Unit 3 Days of the week

LESSON 6: Unit 3 Days of the week

2A. Classroom objects

School: 13

Date:

Teacher`s name: Zhanna Sisenalieva

CLASS: 1

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

1.L3 recognize the spoken form of a limited range of basic and everyday classroom words

1.R1 recognize initial letters in names and places

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

Lesson objectives

All learners will be able to:

• Name 7 days of the week with support

• Recognise days of the week

Most learners will be able to:

• Name 7 days of the week with some support

• Recognise days of the week

Some learners will be able to:

• Name 7 days of the week

• Recognise days of the week

Previous learning

In my house

ICT skills

Projector

Value links

Respect, Cooperation

Previous learning

House vocabulary, alphabet letters

Cross curricular links

Science

Plan

Planned timings

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

Resources

Beginning

10 min

(W)

Greeting, Warm up:

Greet the students. "Hello!"/"Good morning!"/"Good afternoon!"

“What`s your name? How are you?”

As a warming up, have learners remember the letters of the alphabet ABCDEFGHIJKLMNOPQRSTU and name them. Ask learners to name any words they remember which start from these letters “ABCDEFGHIJKLMNOPQRSTU”.

Middle

15 min

(IW)

10 min

(IW)

Pay learners’ attention to the board and ask the day.

Today is Thursday.

Show the days of the week on PPT

As a whole class practice pronunciation of the words.

Formative assessment:

• Teacher hands out the worksheets and explains the task.

• Whole class feedback

• Give stickers to those who did everything correct.

Differentiation: Less capable learners are asked to write 3-4 days of the week.

Dynamic break:

• Learners stand up in a big circle and follow the movements.

Writing:

Write the days of the week in the correct order.

PPT

Break video

Worksheet #2

Worksheet #3

End

5 min

Closing/Reflexion

• Ask learners what days they remember?

• Show days cards and ask what day was difficult/easy to remember.

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 assessment task

• through observation

• Art

• Social studies

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.