Getting to school. Ағылшын тілі, 1 сынып, сабақ жоспары.

LESSON: Unit 5 Travel/Getting to school/ Transport

School: NIS Taldykorgan

Date:

Teacher name: Abenova A.N.

CLASS: 1A

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

1.S3 1.S5 1.L1

pronounce basic words and expressions intelligibly

produce words in response to basic prompts

recognise short instructions for basic classroom routines spoken slowly and distinctly

Lesson objectives

Previous learning

Hot and cold/days of week

Plan

Planned activities (replace the notes below with your planned activities)

The teacher greets pupils by saying. The teacher introduces the lesson objectives.

-Good morning kids!

-Good morning teacher!

-How are you?

-We are all right, thank you!

Today we are going to learn new words, listen to the sounds of transport and guess them and finally colour the objects. Also we’ll sing a song about different ways of transport.

(D) Teacher demonstrates and drills pronunciation for types of transport:

• bus
• car
• bike
• school bus
• tram [walking] train using visuals and actions.

Teacher then flashes cards and nominates individual learners to produce words.

Teacher demonstrates what learners have to do with a worksheet. Teacher then reads out the instructions to the pupils to colour the means of transport.

Listening and putting objects on and colouring different parts of a getting to school transport scene card.

Colour the plane grey. Write number 1 on the plane.

Colour the boat orange and black.

Colour the train blue and pink.

Colour the bridge brown.

Colour the bus red.

Colour the road grey.

Colour the car green.

Colour the river blue.

Colour the man on the bike purple and yellow.

(W) Teacher plays sounds and learners say where people are, e.g. [bus bell rings].

Learners answer a bus

Teacher drills: That’s right. They’re on a bus.

The pupils listen to the sounds of transport and try to guess them. They elicit the answers and repeat the words in chorus or individually. They tick the pictures in the worksheets and write the numbers near them.

Eg. Number one is (train)

Number 2 is (car)

Number 3 is (ship)

Pupils listen to the song about transport

Plenary

What was the most interesting/difficult for you today?

What new words have you learnt today?

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 linksHealth and safety checkICT linksValues links

• more support can be given during elicitation, instruction and questioning phases of the lesson by nominating learners to answer items relating to more high frequency vocabulary to build confidence through participation.

• more able learners will be challenged by prompting their groups to develop more elaborate food chains to narrate.

• through questioning and the redirecting of questioning in feedback activities
• through observation in group and end performance activities

• performance arts: making of animal shadow puppets as part of a story
• environmental science: animal food chains

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?