LESSON10: Unit 3 My family and friends | School: №10 | ||||||
Date: | Teacher name: Saryeva L.S. | ||||||
Grade: 1 | Number present: | absent: | |||||
Theme of the lesson: Commands. | |||||||
Learning objectives(s) that this lesson is contributing to | 1.R3 recognise some very high frequency words from local environment 1.L3recognise with support simple greetings recognise the spoken form of a limited range of basic and everyday classroom words 1.S3pronounce basic words and expressions intelligibly | ||||||
Lesson objectives | Learners will be able to: | ||||||
Use “this is” structure to make statements about house rooms Understand and follow teacher’s instructions Pronounce 90% of words intelligibly | |||||||
Success criteria | Learners have met the learning objective (L3) if they can: Understand and recognize 5-6 words | ||||||
Value links | Lifelong learning | ||||||
Cross-curricularlinks | World cognition | ||||||
ICT skills | Using videos& pictures, working with URLs | ||||||
Previous learning | Personal pronouns I am He/she/it is, possessive adjectives my his her, numbers 1 – 10 to talk about age from Unit 1, initial consonant letters, adjectives big small from Unit 2 | ||||||
Plan | |||||||
Planned timings | Planned activities | Resources | |||||
Beginning 5mins
| 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 get familiar with the lesson objectives.
Students watch a video and sing a greeting song Hello, hello, can you clap your hands, Hello, hello, can you clap your hands Can you stretch up high, Can you touch your toes…. | https://www.youtube.com/watch?v=ALcL3MuU4xQ | |||||
Middle 30mins
| In my house (R, W, P) (18) Revision: - demonstrate a picture of a room - ask “What do you have in your room?”; students may answer with help of the picture; if they cannot read and answer, help by reading the sentence aloud - in order to consolidate “I have” ”this is my” structure usage, play a song “My house” and ask students to listen and sing along: This is my room My big, big room… Do you have an alphabet in your room? Let’s read it! Whole class activity: And what can you do in your room? Look I can Stamp your feet, jump, sit down, stand up, clap your hands, dance
Now open your books at page 37 and look at these pictures let’s name commands! Studends name commonds And how many commands we know let’s count
Dynamic break (W) (2) Students go to the carpet and have a dynamic break “Hockey pockey”: You put one hand in You put one hand out You put one hand in And you shake, shake, shake. Tracing (I) (10) Individual work: Formative work
- provide each student with a worksheet for tracing the words on the topic “Commands” - set a time limit of 10 minutes - monitor and assist if necessary - in 10 minutes come to each student and assist his/her work with help of a sticker (a smile – stick it on studens’ papers) Pair work: - ask students to work in pairs say commands to each other. - give students 3-5 mins to talk to each other - in 5 mins give each student a praising sticker for their work.
| PPP slide 4
Hand-outs
Video 3
PPP slides 5-12
Hand-outs
Worksheet | |||||
End 5mins | Reflection Ask students to look at lesson objectives they set at the beginning of the lesson and think and say (with great teacher support) if and they achieved these objectives or working towards them and why Good bye song Students listen and sing a good-bye song: See you later, alligator! After a while, crocodile! Good bye, butterfly! See you again next time! | PPP slide 2
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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 | |||||
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 | through observation | Work with the SMART board not more than 10 minutes Use water based markers Ensure proper ventilation | |||||
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? |