Learning objectives(s) that this
lesson is contributing to
|
1.L3 recognise with support
simple greetings
recognise the spoken form of a
limited range of basic and everyday classroom words
1.S3 pronounce basic words
and expressions intelligibly
1.S1 make basic personal
statements and simple statements about objects
1.UE2 use cardinal numbers 1-10 to count
1.L1 recognise short instructions for basic classroom
routines spoken slowly and distinctly
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10
minutes
|
ORGANISATION MOMENT:
(BT: apply)
T. invites learners to
stand in a circle and to greet each other, to ask & answer the questions:
What is your name? My
name is.....
How are you? I am
fine, thank you.
What’s his / her name
is …
His / her name is ...
|
|
Middle
15 -25
minutes
|
·
PRE-LEARNING
(BT: remember)
T. suggests to guess
the topic of the lesson showing pictures: apple is green, orange is orange,
ice-cream is white, taxi is yellow, etc.
·
(W) Presentation of the
topic of the lesson (BT: recognise and apply)
T shows the pictures
which represents the numbers e.g.: for number 1 the picture dog, 2 picture of
two rabbits, 3 picture of cats, 4 picture of penguins, 5 picture of bears
·
Playing
the game (BT:
practice) Ss dance in a circle. When T stops the music and says one number Ss
should stand together according to the number (numbers 1-5)
·
(W) Presentation of the
topic of the lesson (BT: recognise and apply) 6-10
Teacher demonstrates simple plus
sums producing written numerical answers, e.g.: 3+3=6, 6+1=7, 4+4=8,
8+1=9, 5+5=10
·
(P)
BT: name
and apply
T gives Ss the picture of
rainbow and shapes of squares and Ss should put the squares according to the
number, e.g.: put for the first line 6 squares
Feedback: Colour jumbled numbers
1-10 according to the teacher’s instructions: Ten is white. Two is yellow. Six is black. One
is red. Three is green. Nine is pink. Four is blue. Eight is purple. Five is
orange. Seven is grey.
|
Pictures: green apple, orange,
ice-cream, grapes, taxi, etc.
PPP
Music
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Differentiation – how do you plan
to give more support? How do you plan to challenge the more able learners?
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Assessment – how are you planning
to check learners’ learning?
|
Cross-curricular links
Health and safety check
ICT links
Values links
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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.
|
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