Check Point

  Date:29.09 LESSON: 9 Check Point 1 CLASS:  1 Number present: absent: Learning objectives(s) that this lesson is contributing to 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.S1 make basic personal statements about people, objects and classroom routines 1.S3 pronounce familiar words and expressions intelligibly 1.S6 make introductions and requests in basic interactions with others 1.UE6 use demonstrative pronouns this, these  that, those to indicate things Lesson objectives All learners will be able to:  Recognize simple greetings. Recognize teacher’s instructions Most learners will be able to: Recognize and name numbers. Point the sounds Some learners will be able to: recognize and name sounds without mistakes  Language objective Learners can: Key words and phrases: Useful classroom language for dialogue/writing: Discussion points: Can you say why…?  Writing prompts:  Previous learning   5 minutes revision Plan Planned timing Planned activities (replace the notes below with your planned activities) Resources Start 5 minutes ORGANIZATIONAL  MOMENT Prior Knowledge- Pupils recognize simple greetings Hello, children! Let’s sing a song! Group 1: Hello! Hello! Hello! Hello! Hello! Hello! Hello! How are you? Group 2: Hello! Hello! Hello! Hello! Hello! Hello! Hello!  I am fine! Thank you!   Song “Hello”   https://www.youtube.com/watch?v=AdukBVPk8Jw       Middle 20 minutes       Refer the pupils to the letters. Hold up your book and demonstrate how to write the letters by drawing imaginary letters over the examples. Explain the activity. The pupils first trace then write the letters. Allow the pupils some time to complete the activity. Go around the class, providing any necessary help. SD «Express publishing» 2016   SD «Express publishing» 2016 End 5 minutes ENDING THE LESSON Write six letters that the pupils know on the board. Tell them to look at the letters and try to memorise them (give them a reasonable time limit ). Then tell the pupils to close their eyes. Erase one of letters. Tell the pupils to open their eyes and try to find out which letter is missing (either the sound or the letter is acceptable ).     Flashcards 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 Ask some pupils to take out their story cutouts. Ask them to shuffle them. Play the dialogue with pauses. The pupils listen and hold up the corresponding cutouts. ·       through questioning and the redirecting of questioning in feedback activities ·       through observation in pair work ·         Make a dynamic break in the middle of the lesson ·         Music       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?