Theme of the lesson: Everyday things
Learning objectives that this lesson is contributing to
1.S talking about possessions and things using at school
1.R reading and asking about everyday things
1.L Using a/an, some/any, have got/has got
Learners will be able to understand and use a/an, some/any, have got/has got
Learners have met the learning objective (R1) if they can use a/an, some/any, have got/has got and words for everyday things
Using videos& pictures, working with URLs
Testing: Module review 1
Teacher greets students; students respond to greeting and take their places.
Teacher asks students “How are you?” to find out their mood at the
beginning of the lesson; students choose one of the smiles they see
on the slide and answer the question
- Teacher introduces lesson objectives to the students.
- Students remind the usage of verb ‘to be’: affirmative, negative, questions and short answers, have got/has got
Brainstorm (7 min)
suggests to divide the pictures into two groups: everyday things and special day things, then asks to match the pictures with everyday things with the words
Work with the text (8 min)
Suggests to look at the pictures and say where the main characters are : in the park, at school or at the cinema. Then asks listen to the text attentively, read it in pairs and do the tasks given under the text
Dynamic break (W) (3 min)
Warm up “Gummy bear” pupils dance repeating actions from the slide
Work with the board (5 min)
encourages pupils to come to the blackboard and do ex 4 p 29, then says that first five pupils will be assessed too
Work with grammar (2 min)
Explains the using of a/an, some/any, have got/has got in ex 3 p 29
Work in groups (5 min)
offers pupils to look into their bags and write what things they have got and what things they haven’t got, doing ex 8 p 29 and make a poster
Pictures, glue, papers with words
Ask students to draw the picture of smiles according to their mood after the lesson
Gives and explains home task: ex 2-4 WB
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
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
Work with the SMART board not more than 10 minutes
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?
What two things went really well (consider both teaching and learning)?
What two things would have improved the lesson (consider both teaching and learning)?
What have I learned from this lesson about the class or individuals that will inform my next lesson?
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