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

Long-term plan unit:

Unit 5 Travel

School:

Nazarbayev Intellectual school Kokshetau

Date: 11/01/16

Teacher name: Tatyana Karpova

Grade: 1

Number present:

absent:

Theme of the lesson: Getting to school

Learning objectives that this lesson is contributing to

1.S5 produce words in response to basic prompts

1.UE5 use interrogative pronouns what where how to ask basic questions

1.L1 recognize short instructions for basic classroom routines spoken slowly and distinctly

 Lesson objectives

 Success criteria

Learners have met the learning objective (S5) if they can:

 Value links

Lifelong learning

 Cross-curricular links

World cognition

 ICT skills

Using videos & pictures, working with URLs

Previous learning

Vocabulary relating to simple actions: ride wash go is revised and extended. Use of possessive adjectives and short do /don’t answers.

Plan

Planned activities

Organizational moment

Teacher greets students; students respond to greeting and take their places.

Warming up

Teacher asks students “How are you?” to find out their mood at the beginning of the lesson; students choose one of the smiles they see on the slide, saying “I am happy/sad….etc.”

Students watch a video and follow the instructions to do the “Hockey pockey shake”:

You put one hand in,

You put one hand out…

Transport (W, P) (13)

Whole class activity

Introduction to new words:

- provide each student with a card with new words on the topic “Transport”

- give students a minute and ask them to look through the words and read them to themselves

- in a minute read words aloud and ask students to listen and repeat the words

- check students’ understanding of the new vocabulary meaning by showing them pictures.

- ask students to spend a couple of minutes and stick the cards into their copybooks. As a home task allow students to draw a small picture of the objects next to the word so that to remember meaning.

Pair work

- when students finish, split the class into pairs and ask them to work with words within 3 minutes (ask each other the meaning of words)

- go from pair to pair and listen to students’ performances, assist with pronunciation if necessary.

Whole class activity

- introduce students to “What’s this?” question – write this question on the board and model a couple of examples asking the question and pointing at pictures of transport for answer: What’s this? – This is a car. What’s this? – This is a bus.

- monitor students’ pronunciation via drilling exercise: students repeat first in chorus then individually.

- students working in pairs point to the pictures and ask questions: What’s this? – This is a car.

- ask students to write down the question and one answer into their copybooks as an example

- go around the class and check students’ progress, assist if necessary.

Dynamic break (W) (2)

Students go to the carpet and have a dynamic break “Head, shoulders, knees & toes”

Head, shoulders, knees and toes

Knees and toes

Head, shoulders, knees and toes

Knees and toes

And eyes and ears and mouth and nose

Head, shoulders, knees and toes

Knees and toes.

Cut, stick, write (10)

- provide each student with a worksheet for cutting out pictures of transport

- as soon as students finish cutting out all pictures ask them to stick those pictures into their copybooks in columns leaving space for further writing activity

- when students finish sticking all pictures into copybooks explain the next task – look at each picture and answer “What’s this?” question in written form next to the picture (students should write This is a car. This is a bus. Etc.)

- if students do not manage to finish at the lesson give this task as a home assignment.

Reflection

Ask students to look at lesson objectives they set at the beginning of the lesson and think and say (with teacher support) if and they achieved these objectives or working towards them: ask students if they can answer “What’s this?” question.

Good bye song

Students sing a good-bye song and dance to the tune

Good bye, good bye, see you again!

Good bye, good bye, see you, my friends…

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Health and safety checkICT 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

• Work with the SMART board not more than 10 minutes
• Use water based markers
• Ensure proper ventilation
• Check sockets’ safety
• Monitor classroom space when students start moving around during dynamic break

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?