Where is it? prep in, on, under

Long-term plan: Unit 5. Travel

Where is it? (prepositions)

School: №53 School-gymnasium named after Karatai Turyssov

Date: January 21^st

Teacher name: Yegemberdiyeva M.M.

Grade: 1 A

Number present:

absent:

Theme of the lesson:

Where is it? (in, under, on)

Learning objectives(s) that this lesson is contributing to

1.S3 pronounce familiar words and expressions intelligibly

1.UE8 use simple imperative forms [positive] for basic commands or instructions

1.L1recognise short basic instructions for a limited range of classroom routines spoken slowly and distinctly

Lesson objectives

All learners will be able to:

Recognize and pronounce basic words and expressions

Most learners will be able to:

Make sentences using prepositions in, on, under with support of a teacher and with some error

Some learners will be able to:

apply the prepositions in, on, under, to describe where things are

Assessment criteria

Ls will be able to

• Name the new words;

• Do the tasks correctly;

• Complete worksheet;

Value links

Family values

Cross curricular links

All the subjects they have because they study the same topics there

ICT skills

PPT – by the teacher

Previous learning

Letters, vocabulary

Plan

Planned timings

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

Resources

Start

3 min

7 min

Greeting:

Dividing class into 2 groups by the cards (picture of banana and pineapple)

Revising English alphabet ( “ABC” song) and vocabulary

“Which group is quicker?” game. Say English translation of the pictures and do steps. One word one step. Which group will reach first to the end and get their red stars? Let’s see! (stars for assessment)

Descriptor: Ls name all the pictures correctly

Ls do it quickly

Assessment: Formative assessment

Cards

Sticked pictures on the floor

Middle

3 min

4mins

3mins

7mins

8min

Look at the whiteboard and read the words. Ls were given to read names of English boys and girls.

Descriptor: Ls read correctly by using rule of reading letter

“Aa”

Assessment: Formative assessment

Introducing new theme of the lesson and identifying lesson objectives, learning objectives together with Ls: Today, we are going to watch video about preposition and learn to make sentence with preposition “in”, “on” and “under”. Also we are going to do interesting tasks. I give red star for excellent job, for good job green star, for satisfied job yellow star.

Now look at the board and repeat new words after me.

And now let’s watch video

https://www.youtube.com/watch?v=8F0NYBBKczM

Worksheet time. Now I give you worksheets, circle the correct preposition ( pair work)

Descriptor: Ls circle the correct preposition and get star

Assessment: Formative assessment

Group work time. Now I give you A3 paper with the picture of house. Then I read instructions. You must follow my instructions and stick pictures.

Descriptor: Ls take pictures, follow the teacher’s instructions

and stick pictures correctly

Ls describe their poster with support of their

teacher

Assessment: Formative assessment

Teacher’s instruction:

1) the car is under the house

2) the cat is in the house

3) the butterfly is on the house

4) the eraser is in the house

5) the star is on the house

Now I give you pictures to make sentences. To cope with this task you have to squeeze the papers and make balls then throw them to the next group. Each group catches their balls and makes sentences according to the pictures.

Descriptor: Ls make correct sentences and pronoun their

sentences correctly

Assessment: Formative assessment

PPT

video

from YouTube

worksheet

poster

Squeezed papers

End

2 min

Go back to what your objectives were and ask students if they achieved them. Learners count their stars and evaluate themselves.

Home task: learn the words and makes sentences what they have got in, on, under their house

stars

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners

the will be

Assessment – how are you planning to check learners’ learning?

Health and safety check
ICT links

• Weaker Ss work with T’s support

• Stronger Ss work on their own

• When T asks questions and act out prepositions

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? Did all learners achieve the LO?

If not, why?

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:

What two things would have improved the lesson (consider both teaching and learning)?

1:

What have I learned from this lesson about the class orachievements/difficulties of individuals that will inform my next lesson?

Next time we will plan less activities but the process of them will be more sufficient