Plan of the lesson

LESSON: Unit 2 My school Classroom objects and classroom actions				Form: 1st
Date:				Teacher name:
CLASS: 1				Number present:			absent:
Learning objectives(s) that this lesson is contributing to		1.L1 recognise short instructions for basic classroom routines spoken slowly and distinctly     1.S1  make basic personal statements and simple statements about objects
Lesson objectives		All learners will be able to:
		·        listen and repeat the names of classroom objects and actions ·        say and recognize verbs
		Most learners will be able to:
		·        recognise and name some classroom objects ·        say and recognize verbs without mistakes
		Some learners will be able to:
		·         recognise and name all classroom objects ·         make word combinations with verb + objects
Previous learning		Numbers 1-10
Plan
Planned timings	Planned activities (replace the notes below with your planned activities)					Resources
Beginning	ORGANISATION MOMENT: ·      T. gathers Ss in a circle and asks to hold each other’s hands. In a circle T. and Ss say ‘Hello’ three times altogether. ·      In a circle T. asks Ss to count from 1-10 every S. says one number and it is his/her own number. (if there are more than 10 Ss they can count again) Ss should not forget it. As soon as T. says the number that S. who hears his / her own number should go to his /her new  place with prepared task on it.   ·      T. should prepare all ten coloured numbers before the lesson and put on each S’s desk, so that numbers and colours could be raised by three or four Ss only, according to T’s instruction. T. checks both the colour and number of Ss’ understanding and applying, e.g.: S-1 has green ten, yellow eight, red three. S-2 has green three, yellow ten, red eight. S-3 has pink two, purple nine, orange five etc. Only 3 Ss have the same coloured numbers.					Flashcards with coloured  numbers
Middle	MAIN: ·         T. asks Ss to come to the board and take 1 candy from the box. There are 12 candies of 6 different types in the box. Ss should show their candies and find out their partner with the same type of candy with whom he/she will work in a pair.  ·         T. suggests guessing the topic of the lesson giving puzzles of school things: a book, a bag, a school, a ruler, a desk & a chair. Ss work in pairs. When Ss finish gathering their puzzles they may say the word in English, Kazakh or Russian. ·         T. demonstrates new words of the lesson using PPT of classroom objects and Ss should repeat after T.: desk  chair  book  pen  bag ruler school etc ·         There are flashcards with the new words in different places of the classroom. Ss do actions according to T’s instruction “Boys go to the ruler, girls go to the desk” Then girls say to boys & vice versa. (T. can award Ss with candies, stickers, smiles etc.) ·      Ss are given worksheets with classroom objects to colour according T’s instruction (formative assessment) T. should say the number, colour and object. In each line there are two correct answers, e.g.: number 1 (pause) book is blue, T. should give time to find the number and object also time to colour it. Instructions could be repeated according to the Ss’ need. ·      T’s instruction (keys): 1- Blue book 2- Green bag 3- Orange pen 4- Red book 5- Black ruler 6- Yellow pen 7- Grey desk 8- White ruler   9- Brown bag 10-  Pink desk					Candies Puzzled cards: a book,  a bag, a school, a desk, a chair, a ruler PPT: classroom objects. Pictures of classroom objects Worksheet
End	Ss practice saying classroom objects in English when T. shows the picture.					Pictures
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
·      Create mixed ability pairs			·         through questioning and the redirecting of questioning in feedback activities ·         through observation in pair & group work ·         through formative assessment		·         Music, Art & Math ·         Formative assessment and warming up activity develop Ss’ critical thinking skills and understanding about academic honesty ·         Ss will become more careful towards their school things ·         White board is used no more than 5 minutes