English grade1 unit 2

LESSON10:

Unit 3 My family and friends

Secondary school named after B.Akhmetov

Date:

Teacher name: Kabdolda G.K.

Grade: 1

Number present:

absent:

Theme of the lesson: Family and friends

Learning objectives(s) that this lesson is contributing to

1.S5produce words in response to prompts

1.UE7use personal subject pronouns to identify things

1.L3 recognise with support simple greetings recognise the spoken form of a limited range of basic and everyday classroom words

Lesson objectives

Learners will be able to:

Use personal pronouns I, you, he, she, we, they to identify things

Understand and follow instructions

Success criteria

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

Value links

Educationthroughout life

Cross-curricularlinks

The world around us

ICT skills

Using videos, 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.”

Introduce lesson objectives to the students.

Students watch a video and follow the instructions to make a circle of different shapes and sizes. Students may sing along whilst following the instructions of the song: Make a circle big/ Make a circle small/ Make a circle round/ Make a circle up/ down.

PPP Slide

https://www.youtube.com/watch?v=ALcL3MuU4xQ

Middle

25mins

Personal pronouns (10)

Teacher pre-teaches “boy/girl” by means of showing pictures.Students repeat the words after the teacher trying to memorize them and learn correct pronunciation.

Students write down the words into their copybooks.

After that teacher hands out cards with personal pronouns to stick into copybooks and introduces personal pronouns I, you, he, she, we, they using no translation but modelling. In order to check students’ learning teacher points at different students or groups of students in the class and elicits pronouns.

Dynamic break (2)

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

To be (13)

After that, teacher presents “to be” verb form (I am, he is, etc.) and models a couple of examples: She is a girl. He is a boy. We are boys and girls. and asks students to repeat the structures twice to memorize them.

Teacher nominates students to ask “Are /Is you/he/she a boy or a girl?” Students answer “I am/ he/she is a boy/girl” Each student answers 2-3 questions to memorize usage of the verb “to be”

At the end students write down two example sentences into their copybooks: I am a boy/girl. We are boys and girls.

Teacher asks students to exchange copybooks and check their peers’ works.

PPP slides 4-5

Cards, PPP slide 6

https://www.youtube.com/watch?v=h4eueDYPTIg

Cards

End

10mins

The ladder of success

Teacher goes back to the lesson objectives and offers students to look at the ladder of the success and identify which step each of them has reached by the end of the lesson and explain why they think so (with teacher support).

Good bye song

Students sing a good-bye song and danceto the tune repeating the moves shown in the video

PPP, slide 7

https://www.youtube.com/watch?v=Xcws7UWWDEs

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
ICT 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

While group or pair work more able students can also provide less able students with additional support

through observation

• Work with the SMART board not more than 10 minutes

• Make a dynamic break in the middle of the lesson

• Monitor classroom space when students start moving around

• Use water based markers

• Check sockets’ safety

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?