LESSON 10:
|
School:
|
Date:
|
Teacher name: Kussainova
Mentay
|
Theme:
|
My school
|
Grade: 1
|
Number present: 16/16
|
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.