Урок по английскому языку для 1 класса "Commands"

Short term plan

LESSON: Unit 3    My room.                                  Commands.					School: 42
Date:					Teacher name: Rakhimshaikh S.A.
CLASS: 1 Д, Е, Ж, З, И					Number present: 1 Д ______  1 З ________ 1 Е ______  1 И________ 1 Ж _____			absent: 1 Д _____ 1 З ___ 1 Е _____ 1 И ___ 1 Ж ____
Learning objectives(s) that this lesson is contributing to			1.L3    recognise with support simple greetings recognise the spoken form of a limited range of basic and everyday classroom words  1.S3  pronounce basic words and expressions intelligibly  1.S1  make basic personal statements and simple statements about objects 1.UE4 use determiners a an this these to indicate what something is 1.L1 recognise short instructions for basic classroom routines spoken slowly and distinctly 1.UE7 use personal subject pronouns to identify things
Lesson objectives			All learners will be able to:
			·         Pronounce the things in a room ·         Pronounce the names of toys. ·         Recognize simple greetings ·         Recognize Teacher’s instructions
			Most learners will be able to:
			·         recognise the colours ·         listen to and point to the furniture items ·         tell the ABC
			Some learners will be able to:
			·         to talk about things in a room ·         give and follow the commands
Previous learning			This is…. It is… My ….is. Vocabulary knowledge from Unit 1, 2; basic colours. Room objects. Toys.
Plan
Planned timings	Planned activities (replace the notes below with your planned activities)						Resources
15  minutes	ORGANISATION MOMENT: (BT: apply) T. invites learners sing the song Hello Warm up activity Put up the My room! poster on the board. Point to the things, one at a time and say a word. Ask the pupils to say Yes or No. T: (pointing to the bike) Bike! P: Yes! T: (pointing to the doll) Car! P: No!						Flashcards
Middle 25 minutes	Presentation and practice Put up the flashcards, one at a time, and say the corresponding word. The pupils repeat chorally and then individually. Point to each flashcard in random order. Ask individual pupils to say the command. Give a command, e.g. stand up. The pupils follow it. Play the CD. The pupils listen, point to the pictures and repeat  the words. Audioscript Stamp your feet, jump, sit down, stand up, clap your hands, dance. Ex. 7 p. 36 Let’s listen! Set the scene by asking the pupils questions about what they can see in the pictures. T: (pointing to picture 1) Oh, silly TV! Can Nanny help? Class: Yes! T: (pointing to the TV in picture 2) Look! Thanks, Nanny! (pointing to picture 3) Look at Lilly! Clap your hands! Audioscript Liam: Nanny, please help! Liam: Thanks, Nanny! Jumping Jack: Clap your hands! Stamp your feet! Jump! Lilly: This is fun! Ex. 8 p. 37 Listen and number. Play Simon says!  Point to the pictures and elicit the commands. Explain the activity. The pupils listen and number the pictures. Play the CD, twice if necessary. The pupils listen and complete the activity. Check the answers. Audioscript 1.       stamp your feet 2.       sit down 3.       clap your hands 4.       stand up 5.       jump 6.       dance Ex. 9 p. 37 Sing the Come on everybody song and do! Say and mime the following action: Come on everybody, clap your hands! Invite the pupils to repeat after you and mime the actions. Follow the same procedure and present the rest of the song.						Flashcards (12-17) Track 37 CD 1 Track 38 CD 1 Flashcards Track 39 CD 1 Track 40 CD 1
5        minutes	Go around and assign a command to each pupil. Give a command. The pupils with the assigned command perform it. Repeat with the rest of the commands.
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
Differentiation can be by task, by outcome, by individual support, by selection of teaching materials and resources taking into account individual abilities of learners Differentiation can be used at any stage of the lesson keeping time management in mind				·      through questioning and the redirecting of questioning in feedback activities ·      through observation in pair work		·         PE ·         Music
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 box 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 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?