The ABC

LESSON 13 : Unit 2

My school Initial letters Revision

School:

Date:

Teacher name:

CLASS: 1

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

1.S6 1.W1 1.R1 1.L1 1.UE3

Lesson objectives

All learners will be able to:

• say names of some animals intelligibly

• produce some approval/disapproval sounds

• recognize initial letters in names and places

• exchange simple greetings and say please, sorry and thank you

• recognize short instructions for basic classroom routines spoken slowly and distinctly

Most learners will be able to:

• understand some factual questions about letters

• respond appropriately to some yes/no questions

• use some short form answers correctly

• respond to some information questions about animals correctly

Some learners will be able to:

• produce a number and alphabet chain by heart

Previous learning

plural ‘s’ forms, irregular plurals: sheep fish mice; personal pronoun they present simple forms: eat, like; short forms: do

Plan

Planned timings

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

Resources

Beginning

5 minutes

ORGANIZATION MOMENT

Teacher:

 Good morning, dear boys and girls, teachers and guests! I am very glad to meet you at our English ABC party.

Let me introduce our teams:

1. Kitties

2- Funny Foxes

.

Worksheet: English ABC

https://www.google.ru/search?q=learn+to+write+alphabet

Middle

30 minutes

COMPETTIONS

1. "Let's meet" (Slide 2)

1. What is your name?

2. How old are you?

2. 2. “The ABC quiz ”(Slide 3)

1. How many letters in the English alphabet? (26)

2. How many vowels in the alphabet? (6) Name them. (A, E, I, O, U, Y)

3. Name the first and last letters of the alphabet. (A, Z)

4. Which letter comes next R? (S)

5. What words begin with the letters D, F?

3. " Find the letters in the picture" (slide 4)

Be alphabet of cutting alphabet Children perform a task, recite the alphabet.

4. Listen to sounds and point letters (slide 5)

Children sing and move to the music   "The More We Are Together"

5. Let's count the numbers forward and reverse (slide 6)

6. Find the number (slide 6)

Teacher names number in English and children lay the number on the desk.

7. Guess the animal (slide 7)

animals appear on click, only after the correct answer

Kitties	Funny Foxes
It is brown. It can run and walk. It is big. (Bear)	1) It is grey. It can run and swim. It is very big. (Elephant)
It is green, blue and yellow. It can fly and jump. It cannot sing. (Parrot)	2) It is brown, green and yellow. It can sing and jump. It cannot fly. (Cockerel)

8. Name the animal, its color

Children without looking pull out figures of animals from "magic bag” and do a task

8. Gather puzzles (slide 8)

worksheets

Song

The More We Get To http://www.youtube.com/watch?v=jom_Au2Cs7Qgether

End

5 minutes

Teacher: Dear children! I see you like English. Let’s all sing a song about the alphabet.

Sing! (Slide 9)

Jury (number of guests) summarize competitive tasks, give prizes to children.

Teacher: Good – bye! See you later!

http://www.youtube.com/watch?v=36IBDpTRVNE

Song about the alphabet

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.

• more able learners will be challenged by prompting their groups to develop more elaborate letters and numbers to name by heart.

• through questioning and the redirecting of questioning in game activities

• through observation in group and end competition activities

• Art

• Math

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?