"My Pets" 1 class

                                                           

Long term plan module: Module 4 My pets Lesson №34 Checkpoint 4			School: School №127 T.Berdiyarov
Date: 13.01.2017.			Teacher’s name: Begimbaeva Aizhan
Class:1			Number of present: 13		Absent:
Learning objective(s) that this lesson is contributing  to:	1.S2 ask questions in basic exchanges about people, objects and classroom routines 1.S4 respond to basic supported questions about people, objects and classroom routines 1UE10 use It’s a  to make short statements and ask questions. 1.S5 use words in short exchanges
Lesson objectives:	All learners will be able to: pronounces topic words and expressions intelligibly
	Most learners will be able to: use It’s a  to make short statements and ask questions;
	Some learners will be able to: demonstrate their model: My pets using the structure: I have got a …. It is ….
Language objectives:	Learners can: By the end of the lesson learners will be able to -    use have got to make short statements and ask questions; - demonstrate their model: My pets using the structure: I have got a …. It is ….
	Key words and phrases: picture dictionaries, a worksheet with an empty room, stickers, markers, grammar cards, phonic cards
	Useful classroom language for dialogue/writing: oral
	Discussion points:
	Can you say why  people have houses?
	Writing prompts:
Assessment for Teaching	Criteria based assessment Assessment criteria:  Applying have got and adjectives correctly in statements and questions. Descriptor: A learner  makes up a model of their own pets using topic words;  pronounces topic words and expressions intelligibly Technique of FA: Oral feedback
How to overcome barriers in learning English	-Challenge and extend learners through carefully scaffolding assignments and activities -Help learners to learn the new words by memory games
Previous learning	Lesson №33 Story time! My mouse’s garden.
Plan
Planned timing	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					Resources
Start (Beginning of the lesson)	Greeting: Teacher greets learners; learners respond to greeting and take their places.                                                                                                                 Dividing into subgroups: Teacher divides the learners into subgroups using geometrical figures: colored circles, squares, triangles and rectangular figures.                                                                                                                                                                    Warming up: Brainstorming: Teacher asks the learners a question: How do you think what words come to your mind when you hear the word “family”? Learners exchange ideas with one another. Any idea is accepted.                                                                             Revising the previous lesson: Teacher asks a learner “Can you open the window?”   If the learner replies "Yes, I can" then say "Ok, go!" and the learner does the action.  If the learner says "No, I can't»” Teacher says «Well, can you sing?". Each pair talks English using can/can					geometrical figures, flashcards
Middle (of the lesson)	W) Memory game Pupils find the stickers! Then teacher hides the picture and asks learners to name things appropriately. Big, small, black, brown, white, pink. P) Each pair is given a worksheet with an empty pets. Learners listen to teacher’s instructions and draw pets in different colours. I) Each learner demonstrates It’s a  model: Pupils look, and put a tick or a cross. D) Teacher models pronunciation and accompanying head gestures for yes and no. W) I) Gallery strategy: After presentation of posters learners fix them on the walls.  Each learner assesses the work going around the classroom. Gives his or her score to the best group. Learners give reflection.					picture dictionaries, a worksheet with an empty room, stickers, markers, grammar cards, phonic cards Student’s book1
End (of the lesson)	Reflection Self-assessment: Hand signals 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
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
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 books on the left about your lesson.
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.