Long term plan module: Module 2 My school
Lesson Numbers (1-5)
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School: №33 named after К.Kasymuly
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Date:
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Teacher’s name: Ishanova Nargiza
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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.L1 recognise
short basic instructions for a limited range of classroom routines spoken
slowly and distinctly
1.S3 pronounce
familiar words and expressions intelligibly
1.R1 recognize sound and name the letters of the
alphabet
1.UE2 use cardinal
numbers 1-5 to count
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Lesson objectives:
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All learners will be able to:
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Most learners will be able to:
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Some learners will be able to:
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Language objectives:
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Learners can:
By the end of the
lesson learners will be able to
-task question and
answer it, using numbers and colours
- sing the song Numbers, understand is meaning.
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Key words and phrases:
Numbers: one, two, three, four,
five One. What colour is it? It is….
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Useful classroom language for
dialogue/writing:
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Discussion points:
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Can you say why? …..
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Writing prompts:
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Assessment
for Teaching
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Criteria based
assessment
Assessment
criteria:
Count numbers 1 – 5
expressively
Descriptor:
A learner
counts and says the correct
numbers from1 to 5;
shows the correct numbers;
listens and sings the Numbers
song clearly
Technique of FA: Oral feedback
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How
to overcome barriers in learning English
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-Challenge and extend learners through
carefully scaffolding
assignments and
activities
-Help learners by gestures and
actions
-Use simple phrases, repeat them
several times.
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Previous learning
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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:
Warming
up:
Revising the
previous lesson:
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Middle (of the lesson)
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W) Learners listen to and watch an
animation of the song Numbers. Teacher presents sounds in numbers,
takes feedback from the learners.
W) Learners sing along to the song
and then practice counting on fingers.
W) Teacher gives each learner a
number card. Learner 1 stands up and says one. Then others two, three,
four, etc. Teacher also can have learners stand up and make a line from 1 to
5 or learners change their cards and say numbers to one another going around
the classroom.
G) A blindfold memory
number/colour activity, played with the class divided into two teams.
Before being blindfolded learners survey a board with number [1-5] shapes on
it – each number is a different colour. Blindfolded learners find a number and
say number and colour e.g. black eight
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Song: Numbers, CD, DVD
players, CD, DVD players, picture dictionaries, interactive board
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End (of the lesson)
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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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