Тақырып Famous people in British history

LESSON: Unit 5: Travel

Where is it?

School: 55

Date:

Teacher name: Adkhamova M

CLASS: 1

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

1.S3 pronounce basic words and expressions intelligibly

1.L3 recognise with support simple greetings

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

1.UE14 use basic prepositions of location and position in next to on to to describe where people and things are

Lesson objectives

All learners will be able to:

• Recognize simple greetings

• Recognize Teacher’s instructions

Most learners will be able to:

• Listen & draw some information in their picture according to the information they are given

Some learners will be able to:

• Ask Questions “Where’s the ...” without mistakes

Previous learning

This is the way …

Plan

Planned timings

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

Resources

Beginning

10 minutes

Greeting

Teacher: Good morning, dear boys and girls!

Good morning, good morning!

Good morning to you!

Good morning, dear children!

I am glad to see you!

Pupils: Good morning, good morning!

Good morning to you!

Good morning, dear teacher!

We are glad to see you!

T: I’m glad to see you, too. How are you?

P-s: We’re fine, thanks and how are you?

T: I’m fine too, thank you. Sit down, please.

Teacher demonstrates and drills basic prepositions of place: in, on, under, next to, in front of, behind using visuals at board.

Teacher projects images which learners have to scan to identify a detail and answer Teacher’s question e.g. Where’s the cat? Learners shout out e.g. Under the table.

Where is the cat?

Middle

15mins

10mins

Introducing new material

Teacher nominates one learner per group for each round and gives Total Physical Response instructions for learners who start on chairs in front of the class to follow e.g. Stand behind your chair and put your pen on your chair. First learner completes each round’s instructions, wins a point for his/her team.

(P) Learners are given a picture [picture A and picture B]. Learners ask e.g. Where’s the car? and draw information in their picture according to the information they are given.

1. Relaxation

Let's do an exercises.

Let's play. Stand up/

Hands up,

Hands down,

Hands on hips. Sit down.

Stand up.

Hands to rte sides

Bend Left

Bend right

Stand still

Sit down, please

End

5mins

• Evaluation

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

• 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.

• through questioning and the redirecting of questioning in feedback activities

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?