Long-term plan unit:

Unit 5 Travel

School:

School-lyceum №76, Astana

Date:

Teacher name: Lazatova Aida Muratkyzy

Grade: 1

Number present:

absent:

Theme of the lesson: How do you get to school?

Learning objectives that this lesson is contributing to

1.S5 produce words in response to basic prompts

1.UE5 use interrogative pronouns what where how to ask basic questions

1.L1 recognize short instructions for basic classroom routines spoken slowly and distinctly

Lesson objectives

Learners will be able to:

Recognize and follow teacher instructions

Answer “How do you get to school?” question

Pronounce all the 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 URLs

Previous learning

Vocabulary relating to simple actions: ride wash go is revised and extended. Use of possessive adjectives and short do /don’t answers.

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 sing a greeting song:

Hello, hello!

Can you clap your hands?

PPP slide 3

Video 1

Middle

30 mins

Transport (10)

Revision

- Teacher pairs up students and shows slides 5- 7 and asks students “What’s this?” question

- Students discuss in pairs and answer the question. Students’ possible answers are “This is a…”

- For the next pictures on the slide teacher nominates students: one student is to ask the question: What’s this? and the other student responds to the question.

Formative assessment

- provide each student with a worksheet for matching activity

- set a time limit of 5 minutes; monitor students’ progress

- in 5 minutes ask students to exchange papers and peer

assess each other’s works; provide correct answers and assist with assessment if necessary

- students achieved if they made 0-1 mistake; students are working towards if they made 2 and more mistakes .

Game time (10)

Students should find as many hidden words on the topic “Transport” as they can in the given word search. Each student finds a word and comes to the board to cross it out.

Teacher monitors students’ progress.

How do you get to school? (10)

- ask students to look at the slide and try to read the sentences to themselves

- read sentences aloud for students to listen to correct pronunciation of words and expressions and ask students to repeat each sentence twice

- model a couple of answers for students to understand the correct way of answering question

- nominate students and ask “How do you get to school?” question; assist with answers if necessary

- ask students to write down a question and one answer as an example into their copybooks

- split the class into pairs; ask students to talk to each other and ask/answer “How do you get to school?” question

- go around the class and listen to students’ dialogues

- give each student a praising sticker for the work they did.

PPP slides 5-14

FA worksheet

PPP slide 15

PPP slide 16

End

5 mins

Reflection

Ask students to look at lesson objectives they set at the beginning of the lesson and say if they can answer the “How do you get to school?” question, if they can

pronounce all the words on the topic “Transport” intelligibly.

PPP slide 2

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?