I am at home

Long term plan module: I am at home

School: School №20

Date: 02.12.2016.

Teacher’s name: Azimova Dilfuza

Class:1 “D”

Number of present: 13

Absent:

Learning objective(s) that this lesson is contributing to:

2.S3 pronounce familiar words and expressions intelligibly

2.R1 recognise, sound and name the letters of the alphabet

2.L1 recognise short basic instructions for a limited range of classroom routines spoken slowly and distinctly,

2.L3 recognise with support common names and names of places recognise the spoken form of a limited range

of everyday and classroom words

Lesson objectives:

All learners will be able to:

pronounces topic words and expressions intelligibly

Most learners will be able to:

use have got to make short statements and ask questions;

Some learners will be able to:

demonstrate their model: My toys using the structure: I have got a …. It is ….

Language objectives:

Learners can:

By the end of the lesson learners will be able to

- use have got to make short statements and ask questions;

- demonstrate their model: My toys using the structure: I have got a …. It is ….

Key words and phrases: picture dictionaries, a worksheet with an empty room, stickers, markers, grammar cards, phonic cards

Useful classroom language for dialogue/writing: oral

Discussion points:

Can you say why people have houses?

Writing prompts:

Assessment for Teaching

Criteria based assessment

Assessment criteria:

Applying have got and adjectives correctly in statements and questions.

Descriptor: A learner

 makes up a model of their own room using topic words;

 pronounces topic words and expressions intelligibly

Technique of FA:

Oral feedback

How to overcome barriers in learning English

-Challenge and extend learners through carefully scaffolding

assignments and activities

-Help learners to learn the new words by memory games

Previous learning

Lesson №25 Story time! The Little Engine that Could…

Plan

Planned timing

Planned activities (replace the notes below with your planned activities)

What will the pupils learn? How will they learn it?

Suggested Teaching Activities

Active Learning activities

Resources

Start (Beginning of the lesson)

Greeting: Teacher greets learners; learners respond to greeting and take their places. Dividing into subgroups: Teacher divides the learners into subgroups using geometrical figures: colored circles, squares, triangles and rectangular figures. Warming up: Brainstorming: Teacher asks the learners a question: How do you think what words come to your mind when you hear the word “family”? Learners exchange ideas with one another. Any idea is accepted. Revising the previous lesson: Teacher asks a learner “Can you open the window?” If the learner replies "Yes, I can" then say "Ok, go!" and the learner does the action. If the learner says "No, I can't»” Teacher says «Well, can you sing?". Each pair talks English using can/can

geometrical figures,

flashcards

Middle (of the lesson)

W) Memory game Coming closer to every learner teacher shows a picture for a minute where 6 dolls, 7 kites, 3 planes, 2 trains are given or other things related to the topic.. Then teacher hides the picture and asks learners to name things appropriately.

P) Each pair is given a worksheet with an empty room. Learners listen to teacher’s instructions and draw room objects and toys in different colours.

I) Each learner demonstrates his/her model: This is my room. This is my doll. it is yellow. /I have got a …. It is ….

D) Teacher models pronunciation and accompanying head gestures for yes and no.

W) Teacher asks a range of questions after learners’ project presentation, encourages learners to ask questions and answer related to the topic.

W) I) Gallery strategy: After presentation of posters learners fix them on the walls. Each learner assesses the work going around the classroom. Gives his or her score to the best group. Learners give reflection.

picture dictionaries, a worksheet with an empty room, stickers, markers, grammar cards, phonic cards Student’s book1, Activity Book 1

End (of the lesson)

Reflection Self-assessment: Hand signals

Learners make comments about the lesson orally Teacher asks learners to look at lesson objectives they set at the beginning of the lesson and think and say what they did well in the lesson and what needs improvement

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

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 books 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 lessons (consider both teachings and learning)?

1.

2.

What have learned from his lesson about this lesson about the class or individuals that will inform my next lesson?