| Unit of a long term plan Unit 5 Travel | School: |
| Date: | Teacher name: |
| CLASS: 1 | Number present: 6 | absent:0 |
| Lesson title | Getting to school: Transport |
| Learning objectives(s) that this lesson is contributing to (link to the Subject programme) | 1.L1 recognise short instructions for basic classroom routines spoken slowly and distinctly 1.L4 recognize with support short basic questions aboutwhat something is1.S3 pronounce basic words and expressions intelligibly1. S5 produce words in response to prompts1.UE5 use interrogative pronouns which, what, where,how to ask basic questions |
| Lesson objectives | All students will be able to : - listen and repeat the words-follow the instruction according to the task Most students will be able to: -recognise and name some words according to the topic- answer the questions about places - use interrogative pronouns which, what, where, how to ask others about the people and placesSome students will be able:-talk about transport, people and places with others |
| Assessment criteria | Say expressions clearlyInteract using topic wordsIdentify basic questions with support |
| Language objective | Subject-specific vocabulary and terminology.Train , Bus, Bicycle, Motorbike, Tram, Helicopter, Car, Boat, Ship, Taxi, Language for dialogue: How do you get to school? How do you get home? By bus, by tram etc. |
| Values links | Values of the national idea ‘MangilikYel’ (the Eternal Land): Economic growth based on industrialization and innovation |
| Cross-curricular links | physics, transportation, economics |
| Previous learning | prepositions of place |
| Plan |
| Planned timings | Planned activities | Resources |
| Start5 min | Organizational momentHello, boys and girls! How are you?What day is it today?What is the weather like today?
Warm up activity 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.” |
PPP slide 3
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Middle25 mins
| Pre-learning:Students identify a theme after listening sounds of different types of transport in the tape.
TPR technique.[D] Introduction new words: Teacher shows the pictures of transport, asks question ‘What is this?’ and names them and supports by action and voice.Drilling[W] Learners repeat after the teacher with action and voice. Teacher control the pronunciation of learners and correct if necessary. [D] Teacher adds the context through using photos of learners together (teacher can prepare learners photos on different types of transport) using a media adaptation program (apps). We are on a bus. [Name of learner] is on a car. They are on the bicycles. I am on a tram. etc. Learners repeat after the teacher. Then teacher says the sentences in jumbled order, learners show and sound the statement.Eliciting[W] Teacher shows the pictures (or photos) learners reply using previous sentences. Quiz-quiz-trade: [W] [P] [f] Teacher distributes pictures with written names below. Learners have to find a pair, show his/her picture and ask question ‘What is this?’. The partner answers and asks about his/her picture. Then they exchange their pictures and find other partners.Example: What is this?This is a car.
Descriptor A learneranswers the question;uses topic words appropriately
Dynamic break [W] [I] Play a game “Go to the ....” instead of dots teacher name’s a word. Then learners should find the picture of a named transport and go there.
Teacher asks each learner to bring the pictures of the transports and name the first letter of transport and come to board and stick it under the given letters T D B M N H C S W F
[I][W] Back to screenThe first volunteer sits in front of class. The second one selects two pictures from given. The first one a place (school, circus, home etc.), the second one a transport. Class will asks question: How do you get to school? How do you get home?Volunteer tries find the correct answer. More able students will use whole answer: ‘I get to school by bus’. Less able students short one: ‘By bus’.
| Recordings sounds of different types of transports
Cards with words and pictures
Cards with words
Cards with pictures |
| End10 mins | Self-assessment.Students complete the table: Good bye songStudents sing a good–bye song and dance Good bye, good bye, see you again!Good bye, good bye, see you, my friends… |
Papers
https://azlyrics.com/metro-yzc/goodbyelyricsmanb |
| Additional information |
Differentiation – struggling learners will be given more prompts to help them speak. More able learners will be encouraged to make their speaking more complex.
| Assessment – how are you planning to check learners’ learning? | Health and safety check |
| 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 | Teacher evaluate with formative assessment.Teacher gives smiles during lesson for students who answer questions, speak, | Monitor classroom space when students start moving around during dynamic break. |
| 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? |
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Summary evaluationWhat 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?
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26 Қаңтар 2019
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