Урок "Revision. Tenses of the verb. (Повторение. Времена глагола)"

Long-term plan unit: 5 Travel					School: NIS, Kokshetau
Date:					Teacher name:
CLASS: 1					Number present:			absent:
Theme of the lesson: The big red bus
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.S1 make basic personal statements and simple statements about objects
Lesson objectives			Learners will be able to:
			recognize simple greetings sequence the characters in the story name the characters and bus items in English
Success criteria			Learners have met this learning objective L3, if they can identify 8 -10 words
Value links			Cooperation Respect : when students work in pairs, they will learn to be polite and respectful to each other
Cross curricular links			Learners can apply sequencing in math as well as in their Russian and Kazakh classes.
ICT skills			Smart board E-book: The Wheels on the school bus by Mary-Alice Moore
Previous learning			Learners were introduced to new vocabulary for bus items in their English subject area class.
Plan
Planned timings	Planned activities (replace the notes below with your planned activities)						Resources
Beginning	ORGANIZATIONAL MOMENT Good morning? Glad to see you. How are you? What is the day today? What the weather like today?
Middle	PRIOR KNOWLEDGE Ask learners if they go by bus with anyone (friend, Mom and Dad). Encourage them to describe the bus and whether they are ever squished. INTRODUCE THE BOOK Show learners the cover of the story and introduce the title, the author and the illustrator. Ask learners if they think the book is real/non-fiction or pretend/fiction. PICTURE WALK Take the learners on a picture walk through the book. Challenge the learners to look carefully at the pictures. Point out to learners that on each page a new person gets into the bus. Say the English names of each item and have students repeat READING Read the story using story props (the bus and all of the people) to tell the story. Have the children sit in a circle and give each child a prop to hold. Direct each learner with a prop to bring his prop to the middle of the circle at the appropriate time. Make Predictions- Have learners make predictions about what they think will happen to all of the people in the bus. BREAK Learners stand in a circle, sing the song “The wheels on the bus” and move. ASSESSMENT Learners will color and cut out each character from the story and glue them in the bus in sequential order as the occurred in the story. PLENARY Together, in a choral response, learners will name the characters of the story in sequential order. Recall other bus items.						Internet: e-book- The Wheels on the school bus by Mary-Alice Moore Copies of each character in the book Glue scissors Worksheets with a blank house colors http://www.youtube.com/watch?v= NAF_GjUmY8k Song “The wheels on the bus” http://www.youtube.com/watch?v=CaDZVbhMyBQ
End	REFLECTION Teacher gives her comments about students work and awards students.
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
• Questions were formulated at all levels according to Bloom’s Taxonomy levels Support: • Questions that do not have right or wrong answers Challenging: • Evaluative questions which promote further discussion. Application questions that allow students to relate the topic to their own lives and experiences				through formative assessment		Learners will be safely arranged and seated in front of the monitor away from electrical outlets and cables.
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?