Typical day
| LESSON: Module 5 Lesson 5 | School: 3 kazakh school | |||||
| Date: | Teacher name: Salakhieva A.R. | |||||
| CLASS: 3б | Number present: | absent: | ||||
| Learning objectives(s) that this lesson is contributing to | 3.1.1.1- understand short supported classroom instructions in an increasing range of classroom routines 3.4.4.1- write with support short basic sentences with appropriate spaces between words 3.1.8.1- understand short, narratives on a limited range of general and some curricular topics 3.2.5.1- pronounce familiar words and short phrases intelligibly when reading aloud
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| Aims
| To talk about daily routines: to write about a typical day; to develop the pupils’ listening and speaking skills through a song | |||||
| Previous learning
| Language in use: I get up at quarter past seven every morning and have breakfast. It’s green day, it’s a clean day. They rode. | |||||
| Cross-curricular links
| Art (Exs 1, 4) | |||||
| ICT skills | Using SMART board, pictures and videos | |||||
| Plan | ||||||
| Planned timings
| Planned activities | Smiles Resources | Teacher Notes | |||
| Beginning the lesson
| Teacher greets students; students respond to greeting and take their places Warm up- Hello song
(An activity to revise the vocabulary of the previous lesson.) Ask a pupil to come to the board. Name a sport. The pupil writes it on the board. Ask the rest of the class for verification. Repeat with as many pupils as you think is necessary | What kind of sport is it?
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| Reading and Writing
Practice
Ending the lesson
| Step 1 (Activities to develop the pupils’ reading and writing skills.) Listen, read and match. Ex 22 Explain the activity. Point to the pictures and elicit what Jake does every day. Play the CD. The pupils listen and follow along in their books. The pupils then read the text silently and match the sentences to the pictures. Allow some time for the pupils to complete the activity. Check their answers. | (Track 56 CD1) Pupils book p 72
Formative Assessment Task | Then individual pupils read out the text. | |||
| Step 2 Warm up Activities to revise free-time activities and develop the pupils’ listening skills. Let’s Sing!
| Sing a song | |||||
| Step 3 Think and say … ex 23 • For stronger classes: Explain the activity. Allow the pupils some time to complete the activity about themselves orally or in writing in their notebooks. Have individual pupils report back to the class. • For weaker classes: Explain the activity. Divide the class into groups. The pupils, in groups, complete the activity. Have the group’s report back to the class. | Pupils book p 72
Formative Assessment Task | Suggested answer Key 1 and 2 and 3 and 4 but 5 but 6 and
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| Step 4 Activities to revise and develop the pupils’ listening skills. Let’s see!
| Interactive board | The pupils repeat, chorally and/or individually.
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| Step 5 Feed-back. Reflection
| Put the words into the box. | |||||
| Step 6 Home task PORTFOLIO: Talk with your friends. Then write about your day. For homework, tell the pupils to write about their daily routines and use the text in Ex. 22 as a model.
| Note: Once you have corrected their writing activities, guide your pupils on how to file them in their Language Portfolios. | |||||
| Additional information
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| 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? | Cross-curricular links Health and safety check ICT links Values links | ||||
| • support weaker learners with further modelling and drilling in their pairs • stronger learners who complete activities quickly should spell new words aloud for others to copy in their notebooks | • check pronunciation of new language through group and individual drilling • check comprehension of listening and reading text through follow-up questions | • cross curricular links: Art | ||||