Theme of the lesson:
2.S1 make basic personal statements about people, objects and classroom routines
2.S2 ask questions in basic exchanges about people, objects and classroom routines
2.R3 recognise and identify some familiar sight words from local environment
All learners will be able to:
Name places and use them in the sentence;
Most learners will be able to:
Make sentences with names of places;
Some learners will be able to:
Complete all the exercises without mistakes
Leaners can write the words correctly
Learners can form lower and upper case letters
Learners can recognise the signs
Values are instilled through the tasks on work as a whole group activity with respect and following the directions and instructions
Cross curricular links
The use of whiteboard
Learners are introduced LO.
[W] Learners revise the words “Signs”: Here Danger Please Stop This Way Don’t Go! Crossing road
Ls are divided into 2 groups, they have to match the words and the pictures.
[P] Asking and answering questions about a class trip scene card [communication gap activity]. Each student has a scene card with different names of children given and different children to identify.
[I] Listening to a teacher asking children to bring things on a trip. Drawing arrows between items and a rucksack that they need to bring.
e.g. Listen everyone, can you bring a pencil and a book to write in.
[P] Reading signs and matching them to places on trips where you might see them.
[P] [f] Making a poster for a school trip including: Time Day etc. Things to see. Things to bring etc.
3. Ph. Training activity
Ls listen to and sing the song following the instructions from the song.
Use a different scene card to one above prepared as a communication game activity for each student.
Create simple instructions relating to visuals including instructions about what not to bring.
Recycle images of places above and add a few more such as skating rink, shopping centre etc.
Give learners A3 paper and give tasks one at a time:
1. Write a title for the trip
2. Give time and day of trip … etc.
Role play game “School trip”
Ls take their passports, go through the imaginary passport control answering the teacher’s question:
Where are you from?
Then they go excursion around the city. Ls make a ‘snake’-stand one after another, in turns they say the directions, the ‘snake’ follows the directions. Ls ‘travel’ around the classroom.
Go! This way! Please, stop! Here! and so on.
Don’t forget to use the names of the buildings!
Learners give feedback to each other. This might be done in oral form.
Learners reflect on their learning:
1. What has been learned?
- The new words for trip, revised names of signs.
2.What was fun?
-Break activity, Role play game “School trip”
Home Task: Learn the new words
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?
Support for weaker students: working in pairs/groups, phrases
Challenges for more able students: Encouraged to do more writing; assist weaker students.
Pair work, group work
Assessment – how are you planning to check learners’ learning?
Checking the task
Feedback on the work
Health and safety check
Breaks and physical activities singing a song and making actions from the song
Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO?
If not, why?
Did my planned differentiation work well?
Did I stick to timings?
What changes did I make from my plan and why?
The LO were realistic. Learners coped with the set tasks.
I guess that differentiation worked well, I’ll use at all the aspects(where it’s appropriate)
What two things went really well (consider both teaching and learning)?
What two things would have improved the lesson (consider both teaching and learning)?
What have I learned from this lesson about the class or achievements/difficulties of individuals that will inform my next lesson?
Курс профессиональной переподготовки
Курс повышения квалификации
Курс повышения квалификации
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