Long term plan module: My Pets
Lesson: Pets
and wild animals.
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School: ZHAMANMURYNOV secondary school
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Date: 19.01
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Teacher’s name: Serikbayeva Zhangul
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Class: 1
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Number of present:
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Absent:-
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Learning objective(s) that this
lesson is contributing to:
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1.L3 recognize with support common names and names
of places; recognize the spoken form of a limited range of everyday and
classroom words
1.S3 pronounce
familiar words and expressions intelligibly
1.UE3 use basic adjectives to
describe people and things
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Lesson objectives:
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All learners will be able to:
pronounces topic words
and expressions intelligibly: Have
got I have got a spider in my pet shop. It is small.Have you got a spider?
Yes, I have/No I have not.
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Most learners will be able to:
use have got /
basic adjectives to describe people and things.
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Some learners will be able to:
make a model of their own pet
shop using animal cut outs;
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Language objectives:
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Learners can:
By the end of the
lesson learners will be able to
- make a model of their own pet
shop using animal cut outs;
- use have got / basic adjectives
to describe people and things.
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Key words and phrases: Consolidation lesson
Pets, sizes, colours. Have got I
have got a spider in my pet shop. It is small.
Have you got a spider? Yes, I
have/No I have not.
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Useful classroom language for
dialogue/writing: oral
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Discussion points:
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Can you say why you have five
fingers on your right hand and five fingers on your left hand??
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Writing prompts:
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Assessment for Teaching
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Criteria based assessment
Assessment criteria:
Applying have got and
adjectives correctly in everyday life
Descriptor: A learner
makes up a model of their own pet using topic words;
pronounces topic
words and expressions intelligibly.
Self-assessment: Traffic lights
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How to overcome barriers in
learning English
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-Motivate learners using craft
activities
-Use miming, gestures
-Be friendly and communicative
with learners
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Previous learning
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Lesson №30 Letters Cc-Dd, Ee-Ff (activity
book
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Plan
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Planned timing
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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
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Resources
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Start (Beginning of the lesson)
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Greeting: Teacher greets learners;
learners respond to greeting and take their places.
Dividing into subgroups: Teacher divides learners into subgroups using
sweets Warming
up: learners sing the song
Learners listen to and sing the Get your pencil song together with the
teacher. Dance to music with pleasure. Revising the previous lesson: Letters Aa Bb Cc-Dd, Ee-Ff
(activity book)
Memory game: Teacher shows the learners a
picture for a minute. There are different school objects of different numbers
in the picture. Teacher hides the picture, asks the learners: What have
you remembered in the picture?
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sweets
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Middle (of the lesson)
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G) Each group is given a bag and
blindfold. In the bag are some ‘feely’ objects [above] common objects
[rabbit, fish, cat, dog, mouse, doll, kite, bike, car, plane, train]. These
items are in different sizes [big or small].
W) Learners take turns to be blindfolded
and pull out a few objects and say what they are e.g. It’s big, ‘b’
(sound) b (letter). It’s a big plane etc.
P) Learners are given room object
and animal cut outs. They have to make a model of their own pet shop using
them and present to class.
D) Teacher models pronunciation and
accompanying head gestures for yes and no.
P) Teacher teaches learners how to
make a question and answer it.
W) Teacher asks a range of questions
after learners’ presentation, encourages learners to ask questions and answer
related to the topic.
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toys, worksheets, flashcards, cut outs,
phonic cards, grammar cards, pictionary Student’s book1, Activity Book 1
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End (of the lesson)
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Peer assessment: Oral comments
- What have you learnt today?
- Which task
do you like?
Learners make comments about the
lesson orally. Teacher asks learners 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. I hope the lesson
was interesting and useful for you.
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Additional information:
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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?
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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?
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Use the space below to reflect
on your lesson. Answer the most relevant questions from the books on the
left about your lesson.
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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)?
1.
2.
What
have learned from his lesson about this lesson about the class or individuals
that will inform my next lesson?
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