Long term plan unit: Traditions and folklore

School: №103

Date:

Teacher name:Kulbabaeva Saule

Grade:1

Number present:

Absent:

Theme of the lesson: Hats and masks

Learning objectives (s) that this lesson is contributing to

1. 1S3 pronounce familiar words and expressions intelligibly;

2. 1UE11 use there is\ there are to make short statements and ask questions

Lesson objectives

All learners will be able to: learn the topical vocabulary using there is/are;

Most learners will be able to : name things in classroom using there is /there are

Some learners will be able to : make up sentences using there is /there are

Assessment criteria

name familiar words and expressions clearly

make up sentences correctly using there is/ there are with support

Value links

“The Patriotic act ‘ Mangilik Yel”

2^nd value : National unity , peace and harmony in our society/

Cross curricular links

Arts

Previous learning

Spring time in Kazakhstan

Plan

Time

Planned activities

Resources

3 min

2 min.

5 min

Greeting :

Teacher: -Hello! How are you ?

Children: -Hi ! We are fine!

Organization moment: Meets learners, asks the date, day, month, season etc.

Teacher divided learners into two groups by giving them the pictures of different hats and masks

Check up the home task. .

Teacher introduce with new words: magic words

Vocabulary : hat , mask, tiger mask, clown mask .

Pictures of hat and mask

Pictures.

5 min

5 min

10 min

Teacher explains differences between there is\ there are

Group work : 1-group find singular form : mask, hat ,

2-group finds plural form masks, hats

Craft work

The pupils work in groups. Each group is given papers and scissors.

To work together to produce a hat or mask.

They can draw and colour things like eyes, nose, ears, hair, mouth.

It is adviseable to have a model so that the pupils use it as a point of reference.

End

5 min

10 min

Game Yes\ No

Spring – Yes/ No

Winter- No/ Yes

Green Yes/No

White- No/Yes

Cold- Yes/No

Warm-Yes/No

Mask Hat

Pupil will pronounce mask and hat and use there is\ there are structure ;

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

For weaker pupils: more support can be given during elicitation , instructions and questioning phases of the lesson by nominating pupils to answer questions relating to more high frequency vocabulary to build self confidence through participation.

Through redirecting of questioning in feedback actives

Art

Reflection

Were the lesson objectives/learning objectives realistic?

Did the 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?

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 achievements/ difficulties of individuals that will inform my next lesson?