School objects

LESSON: 9

School: Surgan

Date:

Teacher’s name: Aigerim

CLASS: 1

Number present:

absent:

Theme of the lesson: School objects

Learning objectives(s) that this lesson is contributing to

1.UE1, use common singular and plural nouns to say what and where things are

1.UE4,use determiners a an this these to indicate what something is

1.UE6, use demonstrative pronouns this/these to indicate things

1.S1,make basic personal statements and simple statements about objects

1.L1,recognize short instructions for

basic classroom routines spoken slowly and distinctly

1.S3, pronounce basic words and expressions intelligibly

1.L3recognize with support simple greetings

recognize the spoken form of a limited range of

basic and everyday classroom words

Lesson objectives

All learners will be able to:

• Name school subjects: school bag, book, pen, pencil, rubber.

Most learners will be able to:

• Name school subjects with their colours

Some learners will be able to:

• Say the expressions from the song and scene

Success criteria

Learners have met the learning objective (R1) if they can

Cross-curricular links

ICT-links

Poster, flash cards, story cutouts, CD

Previous learning

Plan

Planned timings

Planned activities (replace the notes below with your planned activities)

Resources

Technique of FA

Beginning

5 minutes

• ORGANISATION MOMENT:

Greeting: Hello children!...

• PRE-LEARNING

Hand out a slip of paper to each pupil. Explain the activity. The pupils move around the classroom, trying to find their classmates with the same number. They ask and answer without their slip of paper. Demonstrate the following exchange:

e.g. pupil1: what’s your number?

Pupil 2: (three) What’s your number?

Pupil1: (four).etc

The pupils get into groups according to the number of their slip of paper. When all the groups have been formed, check that the pupils are in the correct group.(w)

Play the number song from the previous lesson. Encourage the pupils to sing along.(w)

Track 19 CD

Middle

15 -25

minutes

• Pupils’ book closed. Put up the flash cards, one at a time, and say the corresponding words. The pupils repeat, chorally and/or individually. Point to each flashcards in a random order. Ask individual pupils to say the word. Ask the rest of the class for verification. Name a school item, e.g. Ask a pupil to show you a book. Repeat with the rest of the item.(w),(I)

• Play the CD. The pupil listen, point to the picture and repeat the words. Play the CD again pausing after each word. The pupils repeat, chorally and/or individual.

• Trace and colour. Then point and say.(I)

Refer the pupils to the picture and elicit the school items. Revise the colours by pointing to different items around the classroom and eliciting the colours. Ask the pupils to track and colour the school items. Allow the pupils some time to complete the activity.

Then call out item and ask from individual pupils to point to it and say what colour it is.(I)

e.g. it’s a blue school bag

It’s a red pencil.

It’s a green book.

• Sing the Get your pencil song!

Pick up a pencil and a pen. Pint them and say: Get your pen! The pupils repeat after you. Follow the same procedure and present the rest of the song.(W)

• Play the CD. The pupils listen to the song. Divide the class into two groups and assign a verse to each group. Ask them to have the corresponding school item at hand. play the song again. The groups listen to the song and hold up the items every time they are heard.(G)

CD Track 21

CD Track19

CD Track22

• Ask the pupils which is their favourite number (from 1-5). Ask them to write it on a piece of paper. Then ask them to decorate their paper with items decorating that number. Provide an example on the board. Display their work grouping them by number.(I)

• Let’s listen!

Set the scene by asking the pupils questions about what they can see in the pictures.

e.g.( pointing the picture 1 ) where are Liam and Lily? At .....

Track 23 CD1

Ending

5 minutes

Play a game. Whisper a school item to the first child, who whispers it to the child sitting next to him/her and so on. The last child calls out the word.

Traffic lights

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 links
Health and safety check
ICT links
Values links

• Create mixed ability pairs for speaking activity.

• through questioning and the redirecting of questioning in feedback activities

• through observation in pair work

• Art

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?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

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?