Unit 2 My school
|
School: №7
|
Date: 07/10/16
|
Teacher name: Omriuzakova
Moldir Kuvanovna
|
Grade: 1
|
Number present:
|
absent:
|
Theme of the
lesson: Classroom
routines
|
Learning
objectives(s) that this lesson is contributing to
|
1.S3
pronounce basic words and expressions intelligibly
1.UE8 use
imperative forms of common verbs related to classroom routines
1.L1 recognise
short instructions for basic classroom routines spoken slowly and distinctly
|
Lesson
objectives
|
Learners will be
able to:
|
Recognize
the language of classroom routines: Open, close, sit down, stand up,
listen, read, write, look, go, sing, say.
Pronounce
the majority of words on the topic intelligibly
|
Success
criteria
|
Learners
have met the learning objective (L1) if they can:
give
appropriate answers that are clear and intelligible in response to prompts
|
Value
links
|
Education
throughout life
|
Cross-curricular
links
|
Classroom
discipline, the world around us
|
ICT
skills
|
Using videos,
working with URLs
|
Previous
learning
|
initial letters, classroom
routines
|
Plan
|
Planned
timings
|
Planned
activities
|
Resources
|
Beginning
5
mins
|
Teacher greets
students; students respond to greeting and take their places.
Students get
familiar with the lesson objectives.
Warming
up
Teacher shows
students pictures of the simple actions verbs they learned the previous
lesson:
Open, close, sit
down, stand up, listen, read, write, look, go, sing, say.
Students see a
picture and name a word relating to it.
|
A set
of pictures
|
Middle
30 mins
|
Modelling / guessing (10)
Students
sit in circle on the carpet. Teacher calls one student and whispers him/her a
word that he/she should then model in a way that other students could guess
it. Teacher monitors students to identify areas that need improvement.
Tracing (10)
Teacher
hands out worksheets with the following action verbs: listen read write
sing say look open close sit down stand up go sing. Students trace the
words thus learning to write in English. Teacher monitors and assists if
necessary.
Teacher
pairs up students to peer assess their partners’ writings.
Students
provide feedback to their partners by saying which words need attention and
which are fine.
Miming game (5)
Teacher names
any action verbs so that to check students understanding, students mime the
action verb. Teacher monitors student’s understanding.
Reflection (5)
Students go back
to the lesson objectives and identify what they did well as well as what
needs improvement.
|
Worksheets
|
End
5
mins
|
Good
bye song
Students sing a
good-bye song and dance to the tune repeating the moves shown in the
video
Smiling
feedback
Teacher asks
students “How are you?” to find out their mood at the end of the
lesson, compares it to the initial mood students had and makes conclusion how
the lesson influenced students and why.
|
https://www.youtube.com/watch?v=Xcws7UWWDEs
PPP Slide
|
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?
|
Health and
safety check
ICT links
|
Less able students – greater
support by means of prompts, visuals or writing difficult words on the
blackboard
More
able students – independent work on definite tasks with little/no support
While
group or pair work more able students can also provide less able students
with additional support
|
through
observation
|
· Work
with the SMART board not more than 10 minutes
· Make
a dynamic break in the middle of the lesson
· Monitor
classroom space when students start moving around
· Use
water based markers
· Check
sockets’ safety
|
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?
|
|
|
|
|
|
|
|
|
Оставьте свой комментарий
Авторизуйтесь, чтобы задавать вопросы.