My family and friends

LESSON10:

Unit 3 My family and friends

Secondary school named after B.Akhmetov

Date:

Teacher name: Kabdolda G.K.

Grade: 1

Number present:

absent:

Theme of the lesson: Family and friends

Learning objectives(s) that this lesson is contributing to

1.UE11use there is/are to make short statements

1.L3recognise with support simple greetings recognise the spoken form of a limited range of basic and everyday classroom words

1.S3pronounce basic words and expressions intelligibly

Lesson objectives

Learners will be able to:

Use there is / there are to make statements

Understand and follow instructions

Pronounce 90% of words intelligibly

Success criteria

Learners have met the learning objective (S5) if they can:

Value links

Lifelong learning

Cross-curricularlinks

World cognition

ICT skills

Using videos& pictures, working with URLs

Previous learning

Personal pronouns I am He/she/it is, possessive adjectives my his her, numbers 1 – 10 to talk about age from Unit 1, initial consonant letters, adjectives big small from Unit 2

Plan

Planned timings

Planned activities

Resources

Beginning

5mins

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 get familiar with the lesson objectives.

Students watch a video and follow the instructions to make a circle of different shapes and sizes.

(Make a circle big, big, big; small, small, small; big, big, big;

Make a circle small, small, small;

Hello, hello, hello)

PPP slide 3

https://www.youtube.com/watch?v=ALcL3MuU4xQ

Middle

30mins

In my house (D, W) (15)

Demonstration:

- demonstrate a picture of a house

- ask “What’s this”; students may read the answer from the picture; if they cannot read and answer, help by reading the sentence aloud

- use 3x3 choral drilling of the phrase “this is a house” for students to learn how to pronounce it correctly

Whole class activity:

- provideeach student with a hand-out of “there is/are” structure

- read each phrase aloud, use a 3x3 choral drilling for students to learn how to pronounce these phrases correctly

- show a picture of a house with various objects inside (windows, desks, etc.)

- model a couple of sentences as an example: “In this house there are 3 pens”, “In this house there is one computer”.

- ask students “How many?” questions for various items in the house

(i.e How many windows are there in this house? – There are 3 windows in this house.)

Dynamic break (W) (2)

Whole class activity:

Students go to the carpet and have a dynamic break “Head, shoulders, knees & toes”

Head, shoulders, knees and toes

Knees and toes

Head, shoulders, knees and toes

Knees and toes

And eyes and ears and mouth and nose

Head, shoulders, knees and toes

Knees and toes.

In my house (I, P) (13)

Individual work:

- give each student an outline of a house

- ask students to spend 3-5 minutes and draw various object they want to have in their houses

- monitor students’ progress

Pair work:

- in 5 minutes ask students to find a partner and share the information about their houses with their peers using “there is/are” structure

- give students 4-5 minutes to talk to each other, go around the class and listen to students’ stories, assist if necessary

- in 4-5 minutes come to each student individually and assess his/her work with help of sticker (a smile – stick it on a student’s paper)

Reflection

Students identify what they did well in the lesson and what needs improvement.

Picture of a house, PPP slide 4

Hand-outs

https://www.youtube.com/watch?v=h4eueDYPTIg

An outline of a house

End

5mins

Good bye song

Students sing a good-bye song and dance

Good-bye, good-bye, see you again!

Good-bye, good-bye, see you, my friend!

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

through observation

• Work with the SMART board not more than 10 minutes

• Use water based markers

• Ensure proper ventilation

• Monitor classroom space when students start moving around

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?