The big red bus. Ағылшын тілі, 1 сынып, сабақ жоспары.

Long-term plan unit: 5

Travel

School: NIS, Kokshetau

Date:

Teacher name:

CLASS: 1

Number present:

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

 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 activities (replace the notes below with your planned activities)

Resources

ORGANIZATIONAL MOMENT

Good morning?

Glad to see you.

How are you?

What is the day today?

What the weather like today?

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

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?

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?