LESSON 20 School:

Unit 3: Time
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 Planned activities Learners’ Evaluatio Resources
timings activities n
Begining GREETING Learners watch the
5 min Warm-up video https://
Teacher suggested to watch www.yout
video daily routines to recall ube.com/
information about morning watch?
routines v=ajg1ebn
Hand out the completed Progress m3lo
Report Cards for the previous
module and ask the pupils to file
them in their Language
Portfolios.
Middle Look at Gulnara’s daily Learners answer Verbal
30 min routine and number. what they do during evaluation https://
Have a class discussion, in L1 if the day. www.yout
necessary, about daily routines. ube.com/
 Ask individual pupils what they watch?
do during the day. Write their v=eyPfpSt-
answers on the board. Refer the SXc
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 learners watch and

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

Practice Answer: It’s___ Mutual

Teacher offers learners to start (one, two, three…) avaluation
work with worksheet 1 and work o’clock. / It’s ____
straight to tasks: Look at the (one, two, three…)
pictures, what can you see, AM / PM.
tell your partner?
What’s the time? / What time is
it?
Leaners practice Verbal
Practice. Writing answering the evaluation
Teacher introduces another questions activity.
worksheet What time is it? This activity will
Draw the time. Write the time IN help to cover both
ENGLISH. time expressions
Teacher gives Leaners spell and a/an cardinal
write worksheet numbers.

Look, read and Self-

Present ordinals. Say, then write: say yes or no. assessment
(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.
End Reflection Learners reflect on Individual
5 min Learners reflect on their learning: their learning avaluation
 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

LESSON 21 School:
Unit 3: Time
Date: Teacher name:
Grade: 3 Number present: Number absent:
Theme of the Times of my day
lesson:
Learning 3.2.2.1- ask questions to find out about present experiences on a limited
objectives 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 Planned activities Learners’ Evaluation Resources
timings activities
Begining GREETING Learners Verbal
5 min Ask a few pupils to stand up and answer evaluation
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.
Middle Listen, point and repeat. The pupils Flashcards
30 min Pupils’ books closed. Put up the repeat, (20-27).
picture flashcards on the board. Point chorally and/or Interactive
to them, one at a time, and name individually. Whiteboar
them. d Software
 Repeat the procedure with the or Track
remaining flashcards. Then point to 25 CD1
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 The pupils Individual
repeat the question. Then say and listen, point to avaluation
write: It’s eight o’clock. Have the the words and
pupils repeat, chorally and/or repeat.
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. Allow the
Rearrange the letters and complete pupils some
the sentences. Then match. time to
Point to the first clock and ask the complete the
pupils to say what time it is. Repeat activity.
the activity with the remaining clocks.
Then read the example and explain the
activity.
Study Spot The pupils, in Mutual
avaluation
Choose. Then talk with your friend. pairs, talk Self-
Pupils’ books closed. Say and write about their assessment
on the board: I get up at seven daily routines,
o’clock. The pupils repeat, chorally as in the
and/or individually. Underline the example.
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.
End Reflection Learners do Self-
5 min Learners do the ‘hotseat’ activity and the ‘hotseat’ assessment
have a learner come up with their activity and
timeline. The other learners can ask answer the
 them questions. (i.e. What time do questions.
you go to school?) Did you go to the
cinema last week?)
Home task: draw your daily routines
Saying goodbye

LESSON 22 School:
Unit 3: Time
Date: Teacher name:
Grade: 3 Number present: Number absent:
Theme of the Days of the week
lesson:
Learning To name the days of the week; to describe daily routine
objectives
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 Planned activities Learners’ Evaluation Resources
timings activities
Begining GREETING Learners can Verbal
5 min Teacher introduce with LO do evaluation DIDACTIC
Learners given worksheets to fill. individually MATERIA
Task: what time do you do this? or in pairs. L1
Questions Whole class
What time do you usually get up? check
What time do you usually go to together.
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?
Middle Listen, point and repeat. The pupils
30 min Pupils’ books closed. Ask: What day repeat,
is it today? Then say and write: chorally
(Wednesday). and/or
Ask: What day is it tomorrow? Write: individually.
(Thursday). Follow the same
procedure and present the rest of the
days. e.g. Pupil: The Days of
Individual
Extension activity (Optional) My favourite the Week -
avaluation
Put up the Days of the Week poster on day is poster
the board. Ask a pupil to come to the Sunday. I go Interactive
board. Ask him/her to point to his/her to the cinema. Whiteboard
favourite day and say what he/she Software or
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. In pairs, the Mutual
Talk with your friend. pupils ask avaluation
Refer the pupils to the poster. Read and answer
the speech bubbles and explain the questions
activity. Ask a few pairs to report
back to the class. The pupils
Read and answer. repeat
Pupils’ books closed. Say and write chorally
on the board: We play football on and/or
Sunday. Present the plural forms of individually.
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. Pupils Individual
Underline the words in bold. Explain complete the avaluation
how the short forms are formed. activity.
Pupils’ books open. Go through the
Study spot section briefly. Check their
answers. The teams Mutual
Let’s Play take turns avaluation
Explain the game. Divide the class choosing a
into two teams, X and O. If you have word and
a large class, you may prefer doing it making a
in smaller groups or in pairs. If the sentence.
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.
 End Reflection Learners Self-
5 min Say two things which you have name at least assessment
understood? 2daily
Say two things which you have not activities
understood? their
Home task: Write notes about your classmates do
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

LESSON 23 School:
Unit 3: Time
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 Planned activities Learners’ activities Evaluation Resources
timings
Begining GREETING & OBJECTIVES https://
5 min Checking of the home task. www.youtub
The topic and Los are presented. e.com/
Warm-up watch?
 Teacher suggested to watch v=ajg1ebnm
video daily routines to recall 3lo
information about morning
routines
Middle Presentation Learners watch and Verbal https://
30 min Teacher gives the instructions. repeat active verbs evaluation www.youtub
According to the video about e.com/
morning routines learners watch watch?
and repeat active verbs such as v=eyPfpSt-
(wake, brush, wash, eat) Teacher SXc
pronounces and learners respond.
Practice Learners read the Individual
Teacher offers learners to start sentences and write avaluation
work with worksheet 1 and work the missing words. PPT
straight to tasks: Look at the DIDACTIC
pictures, what can you see, MATERIAl
tell your partner? Read about 1
Amina’s day. Talk about your
day. Then write about your day.

PORTFOLIO: Talk with your Suggested answer

Individual
friends. Then write about your key:
My favourite day is avaluation
favourite day.
Refer the pupils to the picture Saturday. I get up at
nine o’clock in the
and elicit the time (eight
morning and I have a
o’clock) and the meal eaten at big breakfast. Then I go
that time (breakfast). Ask the to the park with my
pupils, in pairs or in groups, to mum and my sister. I
talk about what they usually do play football with my
on their favourite day. Go friends and my sister
rides her bike. At one
around the classroom, providing
o’clock, we all have
any necessary help. lunch together. In the
Note: Once you have corrected afternoon, I watch TV
their writing activities, guide with my sister.
your pupils on how to file them I love Saturdays!
in their Language Portfolios.

Let’s Sing! The pupils listen

Ask: How many days are there? Mutual
and follow along in avaluation
Elicit: Seven. Then say: Seven their books.
days, there are seven days.
Seven days a week. The teams only sing
Encourage the pupils to repeat, the designated
chorally and/or individually. verse.
Play the CD. Divide the class
into three teams and assign each Pupils to sing the
team a verse. Play the song song as a class.
again. Time permitting, play the
 song a third time for the pupils
to sing the song as a class.
End REFLECTION Learners reflect on Self- DIDACTIC
5 min What has been learned? their learning assessment MATERIAl
What remained unclear? 3
What is necessary to work on
Home task: to write about their
favourite day

Saying goodbye

LESSON 24 School: Sayram

Unit 3: Time
Date:27.11.23-28.11.23 Teacher name: Kurbanov S.
Grade: 3 Number present: Number absent:
Theme of the At the right time
lesson: SA 1
Learning 3.UE9 use common present simple forms [positive, negative, question]
objectives 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 Planned activities Learners’ Evaluatio Resources
timings activities n
Begining GREETING
5 min Warm - up DIDACTIC
Task: what time do you do this? MATERIA
Learners can do individually or in L1
pairs.
What time do you usually get up? Learners Verbal
evaluation
 What time do you usually go to answer
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?
Middle Listen and read. Learners Interactive
10 min Pupils’ books closed. Write the word listen and Individual Whiteboar
Teatime on the board. If you wish follow along avaluation d Software
draw a simple sketch of a teacup and a in their or Track 35
teapot and elicit the words. books CD1
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. Learners

Explain the activity. Allow the pupils read the
some time to read the sentences sentences Mutual
avaluation
silently and complete the activity. silently and
Check their answers. complete the
Answer key: 1 five 2 sugar 3 activity
sandwiches 4 black 5 seven
6 kasirs
FA SPEAKING Learners Individual Worksheets
20 min Task 1. Work in pairs. Talk with a look at the avaluation
partner about your day and what you picture and
do during the day. Use the ideas to make up
make up sentences. sentences

WRITING
Task 2.Make up sentences about the Learners
time. Use the words from the boxes make up
and pictures. sentences
a quarter to half past about the
a quarter past o’clock time
 End REFLECTION Ss will Self-
5 min There smiley faces are on the board. choose one assessment
(happy and sad) T. suggests choosing and put on
any smiley face. their desks.

Home task: to repeat vocabulary

Saying goodbye

LESSON 25 School:
Unit 3: Time
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 Planned activities Learners’ activities Evaluatio Resources
timings n
Begining GREETING Pupils answer Verbal
5 min Write the following on evaluation
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.
Middle CHECKPOINT 3 Pupils read the words and Individual DIDACTI
30 min Read and match. match to make phrases avaluation C
MATERIA
Read and draw the Pupils read the sentences L2
times. and draw the times on the
clocks.
Write the numbers.
Pupils look at the numbers
Underline. and write the correct word.
. Pupils read the sentences
Read and complete. and underline the correct
Extra Check: The word. The Pupils read the
pupils are now ready to text and complete with the
do page 34 in the correct word.
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 Pupils read the text and Mutual
he reads his newspaper give the title of the story. avaluation
in the kitchen. He has
breakfast at 11.30 and
then he telephones his
mother in Scotland.
In the afternoon, at 1 DIDACTI
o’clock, Tom plays C
tennis with his sister and MATERIA
after that, they eat L3
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.

End Reflection Learners reflect on their Self-

5 min What has been learned? learning assessment
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

LESSON 26 School: Sayram

Unit 4: Buildings
Date:04.12.23-05.12.23 Teacher name: Kurbanov S
Grade: 3 Number present: Number absent:
Theme of the Four walls
lesson:
Learning 3.1.1.1- understand short supported classroom instructions in an
objectives 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 Planned activities Learners’ Evaluation Resources
timings activities
Begining GREETING Pupils guess Verbal
5 min Warm-up: the word and evaluation DIDACTIC
Teacher prints out small flashcards tell whether MATERIA
with the parts of house and shows their house / L 1/2
them for learners. flat has it or
Then if they have new words not
students work with picture
 dictionary
The topic and Los are presented.
Middle PRESENTATION
30 min 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 Pupils answer Individual
ground floor. avaluation
Explain the meaning of ground
floor. Follow the same procedure
and present the first and second
floor. Answer key:
Pupils’ books open. Refer the ground floor:
pupils to the picture. kitchen,
Ask: Where’s the kitchen? Help the garage; first
pupils answer: On the ground floor. floor: hall,
Ask: What else is there on the living room;
ground floor? Help the pupils second floor:
answer: the garage. Repeat the bathroom,
activity for the other parts of the bedroom.
house. Then ask individual to say
on which floor each room is. Mutual
avaluation
Answer key: 3
at the picture again and match. b4d5a6c7
Say. g 8 g 9 c10 c
Go through and present the items 1-
10. Explain the activity. Allow the
pupils time to write the
corresponding letter. Check their Verbal
answers. evaluation
Pupils then
Read the examples. Remind the look at the
pupils that we use There’s before picture and
nouns in the singular form and make
There are before nouns in the plural sentences as in
form. the example.

What did the Omarovs buy for Pupils listen

 their new house yesterday? Listen and tick the
and tick (✓). Then say. correct boxes.
Explain the activity. Tell pupils that
bought is the verb buy in the past
simple. Play the CD twice, if
necessary. Check their answers.
End REFLECTION Learners Self-
5 min Ask a pupil to begin sketching one reflect on their assessment
of the items in Ex. 2 on the board. learning
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

LESSON 27 School:
Unit 4: Buildings
Date: Teacher name:
Grade: 3 Number present: Number absent:
Theme of the Our town
lesson:
Learning 3.5.1.1- use singular nouns, plural nouns – including some common
objectives 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 Planned activities Learners’ Evaluatio Resources
timings activities n
Begining Greeting & Objectives Pupils answer Verbal
evaluation
5 min 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.
Middle Listen, point and repeat. Then Picture
30 min match. flashcards
Pupils’ books closed. Put up the Pupils read the Individual (28-35).
picture flashcards on the board. Point words and avaluation
to them, one at a time, and name match them to
them. The pupils repeat, chorally the pictures. Interactiv
and/or individually. e
Repeat the procedure with the Whiteboar
remaining flashcards. Then point to d Software
each flashcard in random order. Ask or Track
individual pupils to name them. 37 CD1
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. Pupils complete

Explain the activity. Check the the sentences
pupils’ answers. with the correct
answers (a-d).
Look, read and choose.
Pupils’ books closed. Put your pencil Pupils repeat,
behind a book, show it to the class chorally and/or
and ask: Where is the pencil? individually
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.

Mutual
Refer the pupils to the speech Pupils, in pairs, avaluation
bubbles. look at the
Go around the classroom providing picture in Ex. 7
any necessary help. Ask some pairs and ask and
to report back to the class. answer
Suggested answer key: questions.
 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.
End REFLECTION Learners reflect Self-
5 min Pupils share opinions if they on their learning assessment
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

LESSON 28 School:
Unit 4: Buildings
Date: Teacher name:
Grade: 3 Number present: Number absent:
Theme of the lesson: Our town

Learning 3.R3 Begin to read with rereading and usual support very short simple
objectives 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 Planned activities Learners’ Evaluation Resource
timings activities s
Begining Greeting & Objectives Pupils stand Verbal
5 min Warm-up in a circle evaluation
In turns they practice using the following holding
language: flashcards of
L1: In this picture I can see a circle differently
building (shows his\her picture to the shaped
rest of the class). buildings.
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)
Middle Task 1. Read the text about houses
30 min and identify each house. Pupils write Individual
There are many types of houses. John, Mark’s avaluation
Mark and Paul lived in wooden cottages house,
last summer. The houses were nice. Paul’s house
Children played games and had meals in and John’s
beautiful yard of Mark’s house. There house under
was a path from the stone fence to the the correct
door of Paul’s house. There was a picture.
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. Pupils listen
You are near the Flower shop at the corner to the story,
Santos Dumont street and Rosa e Silver answer the
Avenue. Move forward to Rosa e Silver
question, fill
Avenue. There is a Bank is opposite the
Bookstore. Turn to the right and go past the in the gaps
Music Store. The Toy store is between the with
Music Store and the Restaurant. In front of the prepositions.
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.
opposite
between
in front

next to

behind

corner
at the
near
of

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.
End REFLECTION Learners Self-
5 min There smiley faces are on the board. reflect on assessment
(happy and sad) their
T. suggests choosing any smiley face. Ss learning
will choose one and put on their desks.
Well what did we do in our lesson?
Home task: to revise vocabulary
Saying good-bye

LESSON 29 School:
Unit 4: Buildings
Date: Teacher name:
Grade: 3 Number present: Number absent:
Theme of the lesson: Around the house

Learning 3.1.4.1- understand a limited range of short supported questions on

objectives 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 Planned activities Learners’ Evaluatio Resource
timings activities n s
Begining Greeting & Objectives
5 min Warm Up: Pupils sit in a
Verbal
Leaners are given a sheet of paper. circle and evaluation
They have four minutes when they play a
have to write all topical vocabulary snowball.
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)
Middle Practice Pupils should
30 min Teacher has 6 pictures of household draw a Individual
objects: one for each of the rooms of a picture of a avaluation
house, for example: bed (for the house; make
bedroom), refrigerator (for the kitchen), sure to draw
and shower (for the bathroom), TV (for it as big as
the living room), dining table (for the possible to
dining room), and flowers (for the fill the house.
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 Mutual
your teeth? (I brush my teeth in the Pupils should avaluation
 bathroom) write all the
2. Where in the house do you cook questions and
food? (I cook food in the kitchen) answers in
3. Where in the house do you sleep at their
night? (I sleep in my bedroom) notebooks
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 Pupils match
place, where father keeps his car the
Verbal
house with one floor descriptions evaluation
house with two floors for one family with words
End Reflection: Ask Students to close their Learners Self-
5 min eyes. Using thumbs up or thumbs reflect on assessment
down, ask Students which activity was their learning
most difficult.
Home task: practice questions and
answers.
Saying good-bye

LESSON 30 School:
Unit 4: Buildings
Date: Teacher name:
Grade: 3 Number present: Number absent:
Theme of the lesson: Around the house

Learning 3.1.4.1- understand a limited range of short supported questions on

objectives 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 Planned activities Learners’ Evaluatio Resources
timings activities n
Begining Greeting & Objectives
5 min Warm Up: Pupils answer
Verbal
Greet students and let them take their the quesions evaluation
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)
Middle My dream house poster
30 min

- 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) Pupils make Individual
- inform students they’ll have 30 min to posters and avaluation
make their posters and write stories write stories
describing them describing
- remind (or write on the board) them
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
End Reflection: ask students to hand in Learners Self-
5 min their posters but leave their stories to reflect assessment
themselves
Home task: to prepare their stories for
presentation for the next lesson

Saying good-bye

LESSON 31 School:
Unit 4: Buildings
Date: Teacher name:
Grade: 3 Number present: Number absent:
Theme of the Summative control work for the 2nd term
lesson:
Learning 3.L1 Understand short supported classroom instructions in an increasing
objectives 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 Planned activities Learners’ Evaluatio Resources
timings activities n
Begining ORGANIZATION MOMENT Greeting Worksheet
2 min 1.Greeting
2. Lesson objective
SA LISTENING Learners Individual
35 min Task 1. Listen to the teacher’s listen to the avaluation
instructions and follow them. Finish teacher’s
the sentence: I am at the _______ instructions
Teacher reads: and follow
1. Look at the map. Find the Flower shop.
Put a tick under the Flower shop.
them.
2. Take a red pencil. Draw an arrow
moving from the flower you drew along Finish the
Santos Dumont Street to the crossing. Turn sentence
right to Rosa a Silva Avenue.
3. Move forward to the restaurant. Write a
big letter R below the restaurant.
4. Turn left at the crossing. Pass the
supermarket. What is the building next to it?
5. What is the opposite Pet Shop? Welcome
to the ______.

READING
Task 2. Read the text and choose the Learners
correct option to answer the read the text
questions. and choose
My Day and Night the correct
Hi! My name is Jake. I live in the USA. I wake
up in the morning at 7 o’clock. At a quarter to
option to
8, I eat breakfast. I go to school at half past 8 answer the
by bus. At school, I learn about many things. In questions
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 11B. a quarter past 10 C. a
quarter to 10 D. 10 o’clock
WRITING Learners put
Task 3. Put the letters in the correct the letters in
order. Spell the word out. Write the the correct
words. order, spell
Days of the Week. Unscramble the the word
words. out, write
Tuysade, Wseanedyd, Thusrdya, Fyraid, the words.
Mdnayo.
SPEAKING Learners
Task 4. Look at the pictures. Describe describe one
one of the objects. Tell about the places of the
you lived, visited, saw, travelled there picture
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.
End Reflection Learners Self-
3 min Tree of success reflect assessment
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

LESSON 32 School:
Unit 4: Buildings
Date: Teacher name:
Grade: 3 Number present: Number absent:
Theme of the Unit revision
lesson:
Learning 3.3.4.1 use with some support a simple picture dictionary;
objectives 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 2nd term

Plan
Planned Planned activities Learners’ Evaluatio Resources
timings activities n
Begining GREETING
5 min Warm-up Learners name Verbal
Learners name the buildings they the buildings evaluation
remember. The topic and Los are they
presented. remember.
Middle Presentation
30 min A building where you go to check out Learners name Individual PPT
books or to read books the buildings avaluation
A building where you can have and describe
delicious food them, then
A building where you buy petrol for they listen to
your car the meanings
A building where you sleep in a and guess the
campsite buildings
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 DIDACTI
A building where you park your car C
Leaners play prepositions game: at, MATERIA
behind, between, in, in front of, near, L1
next to, on

Task 1 Learners read

Read the descriptions and fill the gaps the
with the words under the pictures: descriptions
Task 2 and fill the
 Look at the map, use the prepositions gaps with the
of location and position: at, behind, words under
between, in, in front of, near, next to, the pictures
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.
End Reflection Learners Self-
5 min Learners reflect on their learning: complete the assessment
What has been learned? Self-
What remained unclear? assessment
What is necessary to work on paper.
Home task: Project: My favourite
housework
Ask pupils to tell you what housework
they do at home or what they can do.
Then ask them to draw a picture of it.
Saying goodbye