Lesson for 1 grade "Commands"

LESSON: Unit 3 Lesson 5					School: #278
Date:					Teacher`s name: Orazaly Enlik
CLASS: 1ә,б,г					Number present:			absent:
Theme of the lesson: Commands
Learning objectives(s) that this lesson is contributing to			1.UE8, use imperativeforms of commonverbs related toclassroom routines 1.S3, pronounce basicwords and expressionsintelligibly 1.L1,recognise shortinstructions for basicclassroom routines spoken slowly anddistinctly  1.L3, recognise withsupport simplegreetingsrecognise the spokenform of a limited rangeof basic and everyday classroom words 1.UE3use basicadjectives and coloursto say what someone /somethingisorhas
Lesson objective:			To give and follow commands
Success criteria Students will be able to….			All learners will be able to:
			·         Follow commands
			Most learners will be able to: ·         Give and follow commands
			Some learners will be able to: ·         Say the expressions from the song
Cross-curricular links
Value link
ICT-links
Previous learning			Toys
Plan
Planned timings	Planned activities						Resources Technique of FA
Beginning 5 minutes	·         (Activities to revise the vocabulary  from the previous lesson.) Poster Put up the my room poster on the board. Point to the items, one at a time and  say a word. Ask the  pupils to say yes or no. e.g.Teacher: (pointing to the bike) Bike.       Pupil 1: Yes!       Teacher: (pointing to doll) Car.    Pupil 2: No! ect    Play the My toys song from the previous lesson. Encourage the pupils to sing along.						Track  35 CD1
Middle 15 -25 minutes	·         Presentation and practice (Activities to present and activate the new language.) FLASHCARDS (12-17) Listen, point and repeat. Pupil’s book closed. Put up the flashcards, one at a time, and say the  corresponding words. The pupils repeat, chorally and/or individually. Point to each flashcard  in random order. Ask individual pupils to say the command. Ask the rest of the class for verification.  Give a command , e.g. stand up. The pupils  follow it ·         Pupils books open.  Play the CD. The pupils listen,  point to  the pictures  and  repeat  the  words.  Play the CD again pausing after each word. The pupils repeat , chorally and/or individually. AUDIOSCRIPT .  stamp  your feet, jump, sit down, stand up, clap your  hands,  dance     ·         Let’s listen Set the scene by asking the pupils  questions about what they can see in the  pictures. e.g.Teacher: (point to the picture 1) Oh, silly TV! Can Nanny help?        Class: Yes!        Teacher: Yes! (Pointing to the picture 2) Look, Thanks, Nanny!  (pointing to the  picture 3) Look at Lilly! Clap your hands! ect         Play the CD. Ask the pupils listen and follow the dialogues in their books. AUDIOSCRIPT ·         Listen and number.  Play Simon says! Point to the picture  and elicit the commands. Explain the activity.  The pupils  listen and number the pictures. Play the CD, twice if necessary. The pupils listen  and complete the activity. Check  their answers. One-stamp your feet Two- sit down Three- clap your hands Four-stand up Five- jump Six-dance Tell the pupils you are going to play the Simon says game. Explain to the pupils  that  they have  to follow the commands  if preceded by the phrase Simon says. e.g.Teacher: Simons says: Clap  your hands!    (Pupils clap their hands) ect.  ·         Sing the  Come on everybody song and do! Say the mime the following action: Come on everybody, clap your  hands!  Invite the pupils  to repeat after you and mime the actions . Follow  the same  procedure  and present the rest of the song. Play the CD. The pupils listen  to the song.  Play theagain  and encourage  the pupils  to do  the actions. AUDIOSCRIPT						Track  37 CD1 Track  38 CD1 Track  39 CD1 Track  40 CD1
Ending 5 minutes	(An activity to consolidate  the language  of the lesson) ·         Go around and assign a command to each pupil. Give a command. The pupils with the assigned  command perform it. Repeat with  the rest of the commands.						Traffic lights
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
						·         PhT
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?
Summary evaluation What two things went really well (consider both teaching and learning)? 1: 2: What two things would have improved the lesson (consider both teaching and learning)? 1: 2: What have I learned from this lesson about the class or individuals that will inform my next lesson?