This is the way

Short term plan

Term 3

Unit 5: Travel

This is the way …

School: 13

Date:

Teachers‘ name: Zhanna Sisenalieva

Grade 1

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

1.S3 pronounce basic words and expressions intelligibly

1.S5 produce words in response to basic prompts

1.UE9 use basic present simple forms [positive and negative] to give basic personal information

1.L2 recognise with considerable support a few basic personal questions spoken slowly and distinctly

L Lesson objectives

All learners will be able to:

• Pronounce and identify the topic vocabulary with considerable support

• Identify 7 new words

Most learners will be able to:

• Pronounce and identify the topic vocabulary with minimal support

• Identify 8 new words

Some learners will be able to:

• Pronounce and identify the topic vocabulary without teachers` or classmates` support

• Identify 9 new words

Language objective

Value links:

Respect, Cooperation

Previous learning

Students learned the words for transport

Cross-Curricular Link

Science

Use of ICT

PPT, video

Intercultural awareness

The student will understand and investigate…and the relationship among Earth cycles and change and their effect on living things.

Kazakh culture

Time in Kazakhstan

Pastoral Care

Assure you met all learners’ emotional, mental and physical needs

Health and Safety

Make sure power cords/outlets are not a tripping hazard

Everyday classroom precautions

Planned timings

Planned activities

Resources

10 min

(W/I)

Greeting, Warm Up

Good morning children! I’m glad to see you! How are you? “What is the weather like today?” Ask several questions revising Transport: How do you get to school? – encourage learners to give full answers. – I go to school BY car.

Board race for the words of transport.

• Introduce the topic

• Warm up:

Learners listen, perform gestures and sing along to the Daily routine song.

Call the number: allow the children to walk, run or skip around the hall. The teacher calls a number for example, four. The children must form groups of four. Continue the game calling different numbers each time. Teacher may ask them to perform a balance or to perform a stretch after each whistle

I wake up song

https://www.youtube.com/watch?v=eUXkj6j6Ezw

10 min

(/I/W)

10 min

(I)

5 min

(W)

Practice Daily routines:

• Go through the PPT drilling words and phrases. Practice vocabulary in chorus and individually.

• In order to remember the words easily ask learners to show the phrases/words in movements, like to wash face do movements washing your face.

Introduce In the morning/In the afternoon/In the evening/At night

Vocabulary list: In the morning/In the afternoon/In the evening/At night

• Give learners Worksheet to glue into their copybooks.

*** support less confident learners to produce the words.

Practical work with new words “Daily routines”

• Provide learners with the daily routines cards and phrases for them to glue under each picture.

• Check as a whole class.

PPT Slide

Vocabulary card to glue into vocs.

Worksheet 2

5 min

(W)

Closing & Reflection

Check students understanding by asking the following….

1. what do you do in the morning? What do you like to do?

• How do you feel now?

• Are you OK ?

• Now, Boys and Girls come up to the blackboard once more and put a tick.

• 

End

1min

Feedback: Teacher asks students what task was difficult to them and which pair worked well.

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?

More support:

• These students may work with a stronger student to support them during the vocab activities.

• These students may answer in a single word

More-able learners:

• Encourage very strong students to model answers

• Encourage these students to ask and answer using complete and correct structures

• These students could also ask the number of the birthdate, or, give their own

• Students will be assessed for their speaking skills during the survey activity and their writing skills during the writing practice.

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?