1-10 Numbers

Long-term plan unit:

1 All about me

Secondary school No125

Date:

Teacher name: Sakhova Moldir

Grades: 1

Theme of the lesson: Numbers 1-10

Learning objectives(s) that this lesson is contributing to

1.L1 recognize short instruction for basic classroom routines spoken slowly and distinctly

1.S.3 pronounce basic words and expression intelligibly

Lesson objectives

All learners will be able to:

Identify short instructions for basic classroom routines and count say numbers from 1 to 10 intelligibly during whole class and pair work with lots of support

Most learners will be able to:

Identify short instructions for basic classroom routines and count say numbers from 1 to 10 intelligibly during whole class and pair work with some support

Some learners will be able to:

Identify short instructions for basic classroom routines and count say numbers from 1 to 10 intelligibly during whole class and pair work without support

Assessment criteria

Realize short instructions correctly

Count the numbers intelligibly

Value links

«Mangilik Yel» Patriotic Act

A secular society with high spirituality

Cross curricular links

Kazakh, Russian, Math

ICT skills

Interactive Board

Previous learning

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Plan

Time

Planned activities

Resources

Beginning

10 m

Organizational moment

Teacher greets learners; learners respond to greetings and take their places.

Before start of the lesson teacher give every learners fruits basket and say who will be active in lesson, I will give you fruits and you collect fruits in your basket every lesson

1. Eliciting.

Work with a picture (Whole class activity)

Teacher start lesson this picture on the Interactive board

Teacher asks: What do you see on the Interactive board?

Do you count in English?

Learners answer the question in your native language «Сандар»

Formative Assessment: Teacher assess learners in oral form.

Good Job! Very Good!

Teacher translate «Сандар» in English «Numbers»

Teacher: Repeat after me - Numbers. Today our new theme is Numbers.

Teacher pronounces numbers loudly and slowly in several time

1 2 3 4 5 and 6 7 8 9 10

2. Drilling (Whole and individually activity)

Teacher say to learners repeat after me. First of all, learners count numbers chorally

Formative Assessment: teacher assess by showing thumb

Then learners count individually one by one 1 2 3 4 5 6 7 8 9 10

Formative Assessment: teacher to give fruits if learner will count correctly

Differentiation by learning styles: visual, audial

My visual learners are perceive by sight. Because the numbers are on the Interactive board. My audial learners understand by listening when I will pronounce

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https://www.woodwardenglish.com/wp-content/uploads/2017/12/numbers-1-10-english.jpg

https://www.firstpalette.com/images/craft-mainpic-square/fruitbasket-main3.jpg

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Middle

25 m

3. Warm- up. Sing a song (Whole class activity)

Teacher draws the learners' attention herself and teaches to sing a song with gestures

1 – 2 – 3 – 4 – 5 Jump!
6 – 7 – 8 – 9 – 10 Jump!
Turn around and clap your hands
And jump!

Formative Assessment: Learners assess to themselves by clapping hands

Differentiation by support: teacher 's and learners ' support

According by Zone of Proximal Development(ZPD) of Vygotsky, my learners are learn this song and do same activities but receive different support from the teacher and their friends

4. Work with worksheets. Matching (Pair activity)

Teacher show the worksheets on the Interactive board and explain to match these fruits, candles with numbers.

Teacher gives such worksheets for pairs

Formative Assessment: to give fruits if learner will match correctly

Differentiation by resources

5. Flash Activity (Group activity)

Teacher divide class into two groups and explain I will show one number quickly and you can say What number is it? Which group find first? Which group find first I will assess you funny smiles

Formative Assessment: teacher assess learners funny smiles

Differentiation by interaction patterns

I chosen differentiation by interaction patterns. Because this activity was planned group work. My learners can interact with each others different possibilities.

6. Work with question. A friend phone strategy

(Whole class activity)

Teacher ask from passive learners.

How many boys and how many girls in our group, Asel?

Count, please!

If Asel did not answer, teacher asks question again from other learners

If other active learner give right answer, teacher ask from Asel again. Such as teacher works with passive learners.

Formative Assessment:

Descriptor:

A learner:

understand question

count and answer correctly

Differentiation by interaction patterns

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End

5 m

Feedback

Learners share opinion if they liked/disliked the lesson by putting their thumbs up/down

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?

Health and safety check
ICT links

Reflection

Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO?

If not, why?

Did my planned differentiation work well?

Did I stick to timings?

What changes did I make from my plan and why?

Summary evaluation

What two things went really well (consider both teaching and learning)?

1:

2:

What two things would have improved the lesson (consider both teaching and learning)?

1:

2:

What have I learned from this lesson about the class or achievements/difficulties of individuals that will inform my next lesson?