Материалдар / "Funny English" Grade 1

"Funny English" Grade 1

Материал туралы қысқаша түсінік

Орынбасарова Жұлдыз Саматқызы

Автор материалды ақылы түрде жариялады. Сатылымнан түскен қаражат авторға автоматты түрде аударылады. Толығырақ

15 Қаңтар 2018

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MODULE 4

Lesson plan

LESSON: Module 4 Lesson 1	School:
Date:	Teacher name:
CLASS:	Number present:	absent:
Learning objectives(s) that this lesson is contributing to	L2 L9R3S2 S4UE5 UE7 UE14
Lesson objectives	All learners will be able to:
	ask some questions and exchange some information accurately, read and answer some of the questions
	Most learners will be able to:
	ask most questions and exchange most information accurately, read and answer most of the questions
	Some learners will be able to:
	ask all questions and exchange information accurately, read and find all target information
Previous learning	prepositions of place in / on house Where’s ?
Plan
Planned timings	Planned activities	Smiles Resources	Teacher Notes
Beginning the lessonL2	Ask a pupil: Can I have your (pen), please? Encourage the pupil to do so. Say: Thank you. Repeat with other pupils and other school items.

Presentation and practice L2 S2 S4 UE5 UE7 UE14 L9 L2 S4 R3	Step 1 Listen, point and repeat. Pupils’ books closed. Put up the My House poster on the board. Present the rooms (kitchen, bedroom, garden). Point to each room in random order. Ask individual pupils to say the word. Ask the rest of the class for verification. Pupils’ books open. Play the CD. The pupils listen, point to the pictures and repeat the words. Play the CD again pausing after each word. The pupils repeat, chorally and/or individually. (activity 1) Point to picture 1 and ask: Where’s Mummy? Elicit: She’s in the kitchen. Follow the same procedure for pictures 2 and 3. Focus the pupils’ attention on the use of ‘she’ for women and girls and ‘he’ for boys and men. Then ask the pupils to complete the sentences. Allow the pupils some time to complete the activity. Check the pupils’ answers.Explain the activity. The pupils, in pairs, talk about where the people in the pictures are. For weaker classes, write on the board: Where’s ...? She’s/He’s in the ... .Ask the question. Have the pupils repeat after you. Explain to the pupils that they can refer to the question and answer on the board or at the bottom of the page for help. Go around the classroom providing any necessary help. Ask some pairs to report back to the class.	Track 45 CD1My House Poster
	Step 3 Sing the ‘Where’s Charlie?’ song! (activity 2)Gesture with your hand and say: Where’s Charlie? Then draw a simple sketch of a house on the board, point to it and say: He’s in the house! The house! He’s in the house! The pupils repeat after you. Follow the same procedure to present the rest of the song. Play the CD. The pupils listen to the song. Divide the class into three groups and assign a verse to each group. Play the song again for the groups to sing the assigned verses. Time permitting, play the song a third time for the pupils to sing the song as a class.	Track 46 CD1
	Step 4 Listen and read. (activity 3)Set the scene by asking the pupils questions about what they can see in the pictures. e.g. Teacher: (pointing to picture 1) Who’s this? Class: Charlie! Teacher: Where is Charlie? Class: In the garden! Teacher: (pointing to picture 3) Where’s Mummy? Class: She’s in the kitchen! Play the CD and ask the pupils to listen and follow the dialogue in their books.	Track 47 CD1
	Step 5 (activity 4)Explain the activity. The pupils look at the pictures, read the dialogue silently and tick the right answer. Check the pupils’ answers. Play the CD again pausing for the pupils to repeat, chorally and/or individually. Ask individual pupils to read the dialogue out loud.	Track 47 CD1
Ending the lesson R3	Write the following questions and answers on the board in jumbled order: Where’s Mummy? She’s in the kitchen. Where’s Daddy? He’s in the bedroom. Where’s Charlie? He’s in the house. Ask the pupils to match the questions and answers.		Alternatively:Write questions and answers on separate cards (photocopy them). Get pupils to match up cards and stick on board and/or in exercise books.
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 linksHealth and safety checkICT linksValues links
extra support with modelling and drilling of question forms in weaker pairs of learners	monitoring of correct question formation, word stress and pronoun agreement in tasks	values links: keeping our books [notebooks] tidy. Encourage learners to make neat notes of new words matched to visuals in their notebooks

Reflection

Were the lesson objectives/learning objectives realistic?

Did I stick to timings?

What changes did I make from my plan and why?

Answer the most relevant questions from the box on the left about your lesson.

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