Times of my day

School

№ 18, Nur-Sultan

Teacher’ s name: Nurseiit Ainur Zhumakhmetkizi

Grade 3

Present: Absent:

Module 3. Time

Theme:

Times of my day

Learning objectives(s) that this lesson is contributing to

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

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

3.5.9.1 to talk about daily routine and to talk about location

Lesson objectives

By the end of the lesson:

All learners use daily routine verbs with some error

Write the time using prepositions with considerable support

Write the time using numbers with considerable support

Recognise the question When do you …?

Most learners will be able to:

Use daily routine verbs

Write the time using prepositions with limited support

Write the time using numbers with limited support

Say the question When do you …? with support

Some of the learners will be able to:

Use daily routine verbs correctly

Write the time using prepositions correctly

Write the time using numbers correctly

Independently use questions When do you …? What time do you..? What do you do on….?

Assessment criteria

Learners have met the learning objective (3.1.7.1 / 3.5. 2.1./3.5.9.1.) if they can:

Use the time using cardinal and ordinal numbers

Understand a.m. and p.m.

ICT skills

Application and higher-order thinking skills

Value links

Education throughout life, cooperation

Cross curricular links

Cross-curricular integration takes place in a lesson through Math.

Previous learning

Storytime

Time

Planned activities

Resources

3 minutes

3 minutes

Greeting & Objectives

Lesson objectives learning objectives will be introduced.

Warm up. Activity 1 “Gulnara’s day life”:

There are pictures and slides.

Look at Gulnara’s daily routine and number (learners match daily routine and numbers )

Activity 2.

Cardinal numbers: Children lets count from 1 to 10.

And now, boys and girls, we will learn ordinal numbers.

Ordinal numbers are used to indicate position, rank and dates. (Порядковые числительные используются для обозначения позиции чего-либо (кого-либо), ранга, а также для обозначения дат). 

To form ordinal numbers it is necessary to add suffix – th at the of the word. (Чтобы образовать порядковое числительное, необходимо в конце слова (числа) прибавить суффикс "-th". Example:

four – fourth (четыре – четвёртый)
six – sixth (шесть – шестой)
ten – tenth (десять – десятый)
eleven – eleventh (одиннадцать – одиннадцатый)
twenty four - twenty fourth (двадцать четыре – двадцать четвёртый)
thirty six - thirty sixth (тридцать шесть – тридцать шестой)

Count from 10 to 100:

Children will count with teacher

Activity 3. “Yes or no”. [G]

Look, read and say yes or no.

1 The first and the ninth clocks are blue

2 The fifth and the tenth clocks are yellow

3 The second and the sixth clocks are green

4 The seventh and the eights clocks are blue

5 The third and the forth clocks are orange

Activity 4. “Start thinking”. [G]

Think and answer.

Where is a schoolbag?

Where is a dress?

Where is a chair?

Where is a bear?

Answer:

Formative Assessment: Peer Assessment: students find out things and say where are they.

Interactive board

Presentation slide 3

Presentation slide 4

Presentation slide 5

Presentation slide 6

Presentation slide 7

3 minutes

5 minutes

6 minutes

8 minutes

Activity 4. “Method Jigsaw” [I]

Read the new words individually. Deduce the meaning of new words. Slide on new words

The purpose of this task is learners will read the words and try to translate the words looking on pictures.

eight o’clock – восемь часов

breakfast - завтрак

lunch - обед

dinner - ужин

get up - просыпаться

have a shower – принимать душ

Brush my teeth – чистить зубы

do my homework – выполнять домашнее задание

Activity 5. “When do you …?”.

Children answer the questions:

When do you get up?

I get up at seven o’clock

When do you have your breakfast?

I have my breakfast at eight o'clock

When do you have lunch?

I have lunch at one o'clock

SA: Students compare their answers with the answer key shown on the board

.

“What time is it?”. [G]

Teacher explains how to say the time.

Activity – 6 “Guess the time”

Children need guess the right variant. And then say the time.

Formative Assessment: Self-Assessment: Teacher displays the answer key on the board, students check and correct.

Feedback: Teacher speaks positive sides and explains the mistakes.

Presentation slide 8

Presentation slide 9

Presentation slide 9

Presentation slide 10

Differentiation

Assessment

Health and safety

Activities – 5, 6 Consider all facts shows where learners are. The learner, who doesn’t know the meaning of the words, needs the help of peer.

Most learners answer the question, can match and complete.

All the learners can answer the questions but only some students can ask the questions express own thoughts/ideas by giving reasons for them.

To weak learners based on their ability will be given individual support.

Differentiation by task:

The learners were given different activities: few types of questions, matching

Differentiation by support:

to facilitate learner’s success teacher provides examples of considering facts, questions, problems

Learners learning will be checked by different tasks: explain, match, complete, paraphrase the words.

FA: PA: students share ideas

In “Matching” task, also learners learning will be checked individually. Correct the false heading.

FA: SA: students compare their answers with the answer key shown on the board

Give everyone an opportunity to speak.

Respect others and their thoughts.

Use soft voice while speaking.

Everyone follows the direction