Grade 1 unit 3 English

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 pronounsI, 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 have on their handouts, saying “I am happy/sad….etc.”

Introduce lesson objectives to the students.

Students watch a video and sing a greeting song: Hello! Can you clap your hands? / Can you stretch up high?/ Can you touch your toes?/ Can you turn around?/ Can you say ‘Hello!’/ Can you stamp your feet?/ Can you clap your hands?

PPP slide 3

https://www.youtube.com/watch?v=fN1Cyr0ZK9M

Middle

25mins

Personal pronouns - Revision (5)

In order to revise pronouns, teacher demonstrates a slide with pronouns. Students read them,teacher provides support if need be. Students explain by means of gestures or pointing at their peers of corresponding sex.

Family members (20)

In order to revise the words on the topic “My family” teacher demonstrates a couple of slides with pictures/silhouettes of family members. Students look at the pictures and name family members: mother/father/sister.

Then each student gets a paper with a title “My mother/father/sister, etc.” Depending on the title students should draw their family member and later present him/her to the whole class saying simple pattern “This is my… His/her name is…”

Students provide feedback to their peers using ‘Thumbs Up’ feedback.

Teacher draws students’ attention to the pronunciation of the vocabulary on the topic “My family”. Students repeat after the teacher. Teacher nominates students to pronounce words of the lesson and monitors students’ pronunciation.

Teacher demonstrates cards on the wall “25%, 50%, 75%, 100%”and tells students: “ If you think you achieved the lesson objective 100% , choose the card 100%, if you think you achieved the lesson objectives 50 % choose 50%.” Students make choice and ask questions related to the topic of the lesson if any. Teacher monitors students’ learning.

PPP slide 7

PPP, A4 paper, coloured pencils, markers

End

10mins

Good bye song

Teacher pronounces the following lines from the song and asks students to repeat these lines:

See you later, alligator!

After a while, crocodile!

Good bye, butterfly!

See you again next time!

Students repeat each line twice. After that teacher plays a good bye song with these lines. Students listen and sing along.

https://www.youtube.com/watch?v=-EJGW7QVG2s

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?