Lesson plan. My school

Lesson: Unit 2 My school

School: № 11

Date:

05.11.2018

Teacher name: Shamshieva Lazzat

Grade:

1 з

Number present:

absent:

Theme of the lesson: Describing things: Adjectives (big, small, long,short)

Learning objectives(s) that this lesson is contributing to

1.S1 make basic personal statements about people, objects and classroom routines

1.UE3 use basic adjectives to describe people and things

Lesson objectives

Learners will be able to:

Learners take turns to be blindfolded and pull out a few objects and say what they are e.g. It’s a big 3, It’s a small ‘p’ [sound]. It’s a big pen etc.

Assessment criteria

Learners have met the learning objective (S1) if they can:

Say objects and classroom routines

Value links

Lifelong learning

Cross-curricular

Links

Classroom discipline

ICT skills

Using videos, working with URLs

Previous learning

Classroom routines

Plan

Planned timings

Planned activities

Resources

Beginning

5mins

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

Warming up

Teacher demonstrates big/small using projected visual images. Teacher models: ‘It’s a big/small ...’ e.g.

It’s a big chair. It’s a green chair.

Note that at this stage such activity is still done without asking questions. It’s done rather by eliciting using prompts and revealing parts of the target answer where learners are struggling.

Teacher clip [realia]

http://www.youtube.com/watch?v=uQk3aCJayuY

Middle

30mins

(W) Teacher nominates a learner to say what projected image is.

(G) Each group is given a bag and blindfold. In the bag are some ‘feely’ numbers, consonant letters [above] common objects [pen chair (toy} bag]. These items are different sizes [big or small].

Learners take turns to be blindfolded and pull out a few objects and say what they are e.g. It’s a big 3, It’s a small ‘p’ [sound]. It’s a big pen etc.

Mix as much realia as you can in with number/letter shapes to provide variety but only of lexical items already known to students from units/lessons above.

Remember to consistent with letters. Learners do not know letter names yet [only letter sounds] and to slip into using letter names would be confusing.

(W) Teacher takes a full bag, pulls out an object and nominates a learner to say what it is (including colour or size) e.g. It’s a small /red pen.

This formative assessment strategy is similar to the idea of ‘exit passes’: you only get out if you can. Use ideas like this regularly as warmers and fillers to monitor progress.

(I) (f) Two objects from the bags are placed in front of every Learner. Every learner stands. Teacher nominates one to begin. Learner says what objects are. If correct, sits down. If not, remains standing and passes object[s] he/she could not describe to next learner. Game continues until no one left standing.

Alternative:

Introduce the adjectives

First start by drawing two lines vertically down the board so you divide the board into three equal sections. Then do the following for each set of adjectives:

big / small: in the first section draw an apple (as shown below). Elicit "apple" and write "an apple" under the picture. Then, in the second section, draw a really big apple – fill up the whole section. Teach / Elicit "big" and write "a big apple" under the picture. Finally, draw a really small apple in the last section, teach / elicit "small" and write "a small apple".

Chorus each of the phrases three times. Then erase the pictures of the big and small apples. Invite one student up to the board and pointing in the middle section say "draw a big apple". Then invite another student up and say "draw a small apple" pointing at the last section. Give each student a round of applause.

House song

http://www.youtube.com/watch?v=jUNTMKpoLAI

Color song

www.learningchocolate.com

End

5 mins

Good bye song

Students sing a good-bye song and danceto the tune repeating the moves shown in the video

Smiling feedback

Students practice saying classroom objects in English when teacher shows the picture.

https://www.youtube.com/watch?v=Xcws7UWWDEs

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

While group or pair work more able students can also provide less able students with additional support

through observation

• Work with the SMART board not more than 10 minutes

• Make a dynamic break in the middle of the lesson

• Monitor classroom space when students start moving around

• Use water based markers

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?