Times of my day

LESSON: Module 3 Lesson 1

The Theme: Times of my day


Teacher’s name: Bekjanova A


Learning objective(s) that this lesson is contributing to

To talk about daily routine;

To talk about location.

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.UE14 use basic prepositions of location and position: in, in front of, near, on, to to describe where people and things are (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.S1 make basic statements related to personal information, people and objects on familiar topics and classroom routines

·      3.S2 ask questions in order to satisfy basic needs and find information on familiar topics and classroom routines

·      3.S4 respond to basic supported questions giving personal and factual information

Assessment criteria

Learners have met the learning objectives if they can: Talk about daily routine; talk about location.

Language focus

Structures: Ordinals, prepositions of place.

Language in use: The first and the ninth clock are blue. Where’s the laptop? It’s in the schoolbag.

Target vocabulary

Daily routine: get up, have dinner, go to school, come home from school, watch

TV, have breakfast, go to bed, do my homework.

Cross — curricular links

Maths (Exs 2,3)

Extra materials

Completed Progress Report Cards for Module 2.

Previous learning

All the material from Modules 1-2.


Planned timings

Planned activities (replace the notes below with your planned activities)

Smiles Resources


Hand out the completed Progress Report Cards for the previous module and ask the pupils to file them in their Language Portfolios.



·         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.

Answer key: b 6 d 5 f 3 h 7 c 4 e 8 g 1













3.UE14 3.S1 3.S2


·         Look, read and say yes or no.

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.

Drill your pupils:

e.g. Teacher: two Pupil 1: second etc.

Explain the activity. The pupils read the sentences and complete the activity. Check their answers.

Answer key: 1 no 2 yes 3 no 4 yes 5 no


·         Talk with your friend.

Revise the prepositions of place. Point to things around the classroom and elicit the prepositions.

e.g. Teacher: (pointing to his/her book) Where is my book?

Pupil 1: It’s on the desk.

Read the example and explain the activity. The pupils, in pairs, ask and answer questions as in the example. Answer key:

2 A: Where’s the clock? B: It’s in front of the picture. 3 A: Where’s the uniform? B: It’s on the bed.

4 A: Where’s the schoolbag? B: It’s under the desk. 5 A: Where’s the lamp? B: It’s between the books.



Name an action from the ones in Ex. 1.

Ask the pupils to mime it.

e.g. Teacher: I get up.

Class: (Pupils mime getting up) etc



If you wish, you can assign some or all of the corresponding activities from the Activity Book for homework. If this is the case, make sure you explain them first in class.


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?

Cross-curricular links Health and safety check ICT links

Values links





Were the lesson objectives/learning objectives realistic?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson

Did I stick to timings?


What changes did I make from my plan and why?



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