| Long term plan module: Unit 8. Travel Lesson №8 Types of vehicle | School: Керемет |
| Date: | Teacher’s name: Janat Arystanbekova |
| Class:2 | Number of present: | Absent: - |
| Learning objective(s) that this lesson is contributing to: | 2.R3 read and follow with considerable support simple, words, phrases and sentences on familiar topics2.L1 understand a range of short basic supported classroom instructions |
| Lesson objectives: | All learners will be able to: - uses topic related words; pronounces words and phrases clearly. |
| Most learners will be able to: - colours the bus; circles the right vehicle. |
| Some learners will be able to: - answer basic questions with support Provide personal information and facts |
| Language objectives: | Learners can:By the end of the lesson learners will be able to - uses topic related words; pronounces words and phrases clearly. - colours the bus; circles the right vehicle.- answer basic questions with support Provide personal information and facts |
| Key words and phrases: Modal verb can/can’tPlease help me! I can’t move. I’ve got cars and bikes. Please help me! I can’t move. I’ve got … and ….. |
| Useful classroom language for dialogue/writing: oral |
| Discussion points: |
| Can you say why we like to listen to fairy tales? |
| Writing prompts: |
| Assessment for Teaching | Criteria based assessment Assessment criteria: • Answer basic questions with support Provide personal information and facts • Read and follow words, phrases, sentences with considerable supportDescriptor: A learner• uses topic related words;• pronounces words and phrases clearly. • reads the sentences;• colours the bus;• circles the right vehicle. Peer assessment: |
| How to overcome barriers in learning English | -Get learners to think before answering-Smile, create a favorable atmosphere in class-Use toys-Ask more questions |
| Previous learning | |
| Plan |
Planned timing
| Planned activities (replace the notes below with your planned activities)What will the pupils learn? How will they learn it?Suggested Teaching Activities Active Learning activities | Resources |
| Start (Beginning of the lesson) | Greeting: Teacher greets learners; learners respond to greeting and take their places. Dividing into subgroups: Teacher divides the learners into subgroups using sweets. Warming up: Chair races: In two teams learner will line up facing the board. There will be chairs facing the learners. Teacher will show the flashcard of a mother and says: “This is a father”. Learners at the front line must decide if the sentence is right or wrong. If the sentence is right they will run to and sit on the chair marked “true”, if “wrong” they will sit on the “false” chair. Pre-learning(W) Learners watch the video and try to guess the topic of the lesson | sweets
Student’s book1, Activity Book 1
|
| Middle (of the lesson) | Activity 1(P)Learners are given a worksheet with vehicles that typically have names on them: taxi, school bus, police car, ice-cream van, ambulance, circus van, etc.Learners complete missing letters by sounding them out.TaskListen to the teacher and answer the questions.1. What is your name?2. How old are you?3. What types of vehicles do you know?4. Do you go to school by bus?5. Can you ride a bike?6. Can you go to Astana by car?7. Do you like to go by train?8. Where can you fly?9. How can you get to AfricaActivity 2(W) Learners listen to instructions and colour the images of the vehicles.e.g. Can you see the ambulance? Colour the cross on the door red.TaskRead sentences and follow instructions.1. We go to school by bus. Colour the bus yellow.2. I don’t go home by bike. Cross the bike.3. They play with cars. Circle the car.4. He doesn’t play with a boat. Cross the boat.5. We fly to London. Circle the plane.Activity 3Answering questions about outlines of vehicles and saying what they are. | Story: The Little Engine that Could…, CD, DVD players, picture dictionaries, notebook, grammar cards, flashcards
|
| End (of the lesson) | Reflection Oral feedback Learners make comments about the lesson orally. Teacher asks learners to look at lesson objectives they set at the beginning of the lesson and think and say what they did well in the lesson and what needs improvement. |
|
| 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 linksValues links |
|
|
|
| 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? | Use the space below to reflect on your lesson. Answer the most relevant questions from the books 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 lessons (consider both teachings and learning)? 1. 2.What have learned from his lesson about this lesson about the class or individuals that will inform my next lesson? |
02 Шілде 2018
2081
4 рет жүктелген
Дайын ҚМЖ. Барлық пәндерден 2022-2023 оқу жылына, жаңа бұйрыққа сай жасалған