Краткосрочное планирование в 1 классе на тему "The big red bus"

Long-term plan unit: 5

Travel

School: 160

Date:

Teacher name: Bimurzaeva. G.

CLASS: 1

Number present:

absent:

Theme of the lesson: The big red bus

Learning objectives(s) that this lesson is contributing to

1L.5 begin to recognise the sound of phonemes and blends

1.S3 pronounce basic words and expressions intelligibly

recognise with support simple greetings

1.L 3 recognise the spoken form of a limited range of basic and everyday classroom words

Lesson objectives

Learners will be able to:

Name the parts of the bus

• name the parts of the bus

• answer the questions: Is this a wheel? Yes/No.

• recognize the sounds of phonemes and blends.

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

• Performance arts: use gestures and movements

ICT skills

• Smart board

Previous learning

Transport vocabulary

Plan

Planned timings

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

Resources

Beginning

ORGANIZATIONAL MOMENT

Good morning?

Glad to see you.

How are you?

What is the day today?

What the weather like today?

WARM UP ACTIVITY

1. Call the number: Teacher allows the children to walk, run or skip around the hall. The teacher calls a number for example, four. The children must form groups of four. Continue the game calling different numbers each time. Teacher may ask them to perform a balance or to perform a stretch after each whistle

2. Learners sing a “Phonics song”

A ball

Phonics song

https://www.youtube. com/watch?v= BELlZKpi1Zs

Middle

DEMONSTRATION

1. Task 1

Listen to the sentences. Put the pictures in order you hear the information. Write the

numbers.

1. Hello, Pam, Ann, Sam. We are at the school bus stop.

2. Bus stops at the Parking.

3. We go to the children’s book club.

4. We go to the café.

5. We move to the bus

Descriptor: A learner

writes the numbers in the boxes.

2. Listen to the song. What transports are extra? Cross them.

Descriptor: A learner

crosses the means of transport that are extra

3. Listen to the teacher. Find the card with the sound. Show it.

Teacher prepares the cards with means of transport and sounds.

[b]

[b – b - b] – bus

[pl – pl - pl] – plane

[m – m - m] – mini bus

[m – m - m] – moto bike

[f – f - f]- Ferrari

[f – f – f] – firetruck

[h – h – h] – helicopter

[r – r – r] – rocket

[d – d – d] – digger

[tr – tr - tr] - tram

Descriptor: A learner

shows the correct cards.

ASSESSMENT

Learners listen the words of parts of the bus and match the words to the pictures

Picture of a bus.

Cards

Song “The wheels on the bus”

http://www.youtube. com/watch?v= CaDZVbhMyBQ

End

FEEDBACK

Teacher finds out: What was difficult? What was easy?

Learners sing a “Goodbye song”.

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

More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support

• through questioning and the redirecting of questioning in feedback activities

• through observation in pair working and performance activities

• through formative assessment

• Health promoting techniques

• Breaks and physical activities used.

• Points from Safety rules used at this lesson.

• Use video 5-10 min

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?

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:

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?