Unit:4

Travel

Teacher name:

Seitkali Gaukhar

Date:

05.02.2021

Class: 1«Б»

Number present:

absent:

Theme:

The big red bus

Learning objectives(s) that this lesson is contributing to

1.L1 recognise short basic instructions for a limited range of classroom routines spoken slowly and distinctly

1.L3 recognise with support common names and names of places recognise the spoken form of a limited range of everyday and classroom words

1.L4 recognise with support short basic questions about what something is

Lesson objectives:

All learners will be able to: listen and repeat the materials from previous lessons, following the instruction according to the task

Most learners will be able to: recognise and name some words according to the topic, follow the instruction according to the task

Some learners will be able to: recognise and name the materials of previous lessons themselves, following the instruction according to the task

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

Plannedtiming

Teacher’s activity

Pupil’s activity

Assessment

Resources

Beginning

5 minutes

Greeting

-Good morning , children!How are you today?

Children, before begin our lesson, let's cheer up and do fireworks.

-Children, look at the board. What do you see? Yes. It’s a bus. What colour is it? Well! How do you think what is the theme of our lesson? You are right. Today our theme is «The big red bus». Today we have unusual lesson. Today we will travel around knowledge country by our red bus. Today we’ll remember , numbers, colours and animals. If you will do the tasks well, you will get the tickets for next station.

Now I want to invite you to our bus. Are you ready to travel? Well! Let’s start our travelling!

-Good morning ,

Good morning,good morning to you!

Good morning,good morning,we are glad to see you!

Children stand up and do fireworks.

The sound of fireworks

The picture of the bus

Middle

30 minutes

Surprise moment

(someone knock the window)

–         Children do you hear anything? May be somebody knocks the window.

Teacher opens the window and there is a convert with balloons.

–Oh, how nice it is. Look there is a letter and balloons. Let`s read the letter: Hi! My name is Winnie-pooh. I lost my numbers. They are in the English number castle. If you see them will you send to me. Thank you!

–Балалар Винни пух сандарын жоғалтып алыпты, оларды тауып алып салып жібереміз бе?

Жарайсыңдар, ендеше Сандар әлеміне барайық!

Let`s go to the Number castle.

Number castle

Descriptor:

• name the numbers

-Балалар,ал сендер сандар туралы қандай тақпақ білесіңдер?Қанекей айтып беріңдерші.

Children look at the window.

Children listen to the teacher.

Children open the window of the castle.

Children name the numbers in the

picture.

Says a poem

Formative

assessment:

Ballons and letter

Picture of the castle

-Our next station is “Colours”.

Game: Balloons.

Each group is given one ball. The groups are shown pictures of colors, they have to say the correct color equivalent in English. One student from each group blows a balloon and says the words. The larger the group, the more vocabulary the group has.

Descriptor:

• name the colours

One student from each group blows a balloon, saying the words.

Formative

assessment:

Balloons

Guys, look, our bus was in the rain. What song do we know about the weather, the rain, to get rid of the dark clouds?

We came to the next stop. Here we remember the animals.

Game :”Magic box”

Descriptor:

• name the animals

Sing a song “ Rain”

Play the game.

Formative

assessment:

Magic box

End

5min

-Children, our journey is over. Now let's count the tickets for each row. Determine the winning row.

Rewarding.

-Today you have worked very well. Tell me, please what have you learnt at the lesson? Well! Did you like our lesson? If you liked our lesson tick the green smile, if anything was unclear tick the yellow smile, if you didn’t like our lesson you will tick the red smile.

The lesson is over. See you next time, good bye!

Diplomas

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?

Support for weaker students: working in pairs/groups, phrases

Challenges for moreable students: Encouraged to do more writing; assist weaker students.

Pair work, Whole group work

Monitoring

Feedback on the work

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?