"Getting to school" Grade 1

Long-term plan unit:

Unit 5 Travel

School: K.I.Satbaev

Date: 23/01/17

Teacher name: Pazylzhanova E.P.

Grade: 1 «Ә»

Number present: 10

absent:0

Theme of the lesson: Getting to school

Learning objectives that this lesson is contributing to

1.S5 use words in short exchanges

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

Lesson objectives

Learners will be able to:

Recognize and follow teacher instructions

Answer “What’s this?” question

Pronounce 90% of words on the topic “Transport” intelligibly

Success criteria

Learners have met the learning objective (S5) if they can:

Value links

Lifelong learning

Cross-curricular links

World cognition

ICT skills

Using videos & pictures, working with SMART board

Plan

Planned timings

Planned activities

Resources

Beginning

5 mins

Organizational moment

Teacher greets students; students respond to greeting and take their places.

Warming up

Teacher asks students “How are you?” to find out their mood at the beginning of the lesson; students choose one of the smiles they see on the slide, saying “I am happy/sad….etc.”

Students watch a video and follow the instructions to do the “Hockey pockey shake”:

You put one hand in,

You put one hand out…

PPP slide 3

Video 1

Middle

25 mins

Transport (W, P) (13)

Whole class activity

Introduction to new words:

- provide each student with a card with new words on the topic “Transport”

- check students’ understanding of the new vocabulary meaning by showing them pictures.

- give students a minute and ask them to look through the words and translate into Kazakh and Russian

Introduction to new words:

1. Train

2. Bus

3. Bicycle

4. Motorbike

5. Tram

6. Helicopter

7. Car

8. Boat

9. Foot/ on foot

10. Ship

11. Taxi

Pair work

- when students finish, split the class into pairs and ask them to work with words within 3 minutes (ask each other the meaning of words)

- go from pair to pair and listen to students’ performances, assist with pronunciation if necessary.

Whole class activity

- introduce students to “What’s this?” question – write this question on the board and model a couple of examples asking the question and pointing at pictures of transport for answer: What’s this? – This is a car. What’s this? – This is a bus.

- monitor students’ pronunciation via drilling exercise: students repeat first in chorus then individually.

- students working in pairs point to the pictures and ask questions: What’s this? – This is a car.

Dynamic break (W) (2)

Students watch a video and follow the instructions to do the “One, two, three, four, five…”:

One, two, three, four, five – jump,

Six, seven, eight, nine, ten – jump.

• Teacher give out worksheet -1.

1. Give a worksheet to a learner and ask to read and draw line (name of the transport and picture).

2. Call learner who finishes work first and ask questions “How many…….?” or “Are there/is there …..? ” they should say “There are 3 trains ” or “How many and What color? ”“There are 2 yellow buses”

Cards with words

Cards with words

Worksheets

Video 2

Worksheets

End

10 mins

Reflection

Ask students to look at lesson objectives they set at the beginning of the lesson and think and say (with teacher support) if and they achieved these objectives or working towards them: ask students if they can answer “What’s this?” question.

Good bye song

Students sing a good-bye song and dance to the tune

Good bye, good bye, see you again!

Good bye, good bye, see you, my friends…

PPP slide 2

Video 3

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

Less able students – greater support by means of prompts, visuals or writing difficult words on the blackboard

More able students – independent work on definite tasks with little/no support

through observation

• Work with the SMART board not more than 10 minutes

• Use water based markers

• Ensure proper ventilation

• Check sockets’ safety

• Monitor classroom space when students start moving around during dynamic break

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?

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?