This is the way. Ағылшын тілі, 1 сынып, сабақ жоспары.

Long-term plan unit: 5

This is the way …

School: NIS, Kokshetau

Date:

Teacher name: Kim L.I.

CLASS: 1

Number present:

Theme of the lesson: This is the way …

Learning objectives(s) that this lesson is contributing to

1.S3 pronounce basic words and expressions intelligibly

1.S5 produce words in response to basic prompts

1.UE9 use basic present simple forms [positive and negative] to give basic personal information

1.L2 recognise with considerable support a few basic personal questions spoken slowly and distinctly

 Lesson objectives

 Success criteria

• Learners have met this learning objective S5, if they can name 8 -10 simple verbs

 Value links

• Cooperation Respect : when students work in pairs, they will learn to be polite and respectful to each other

 Cross curricular links

• Performance arts: use gestures and movements

 ICT skills

• Smart board

Previous learning

Vocabulary relating to simple actions. Use of short do /don’t answers.

Plan

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

Resources

GREETING

Good morning children! I’m glad to see you! How are you?

Now, Boys and Girls come up to the blackboard and put a tick.

WARM UP ACTIVITY

1. Learners listen, perform gestures and sing along to the song “This is the way”.

This is the way song

www.youtube.com/watch?v=poO40B4fPzg

DEMONSTRATION

1.Teacher demonstrates and drills action words related to getting ready for school in the morning

brush, wash, drink, pack etc.

2. Teacher show visuals and asks learners about how they do things, e.g. Do you brush your teeth this way or that way? (visual shows up and down and side to side).

3. Teacher demonstrates with a learner a short exchange with ‘Me too’ / ‘I don’t’ with above actions.

PHYSICAL TRAINING

Call the number: allow the children to walk, run or skip around the hall. The teacher calls a number for example, four. The children must form groups of four. Continue the game calling different numbers each time. Teacher may ask them to perform a balance or to perform a stretch after each whistle

PIERASSESSMENT

Each pair is given a set of cards showing actions done in different ways from previous activity. Learners take turns to turn over a card and comment, e.g. I wash my face this way. The other learner responds, e.g. Me too or I don’t… I wash my face this way (performs gesture).

Flashcards

PPT

Picture cards

• How do you feel now?
• Are you OK?
• Now, Boys and Girls come up to the blackboard and put a tick.

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 checkICT links

•More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support

• through questioning and the redirecting of questioning
• through formative task

• White board is used no more than 10 minutes
• Use water based pens
• Health promoting techniques
• Breaks and physical activities used.
• Points from Safety rules used at this lesson.
• Use video 10 minutes

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?

Subject: English, NIS Kokshetau

Grade: 1, term III

Theme: Unit 5. Travel: This is the way …

Learning objectives: 1.UE9 use basic present simple forms [positive and negative] to give basic personal information

Criteria: D Speaking

Task:

Each pair is given a set of cards showing actions done in different ways. Learners take turns to turn over a card and comment, e.g. I wash my face this way. The other learner responds, e.g. Me too or I don’t… I wash my face this way (performs gesture).

Descriptors