Where is your toy?

Long term plan module: Where is your toy?

School:

Date: 29.12. 2017

English teacher:

Class: 1 “D”

Number of present:13

Absent: -

Learning objective(s) that this lesson is contributing to:

2.S3 pronounce familiar words and expressions intelligibly

2.L1 recognise short basic nstructions for a limited range of classroom routines spoken slowly and distinctly,

2.S1 make basic personal statements about people, objects and classroom routines

Lesson objectives:

All learners will be able to:

pronounce topic words and expressions intelligibly.

Most learners will be able to:

listen and sing along to the Animal song and dance to music.

Some learners will be able to:

draw a picture of an animal from his/her country and present it to the class, using topic words;

Language objectives:

Learners can:

By the end of the lesson learners will be able to

- draw a picture of an animal from his/her country and present it to the class, using topic words;

- pronounce topic words and expressions intelligibly

Key words and phrases Wild animals: elephant, zebra, lion, panda, kangaroo

Pets: mouse, dog, rabbit, parrot, fish

I’m Jenny. My favourite animal is the kangaroo.

I’m …... My favourite animal is the …. .

Useful classroom language for dialogue/writing: oral

Discussion points:

Can you say why you like to keep pets?

Writing prompts:

Assessment for Teaching

Criteria based assessment

Assessment criteria:

Presenting his/her favourite animal to class in statements correctly.

Descriptor: A learner

 draw a picture of an animal from his/her country and present it to the class.

using topic words;

 pronounces topic words and expressions intelligibly

Technique of FA:

Oral feedback

How to overcome barriers in learning English

-Use video lesson

-Get learners to think before answering

-Get learners to think before answering

-Challenge and extend learners through carefully scaffolding assignments and activities

Previous learning

Lesson32 Project time

Lesson 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 teaches the learners to greet one another in English; learners respond to greeting of the teacher and take their places. Dividing into subgroups using colourful stickers Warming up: Act out the situation in the picture. Use greetings and goodbye words: Hello, hi, good morning, good afternoon, good bye, nice to meet you, see you. How do you think what theme we have for today? Teacher asks the learners to identify today’s theme using mimics and gestures. Teacher introduces lesson objectives to the learners.

colourful stickers

Middle (of the lesson)

D) Teacher presents the words using flashcards, pictures, mime and gestures: parrot, panda, zebra, fish, dog, lion, mouse, hare, and elephant. In feedback learners name the toys, looking at the pictures, mimes and gestures.

I) Teacher gives out a worksheet with wild animals and pets to every learner. Ask the learners to point, colour wild animals green and pets red. They are asked to say, using phrase: Wild animals are zebra, lion, horse …. Pets are parrot, hare, fish….

P) Each pair is given three pictures: a kangaroo, a panda and a horse. Teacher reads presentations of three boys from three countries: the UK, Kazakhstan and China. Every time the teacher reads sentences of this or that boy, learners must show the picture which is appropriate to the presentation.

Example: I am Jenny. My favourite animal is the kangaroo.

I) Draw a picture of an animal from your country and present it to the class.

Example: I am Maksat . My favourite animal is the sheep.

W) The whole class listens and sings along to the Animal song. Learners dance to music.

Song: Animals , CD, DVD players, picture dictionaries, toys, grammar cards, a worksheet Student’s book1, Activity Book 1

http://www.dreamenglish.com/freedownload

End (of the lesson)

Reflection Self-assessment: Hand signals

Technique of FA: Oral feedback

Ask students 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 links

Values links

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 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)?

2. .

Long term plan module: Have you got a pet?

School: School-gymnasium №9 named after Nekrasov

Date: 12.01.2017.

Teacher’s name: Nilufar Ibadullayeva

Class: 1 “D”

Number of present:

Absent:-

Learning objective(s) that this lesson is contributing to:

2.S3 pronounce familiar words and

expressions intelligibly

2.L1 recognise short basic instructions for a limited range of classroom routines

spoken slowly and distinctly,

2.UE11 use there is / there are to make short statements and ask questions

Lesson objectives:

All learners will be able to:

recognize sounds [m], [g], [n], [d], pronounce the words: garden, give, a lot of correctly;

Most learners will be able to:

pronounce which sounds are hidden in the theme: The .ouse’s .arden, listen to the story very attentively

Some learners will be able to:

act out their own story using have got, give me some….. in short.

Language objectives:

Learners can:

By the end of the lesson learners will be able to

- recognize sounds [m], [g], [n], [d], pronounce the words: garden, give, a lot of correctly;

- pronounce which sounds are hidden in the theme: The .ouse’s .arden;

-listen to the story very attentively

- act out the story in short.

Key words and phrases: garden, give, a lot of

I’ve got a lot of food! Give me some food, please!

Useful classroom language for dialogue/writing: oral

Discussion points:

Can you say why we keep pets?

Writing prompts:

Assessment for Teaching

Criteria based assessment

Assessment criteria: Using have got, give me some….. structures in statements correctly.

Descriptor:

A learner

 finds and pronounces which sounds are hidden in the theme: The .ouse’s .arden;

 listens to the story very attentively

 acts out the story in short.

Peer assessment: Oral comments

How to overcome barriers

-Use more audio listening tasks

-Encourage and praise learners if necessary

-Scaffold learners if necessary

Previous learning

Lesson № 33 Our world – Time for CLIL

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 learners into subgroups using colorful circles, squares, triangles and rectangular figures. Warming up: “Telephone game” Teacher whispers a sentence to the first learner in a line. Learners must then repeat the sentence to the next learner in line and on down the line. The last learner in line will say out loud the sentence as he/she heard it. The first learner in line will either agree or disagree with the sentence. How do you think what theme we have for today? Teacher asks the learners to identify today’s theme using interactive slides. Teacher introduces lesson objectives to the learners. Learners find and pronounce which sounds are hidden in the theme: The .ouse’s .arden

Interactive

board

Middle (of the lesson)

D) Teacher models use and meaning of have got through video presentation and demonstration with learners in grammar cards in front of class.

D) Teacher demonstrates garden, give, a lot of food

using projected visual images. Teacher models: e.g. Give me some cheese. Give me some….. I have got a lot of apples. I have got a lot of …….

W) Teacher asks the learners to present their own sentences, encourages learners to ask questions and answer related to the topic.

D) Teacher presents the sounds of words: mouse and garden

Learners give feedback, recognize sounds [m], [g], [n], [d], pronounce the words clearly

D) I) Teacher walks along and says "I spy with my little eye something that begins with letter M “mouse” something that begins with letter G “garden”. Teacher encourages learners to participate in the game.

W) Learners listen to the story The Mouse’s Garden using CD.

D) Teacher reads the story one more time and then using flashcards asks a range of questions.

G) Groups act out their own story using familiar word expressions with the help of the teacher. Present it to the class. Assess one another.

W) Teacher asks a range of questions after learners’ presentation, encourages learners to ask questions and answer related to the topic.

Peer assessment: Learners give oral comments to the lesson

Song: Come on everybody!, CD, DVD players, picture dictionaries, worksheets, notebook, CD, Student’s book1, Activity Book 1

End (of the lesson)

Reflection Self-assessment: Traffic lights Ask students 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.

Traffic lights cards

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

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 books on the left about your lesson.