Unit 1 About myself

School:

Date:

Teacher name:

CLASS: 1

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

1.S3 pronounce basic words and expressions intelligibly

1.S6exchange simple greetings and say please, sorry and thank you

1.S1 make basic personal statements and simple statements about objects

Lesson objectives

All learners will be able to:

• introduce themselves

• understand questions: What is your name? How are you?

Most learners will be able to:

• understand and answer the questions

• use the answer correctly: I am fine, thank you

• introduce their friends

Some learners will be able to:

• ask and answer the questions

Previous learning

Greetings and names

Plan

Planned timings

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

Resources

Beginning

10 minutes

ORGANISATION MOMENT: (BT: listen and apply)

Teacher invites learners to stand in a circle and to repeat in chorus questions & answers:

Hello! What is your name? My name is.....

How are you? I am fine, thank you.

Sing a song “Hello”.

Song “Hello”

http://www.youtube.com/watch?v=hqx2phxn_cM

Middle

15 -25

minutes

PRE-LEARNING (BT: remember)

Teacher models My name is… His/her name is. Teacher introduces self and then names of projected images. Teacher indicates learners in turn to introduce self and then name two projected images of well-known people.

Her name is… His name is …..

GROUPWORKING (BT: practice)

In circles of 4 - 5 learners. Each learner has at least two images of different identities. Learners take turns to say as many names as they can remember after identities are flashed for a few seconds His name / Her name is... Game can continue by getting students of same sex to swap one or more of their identity cards

DEMOSTRATION (BT: explain and apply)

Teacher models with one learner Nice to meet you,Bye(handshake and wave).

PRACTICE

Learners practice with each other to pronounce greetings andexpressions intelligibly.

Images of well known people.

End

5

minutes

FEEDBACK

The smiley faces are on the board. (happy, sad, angry, etc) Teacher suggests to choose any smileyface.

Smiley faces, crayons

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

• more support can be given during elicitation, instruction and questioning phases of the lesson by nominating learners to answer items relating to more high frequency vocabulary to build confidence through participation.

• through questioning and the redirecting of questioning in feedback activities

• through observation in group

• culture and social studies

Reflection

Were the lesson objectives/learning objectives realistic?

What did the learners learn today?

What was the learning atmosphere like?

Did my planned differentiation work well?

Did I stick to timings? What changes did I make from my plan and why?

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

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 individuals that will inform my next lesson?