete the sentences with the correct answers (a-d). Pupils repeat, chorally and/or individually Pupils, in pairs, look at the picture in Ex. 7 and ask and answer questions.		Individual avaluation Mutual avaluation	Picture flashcards (28-35). Interactive Whiteboard Software or Track 37 CD1
End 5 min	REFLECTION Pupils share opinions if they liked/disliked the lesson by putting their thumbs up/down and explaining the reasons using simple language Home task: to draw the buildings wherever they like in their town. For the next lesson pupils, in pairs, will talk about their drawings. Saying good-bye			Learners reflect on their learning		Self-assessment

LESSON 28

Unit 4: Buildings

School:

Date:

Teacher name:

Grade: 3

Number present:

Number absent:

Theme of the lesson:

Our town

Learning objectives

3.R3 Begin to read with rereading and usual support very short simple fiction and non-fiction texts on a limited range of general and curricular topics

3.L4 Understand a limited range of short supported questions on general and some curricular topics

3.UE14 Use prepositions of location and position: at, behind, between, in, in front of, near, next to, on, under, above to describe where people and things are; use prepositions of time: on, in, at to talk about days and times and no preposition last week etc.

Lesson objectives

All learners will be able to:

Identify the details while rereading very short fiction and non-fiction texts using support

Identify short supported questions on general and some curricular topics

Describe position of buildings using prepositions of place

Previous learning

Our town

Plan

Planned timings

Planned activities

Learners’ activities

Evaluation

Resources

Begining

5 min

Greeting & Objectives

Warm-up

In turns they practice using the following language:

L1: In this picture I can see a circle building (shows his\her picture to the rest of the class).

L2: Me too (looking at his neighbor`s picture). Then he\she shows her picture and says: In this picture I can see a square building.

L3: me too. (continue until everyone finishes)

Pupils stand in a circle holding flashcards of differently shaped buildings.

Verbal evaluation

Middle

30 min

Task 1. Read the text about houses and identify each house.

There are many types of houses. John, Mark and Paul lived in wooden cottages last summer. The houses were nice. Children played games and had meals in beautiful yard of Mark’s house. There was a path from the stone fence to the door of Paul’s house. There was a balcony on the brown roof of John’s house. They liked their cottages very much.

Task 2. Listen to the story. Answer the question. Fill in the gaps with prepositions. Teacher reads the text.

You are near the Flower shop at the corner Santos Dumont street and Rosa e Silver Avenue. Move forward to Rosa e Silver Avenue. There is a Bank is opposite the Bookstore. Turn to the right and go past the Music Store. The Toy store is between the Music Store and the Restaurant. In front of the restaurant there is a Supermarket. The Pet Shop is behind the Supermarket. Hospital is near the Pet Shop. Turn to the left at Amelia street. You can see a school on your right. Fast Food Restaurant is next to the School.

in front of

near

between

next to

behind

at the corner

opposite

Where is the Toy Store? The Toy Store is between the Music Store and the Restaurant.

Where is the Flower shop? The Flower shop is at the corner Santos Dumont street and Rosa e Silver Avenue.

Where is the Pet Shop? The Pet Shop is behind the Supermarket.

Where is the Hospital? Hospital is near the Pet Shop.

Where is the Supermarket? The supermarket is in front of the Restaurant.

Where is the bank? The bank is opposite the Bookstore.

Where is the Fast Food Restaurant? The Fast Food Restaurant is next to the School.

Pupils write Mark’s house, Paul’s house and John’s house under the correct picture.

Pupils listen to the story, answer the question, fill in the gaps with prepositions.

Individual avaluation

End

5 min

REFLECTION

There smiley faces are on the board. (happy and sad)

T. suggests choosing any smiley face. Ss will choose one and put on their desks.

Well what did we do in our lesson?

Home task: to revise vocabulary

Saying good-bye

Learners reflect on their learning

Self-assessment

LESSON 29 Unit 4: Buildings			School:
Date:			Teacher name:
Grade: 3			Number present:			Number absent:
Theme of the lesson:		Around the house
Learning objectives		3.1.4.1- understand a limited range of short supported questions on general and some curricular; 3.2.2.1- ask questions to find out about present experiences on a limited range of general and some curricular topics; 3.4.1.1- plan, write and check short sentences with considerable support on a limited range of personal, general and some curricular topics; 3.4.2.1- write with support short basic sentences with appropriate spaces between words;
Lesson objectives		All learners will be able to: Learners will read and use comprehension strategies to match sentences to correct buildings. Learners will listen to directions and follow accurately.
Criteria		They can read, ask and answer questions related to descriptions of house.
Previous learning		Our town
Plan
Planned timings	Planned activities				Learners’ activities			Evaluation		Resources
Begining 5 min	Greeting & Objectives Warm Up: Leaners are given a sheet of paper. They have four minutes when they have to write all topical vocabulary they remember. (they should have correct spelling of words and their translation) Ex: A: a top B: a top and a gas station C: a top, a gas station and a garage (they use their topical vocabulary and use articles correctly)				Pupils sit in a circle and play a snowball.			Verbal evaluation
Middle 30 min	Practice Teacher has 6 pictures of household objects: one for each of the rooms of a house, for example: bed (for the bedroom), refrigerator (for the kitchen), and shower (for the bathroom), TV (for the living room), dining table (for the dining room), and flowers (for the garden). - Next, hold up the cut out "bed" teach the word. Ask one student to stick the picture in one of the rooms. Do the same with the other 5 pictures, each time eliciting the word and getting a student to stick on their house so that each room has a picture in it (and one outside in the garden). Now, elicit/teach the words for rooms of the house and garden: point at the bedroom and ask "What room is this? » If no one knows, say, "Well, it has a bed and it is a room, so it's a ..." and try and elicit "bedroom". Then write the word in the room and chorus 3 times and spell it. - bathroom: a room with a bath - living room: a room where we live - dining room: a room where we eat dinner (dinner room ... dining room) - kitchen: a room where we dish the washes - garden: a place with a lot of trees and flowers. Speaking. The teacher asks the following questions: 1. Where in the house do you brush your teeth? (I brush my teeth in the bathroom) 2. Where in the house do you cook food? (I cook food in the kitchen) 3. Where in the house do you sleep at night? (I sleep in my bedroom) 4. Where in the house do you eat dinner? (I eat in the dining room) 5. Where in the house do you sit with your family and watch TV? (I watch TV in the living room) Practice part of large building with 4 to 12 floors place, where father keeps his car house with one floor house with two floors for one family				Pupils should draw a picture of a house; make sure to draw it as big as possible to fill the house. Pupils should write all the questions and answers in their notebooks Pupils match the descriptions with words			Individual avaluation Mutual avaluation Verbal evaluation
End 5 min	Reflection: Ask Students to close their eyes. Using thumbs up or thumbs down, ask Students which activity was most difficult. Home task: practice questions and answers. Saying good-bye				Learners reflect on their learning			Self-assessment
LESSON 30 Unit 4: Buildings			School:
Date:			Teacher name:
Grade: 3			Number present:			Number absent:
Theme of the lesson:		Around the house
Learning objectives		3.1.4.1- understand a limited range of short supported questions on general and some curricular; 3.2.2.1- ask questions to find out about present experiences on a limited range of general and some curricular topics; 3.3.3.1- begin to read with rereading and usual support very short simple fiction and non-fiction texts on a limited range of general and curricular topics; 3.4.1.1- plan, write and check short sentences with considerable support on a limited range of personal, general and some curricular topics; 3.5.4.1- use determiners a, an, the, some, any, this, these, that, those to refer to things on a limited range general and some curricular topics
Lesson objectives		All learners will be able to: Design a poster of their dream house and describe it in written form (write a story of 5-7 grammatically correct sentences) Most learners will be able to: Write a story of 7-10 grammatically correct sentences, describing their dream house Some learners will be able to: Write a story of 10-12 grammatically correct sentences, describing their dream house
Criteria		They can read, ask and answer questions related to descriptions of house.
Previous learning		Around the house
Plan
Planned timings	Planned activities			Learners’ activities			Evaluation		Resources
Begining 5 min	Greeting & Objectives Warm Up: Greet students and let them take their places. Ask some lesson-opening questions. i.e. What date is it today? What day is it today? What is the topic of the lesson? Etc. Write the objective(s) on the board. Draw students’ attention to the lesson objective(s), make sure they all understand them (ask simple comprehension checking questions if necessary)			Pupils answer the quesions			Verbal evaluation
Middle 30 min	My dream house poster - tell students to go through their ‘RAFTs’ before drawing and writing, to refresh their minds on what they planned yesterday - pass out story templates and explain to students they should only fill it in when they finish drawing/coloring/designing their houses (NOTE: in case some students strongly wish to start with the story, let them do so, but inform that their poster should (at the end) 100% correspond to the story) - inform students they’ll have 30 min to make their posters and write stories describing them - remind (or write on the board) students that the their story volume is 10-12 sentences (2 per each room in the house) - pass out A3 sheets with house outlines and any necessary stationery items some students may not have (markers, pencils, rubbers, etc.) - set a timer and let students start their work - circulate the room to make sure all learners are engaged and on task; assist if necessary			Pupils make posters and write stories describing them			Individual avaluation
End 5 min	Reflection: ask students to hand in their posters but leave their stories to themselves Home task: to prepare their stories for presentation for the next lesson Saying good-bye			Learners reflect			Self-assessment

LESSON 31 Unit 4: Buildings			School:
Date:			Teacher name:
Grade: 3			Number present:		Number absent:
Theme of the lesson:		Summative control work for the 2^nd term
Learning objectives		3.L1 Understand short supported classroom instructions in an increasing range of classroom routines 3.R6 Understand with considerable support, some specific information and detail in short, simple texts on a limited range of general and some curricular topics 3.W7 Spell a growing number of familiar high- frequency words accurately during guided writing activities 3.UE14 Use prepositions of location and position: at, behind, between, in, in front of, near, next to, on, under, above to describe where people and things are; use prepositions of time: on, in, at to talk about days and times and no preposition last week etc.
Lesson objectives		Learners listen to the teacher’s instructions and follow them accordingly. Learners read the text about «My Day and Night» and choose the correct answer to the questions. Learners put the letters into the correct order and write the words. Learners choose one picture to describe the object on it and tell about their past experiences. They should use any prepositions in a talk.
Previous learning		Around the house
Plan
Planned timings	Planned activities			Learners’ activities			Evaluation	Resources
Begining 2 min	ORGANIZATION MOMENT 1.Greeting 2. Lesson objective			Greeting				Worksheet
SA 35 min	LISTENING Task 1. Listen to the teacher’s instructions and follow them. Finish the sentence: I am at the _______ Teacher reads: Look at the map. Find the Flower shop. Put a tick under the Flower shop. Take a red pencil. Draw an arrow moving from the flower you drew along Santos Dumont Street to the crossing. Turn right to Rosa a Silva Avenue. Move forward to the restaurant. Write a big letter R below the restaurant. Turn left at the crossing. Pass the supermarket. What is the building next to it? What is the opposite Pet Shop? Welcome to the ______. READING Task 2. Read the text and choose the correct option to answer the questions. My Day and Night Hi! My name is Jake. I live in the USA. I wake up in the morning at 7 o’clock. At a quarter to 8, I eat breakfast. I go to school at half past 8 by bus. At school, I learn about many things. In the afternoon I do homework. At 8 o’clock I eat dinner. I go to sleep at 10 o’clock at night. Circle the correct answer 1.What time does Jake wake up? A. 7 o’clock B. half past 7C. 6 o’clock D. a quarter to 8 2.What time does Jake eat breakfast? A. half past 7 B. a quarter to 8C. half past 8 D. a quarter to 9 3.What time does Jake go to school? half past 8 in the morning B. half past 8 in the afternoon 4.What time does Jake eat dinner? A. half past 7 B. a quarter to 8 C. 8 o’clock D. a quarter to 9 5.What time does Jake go to bed at night? A. half past 11 B. a quarter past 10 C. a quarter to 10 D. 10 o’clock WRITING Task 3. Put the letters in the correct order. Spell the word out. Write the words. Days of the Week. Unscramble the words. Tuysade, Wseanedyd, Thusrdya, Fyraid, Mdnayo. SPEAKING Task 4. Look at the pictures. Describe one of the objects. Tell about the places you lived, visited, saw, travelled there last summer. Use any prepositions: at, behind, between, in, in front of, near, next to, on, under, above. You don’t need to use all of them.			Learners listen to the teacher’s instructions and follow them. Finish the sentence Learners read the text and choose the correct option to answer the questions Learners put the letters in the correct order, spell the word out, write the words. Learners describe one of the picture			Individual avaluation
End 3 min	Reflection Tree of success Green leaf - I totally understand Yellow leaf - I understand the lesson but I need some helps Red leaf - I don't understand Home task: to revise grammar themes Saying goodbye			Learners reflect		Self-assessment

LESSON 32

Unit 4: Buildings

School:

Date:

Teacher name:

Grade: 3

Number present:

Number absent:

Theme of the lesson:

Unit revision

Learning objectives

3.3.4.1 use with some support a simple picture dictionary;

3.5.14.1 use prepositions of location and position: at, behind, between, in, in front of, near, next to, on, under, above to describe where people and things are, use prepositions of time: on, in, at to talk about days and times and no preposition last week

Lesson objectives

All learners will be able to:

write basic sentences and respond using visuals;

practice learned vocabulary with support.

Most learners will be able to:

use most of the words in the speech;

answer questions with minimum support.

Some learners will be able to:

write basic sentences with basic words, phrases and short; sentences using visuals with no support about the buildings

Previous learning

Summative control work for the 2^nd term

Plan

Planned timings

Planned activities

Learners’ activities

Evaluation

Resources

Begining

5 min

GREETING

Warm-up

Learners name the buildings they remember. The topic and Los are presented.

Learners name the buildings they remember.

Verbal evaluation

Middle

30 min

Presentation

A building where you go to check out books or to read books

A building where you can have delicious food

A building where you buy petrol for your car

A building where you sleep in a campsite

A building where you keep your money

A building where you study

A building where you go when you are sick

A building where you go to see old things in it

A building where you go to send mails

A building where they help people to stay safe

A building where you keep your domestic animals

A building where you buy food and products.

A building where you have an office

A building where you park your car

Leaners play prepositions game: at, behind, between, in, in front of, near, next to, on

Task 1

Read the descriptions and fill the gaps with the words under the pictures:

Task 2

Look at the map, use the prepositions of location and position: at, behind, between, in, in front of, near, next to, on to tell where these places are:

Differentiation by level:

High level students: at, behind, between, in, in front of, near, next to, on to tell where the places

Low level students: use the prepositions of location and position: at, between, in, on to tell where the places

Smiles Values!

Refer the pupils to the Smiles Values! section and read it aloud.

Have a discussion, in L1 if necessary, about the moral of the story. Tell the pupils that we shouldn’t be lazy and let others do the work for us. We should all work. Work is fun and is rewarded.

Learners name the buildings and describe them, then they listen to the meanings and guess the buildings