| LESSON:My friend’s family |
| Date:: 15.01-17.11.2018- | Teacher name: Zhonelbayeva.N |
CLASS: 1
| Number present: | absent: |
Learning objectives(s) that this lesson is contributing to
| 1.L1, 1.S3, 1.UE21. listening to a description and labeling a picture2.developing language skills.3. say topic words with clear and pronunciation4. say expressions clearly |
| Lesson objectives | All learners will be able to: |
| 1.L1 recognize short instructions for basic classroom routines spoken slowly and distinctly with support1.S3 pronounce basic words and expressions intelligibly with support1. UE1 use there is / there are to make short statements and ask questions with support |
| Most learners will be able to: |
| 1.L1 recognize short instructions for basic classroom routines spoken slowly and distinctly with some support1.S3 pronounce basic words and expressions intelligiblywith some support1. UE1 use there is / there are to make short statements and ask questions with some support |
| Some learners will be able to: |
| 1.L1 recognize short instructions for basic classroom routines spoken slowly and distinctly without support1.S3 pronounce basic words and expressions intelligibly without support1. UE1 use there is / there are to make short statements and ask questions without support |
| Previouslearning | What is ..? Who is …?This is … . |
| Plan |
| Planned timings | Planned activities (replace the notes below with your planned activities)
| Resources |
Start
| Learners are introduced with the lesson objectives/D/ Organize the lessonGreetings Hello, Good morning pupils!How are you? Fine, thanks. Sit down.Warm up. Brain storming.Arms up!Arms down!Jump to the right!Jump to the left!Kick to the right!Kick to the left!Hands on hips!Bend to the right!Bend to the left!And … rest! |
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Middle
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/D/ Teacher demonstrates and drills basiclessons, prepositions of place using visual at board.Pre-teachingFriend –My –Your –This is my friend –
/D/ Teacher demonstrates simple plus/minus sums producing written numerical answers./W/ /f/ Then learners make up the clusters. Learners move the characters.Explain the learners that they are going to describe the jobs in the following list but without saying the name of the job and explain their choices.A) Look at the pictures. Names the objects. Say what colours they are. Example: This is a train. It is blue and red.B) Let’s listen. Say. Ex: 1 p. 90 PB
This is my friend, Kate. This is her daddy. His name is Sultan. This is her mummy. Her name is Korkem. This is her sister. Her name is Assel. This is her brother. His name is Berik.Hometask: Make your own family tree! |
FlashcardsWatch Slide
FlashcardsWatch Slide
Song ten Little numbershttp://www.youtube.com/watch?v=BYIrkMV9uug
Clusters, flashcards
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End
| Reflection.Learners assess the partner’s descriptions of jobs. | List, stickers, smiles |
| 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 linksHealth and safety checkICT linksValues links |
More support:Provide less ablelearners with the foursentences written on aworksheet so they canlisten and read.Create mixedability groups fordiscussion. Ensure theyare not always in the roleof timekeeper.
More able learners: At start of lesson, theythink of several reasonswhy pictures could be theodd one out.They sharefurther facts about naturaldisasters. | Monitor learners to checkthey can pick up specificdetails when listening tofacts reported from map,facts about naturaldisasters; detail fromvideo. Note those whofound listening for detailhard. Observe learners whenparticipating in discussion.Did the group dynamicswork? Did each learnercontribute to thediscussion? If not, whynot? (e.g. didn’tunderstand what to do; notso confident speakingEnglish; not interested intopic; other) Record what theyconsidered they hadlearned from the lesson.Could they express whatthey had learned aboutcontent and language?Could they express whichskills they had developed? | Learners work in groups apply skills and knowledge to a practical and cooperative task, and produce their own materials. All of these lesson correlate with the aims of critical and creative communication set out .Job and work: developingvocabulary range tocommunicate knowledgeof natural disasters;looking at a interview for jobs showing recentnatural disasters andinterpreting information onit. Respecting diversity ofopinion |
ReflectionWere 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 box on the left about your lesson.All lesson and learning objectives were met.The lesson was exciting. Learners were always in action and interaction.Game style lessons prove to be very useful. |
| Simulation game created this opportunity for them.
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Summary evaluation
What two things went really well (consider both teaching and learning)?1: Simulation game2: Video and vocabulary prior to the gameWhat two things would have improved the lesson (consider both teaching and learning)?
1: Better level of English language of learners. Inability of communication in English language of some learners keeps behind more able ones as well.2:Learners came late after flash mob break. This usually happens.What have I learned from this lesson about the class or individuals that will inform my next lesson?
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ҚР Білім және Ғылым министірлігінің стандартымен жасалған
24 Сәуір 2018
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