School:Abai.

Long-term plan unit: 8 Health and body

Date: 11.05.2017 year

Teacher name: Kagazbaeva M.J.

Grade:1

Number present: 15

Absent:

Theme of the lesson: Making a puppet

Learning objectives that this lesson is contributing to

1.L3recognise with support simple greetings

recognise the spoken form of a limited range of basic and everyday classroom words

1.S2begin to use intonation to signal questions in basic exchanges

1.UE8use imperative forms of common verbs related to classroom routines

Lesson objectives

Learners will be able to:

tell the rhyme

recognize Teacher’s instructions

ask and answer questions what’s this?

make a puppet

act out using their puppet

Success criteria

Student achieved the LO (L3) if:

Value links

Education through our life

Cross curricular links

The world around us, literature, folklore

ICT skills

Using SMART board, pictures and videos, working with URLs

Previous learning

Extension of use of plural and imperative forms from previous units and vocabulary relating to verbs of movement units 2, 4 and 5 and animals units 3, 4 and 7. Introduction of vocabulary of parts of body, verb has to describe attribute and introduction of preposition like.

Plan

Planned timings

Planned activities

Resources

Beginning

5 min

ORGANIZATION MOMENT

Hello, boys and girls! How are you?

What day is it today?

What is the weather like today?

WARM UP

Phonetic exercises

Revision of letter Pp and sound p

I've got a puppet.

My puppet is a pig.

His name is Pick.

He is not big.

Look at the picture please, on your desk there’re parts of the body you should put and say what is this.

EXPLAIN THE OBECTIVE OF THE LESSON.

So, the topic of the lesson is Puppets

Today at the lesson we are going to speak about puppets, types of puppets, why we need them, you will watch a video how people make a puppet.

Wall displays

Middle

25 min

DEMONSTRATION

What types of puppets do you know now?

-Look at my pictures.

HAND SOCK

FINGER SHADOW

MARIONNETE ROD

EMOTIONAL EXERCISES

1) Say your name as if you have just run 10 miles.

as if you are correcting me;

as if you have dived into cold water;

2) Say how you feel giving your name with the help of intonation: “I am Pete. (I am happy. I am sad. I am angry)

3) Freeze as happy cats, as angry dogs, as elephants with two big ears.

Playing a game: Freeze.

REVISION

And now I will show you some puppets. Tell me what type they are. What puppets do you like most of all?

Puppets poster

End

5 min

REFLECTION

Let us sum up our conversation. What have you learnt from the lesson?

Your homework will be very interesting. You can show your creativity. Your task is to make your own puppet from a sock. Look at the picture. What will you need?

Picture a sock, glue, buttons, some wool and scissors

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

more support can be given during elicitation, instruction and questioning phases of the lesson by nominating learners to answer items relating to more high frequency vocabulary to build confidence through participation.

- Use water based markers

- Work with the SMART board not more than 10 minutes. Make short breaks.

- Ensure proper ventilation

- Monitor classroom space when sts start moving around

- Check sockets’ safety

Reflection

Were the lesson objectives/learning objectives realistic? Did all 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?