Where is it? It is under the table. Ағылшын тілі, 1 сынып, сабақ жоспары.

Long-term plan: Unit 5. Travel

Where is it? (prepositions)

School: Taldykorgan

Date:

Teacher name:

Grade: 1

Number present:

Theme of the lesson

Where is it? It is under the table

Learning objectives(s) that this lesson is contributing to

1.UE11 use there is/are to make short statements

1.S1 make basic personal statements and simple statements about objects

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 if they can

-understand & recognise 6-8 objects and name them correctly;

- understand & recognise is there / are there questions;

- pronounce all the words correctly.

Value links

Family values

Cross curricular links

All the subjects they have because they study the same topics there

ICT skills

PPT – by the teacher

Previous learning

There is/are +furniture and prepositions

Plan

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

Resources

Warm up. Do "Exercise Routine" activity.

Teacher says the following and have her students follow her lead: "Stand up (T stands and so does everyone else), "Hands up / hands down" (x 3-5), "Jump" (x3-5), "Run! / Stop!" (x3-5), "Turn around! / Stop!" (x3-5), finally "Sit down". Throughout the course you can introduce other commands, such as "Hop", "Star Jump", "Wiggle", "Crouch" and so on. (3min)

Teacher demonstrates and drills basic prepositions of place: in, on, under, next to, in front of, behind using visuals at board.

IN, ON, UNDER REVISION

Learners take toy car and follow the teacher’s instructions:

Car is in the box

Car is on the box.

Task 1. Teacher asks pupils to make up one sentence using preposition (the pen is ON the table)

Task 2. Students watch the video and sing a song: “Where is it?”

https://www.youtube.com/watch?v=8F0NYBBKczM

Task 3. Teacher will draw a simple house on the board -- a square house with a triangle roof, windows, a door, and a chimney.

Then she requests students to copy her drawing exactly on their own paper.

Next, teacher writes a preposition on the board. She starts with a simple preposition such as on and has her students draw something on their picture of the house. For example, students might draw a knocker on the door, an antenna on the roof, a bird on the chimney Students should work independently so their pictures will look very different from the pictures drawn by their peers.

Continue the activity by providing 5 to 7 more prepositions, one at a time. [See the sidebar for a list of prepositions you might use.] After providing each preposition, give students time to illustrate it in relation to the house.

Next, have students compare their drawings and note how different they became with the use of prepositional phrases.

Instruct students to write a sentence for each preposition; the sentence should describe their drawing of a house.

Task 4

Teacher gives students worksheet to complete.

PPT

Video

Whiteboard, markers

worksheet

Go back to what your objectives were and ask students if they achieved them. Teacher praises stickers to the students who was able to make correct sentences.

Home task: learn the words (in my house)

Additional information

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

the will be

Assessment – how are you planning to check learners’ learning?

Health and safety checkICT links

• Weaker Ss work with T’s support
• Stronger Ss work on their own

• When T asks questions and act out prepositions

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? Did all learners achieve the LO?

If not, why?

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:

What two things would have improved the lesson (consider both teaching and learning)?

1:

What have I learned from this lesson about the class or achievements/difficulties of individuals that will inform my next lesson?

Next time we will plan less activities but the process of them will be more sufficient