New tehnology 1st grade

Theme of the lesson: Let`s start

School: sh Ushinskiy

Date: 01.09.2016

Teacher name: Kabyshev Temirlan

Grade: 1

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

1.L3 recognise with support simple greetings recognise the spoken form of a limited range of basic and everyday classroom words. 1S3 .Pronounce basic words and expressions intelligibly. 1.S1 make basic personal statements and simple statements about objects

Lesson objectives

All learners will be able to:

• Practise greetings

• know the new words

Most learners will be able to:

• recognise and name the new words

• make a dialogue

Some learners will be able to:

• translate the dialogue

Success criteria

Complete the worksheet according to the teacher’s instruction correctly (80%)

listen to and demonstrate verbs without mistakes

Value links

Good citizenship and positive behavior

Cross curricular links

Represent cultural images

ICT skills

None

Previous learning

Classroom objects

Plan

Planned timings

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

Resources

5 minutes

ORGANISATION MOMENT: (An activity to revise the language from the previous lesson)

Making a circle each pupil introduces him/herself.

Pupil: Hello, I am Kanat.

Class: Hello, Kanat.I am...

Middle

15 min

10 min

10 min.

MAIN:

• Teacher puts up the flashcards on the board.

• Teacher demonstrates and names them. The pupils repeat chorally and individually. Then asks the pupils to name them. Ss stand up near their desks and repeats T’s words

• Pretending that teacher is leaving the classroom . Opens the door , goes out and come back in. Saying-Hello and Goodbye After playing the CD the pupils point to the pictures and repeat the greetings. Class is divided into two lines facing each other and pupils make a dialogue.

• The pupils listen to the song. Divide the class into four groups and assigned verse to each group. Play the song again and encourage the groups to sing the assigned verse. Time permitting, play the song a third time for the pupils to sing the song as a class. Teacher asks the pupils to listen and follow in their books. Play the CD again with pauses for the pupils to repeat, chorally and/ or individually. Hold up your book to the class. Say the dialogue and point to the pictures in turn. Repeat , this time inviting the pupils to complete your sentences.

Visual aids: a book, flashcards, a door

Pictures, CD

5min

• Asks the pupils to leave while waving and saying good bye.

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

Asking classmates to help, observe individuals while working with the worksheet

Worksheets completion

Careful movement around the room

Boy-girl-boy-girl arrangement within group division

Lesson : Unit1 My family

School : sh Ushinskiy

Date : 02.09.2016

Teacher name : Kabyshev Temirlan

Class : 1

Number present

Absent

Theme : Greetings Aa-Bb

Learning objectives

1.L3recognise with support simple greetings recognise the spoken form of a limited range of basic and everyday classroom words

1.S1make basic personal statements and simple statements about objects

1.S3pronounce basic words and expressions intelligibly

1.S6exchange simple greetings and say please, sorry and thank you

Lesson objectives

All learners will be able to :

• Practise greetings

• know the new words and alphabet

Most learners will be able to :

• recognise and name the new words

Some learners will be able to :

• make a dialogue

Previous learning

Let`s start ( language focus Hello,I amLilly)

Plan

Planned timings

Planned activities (replace the notes below with your

planned activities)

Resources

Start

5- min

ORGANISATION MOMENT: (An activity to revise the language from the previous lesson)

Pat a pupil on the shoulder. The pupil introduces him\herself and the rest of the class greet him\her

e.g Pupil 1 hello , I am Kanat

Class Hello ,Kanat

Pupils book ,

Flashcard

Middle

20 min

( Activities to present and practise the the letter Aa-Bb )

Poster 1 . Listen ,point and repeat .Colour the letters .

Put the My ABC poster up on the board . Point to the letters Aa-Bb apple – bed

The pupils repeat after me .

2 Trace . Write

Refer the pupils to the letters . The pupils first trance then write the letters

Colour . Talk with your friend

Hello ,I am___ .what is your name?

Hello ,I am __.

Sing the Hello song ( track 05 CD 1)

Play the CD . The pupils listen thesong.

CD (Track 36 CD2)

activity book

ABC poster

Card

End

10min

( activity to consolidate the language of the lesson )

Consolidate the letters Aa –Bb

Ask the pupils to leave while and saying goodbye

e.g P: Goodbye , Miss ____T: Goodbye, __!

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?

Cross-curricular links

Health and safety check

ICT links

Values links

. Less able students – greater support by means of visuals or writing difficult words on the blackboard

More able students – independent work on definite tasks with little/no support

. through observation

.

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:

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

1:

What have I learned from this lesson about the class or individuals that will inform my next lesson?

Theme : About myself ; Cc - Dd

School : sh Ushinskiy

Date: 8.09.2016

Teacher name : Kabyshev temirlan

Class :1

Number present

Absent

Learning objectives

All learners will be able to :

Most learners will be able to :

Some learners will be able to :

Lesson objectives

Learners can:

Key words and phrases:

Useful classroom language for dialogue/writing:

Discuss the chart that is created.

Can you say why…?

Writing prompts:

Previous learning

Plan

Planned timings

Planned activities (replace the notes below with your

planned activities)

Resources

Start

Middle

End

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?

Cross-curricular links

Health and safety check

ICT links

Values links

.

.

.

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?

LESSON: Unit 1 My family

School: sh Ushinskiy

Date: 9.09.2016

Teacher name: Kabyshev Temirlan

Grade: 1

Number present:

absent:

Theme of the lesson: My Family : Ee-Ff

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

To presenr and practise letters Ee-Ff

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

About yourself . Letters Cc-Dd Personal pronouns I am He/she/it is,

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..

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.

To present and practise the letter Ee-Ff

Listen and point and repeat . Colour the letter (track 38 CD2)

Poster My ABC . Point to the letter Ee – egg

Point to the letter Ff - fish

TRACE . WRITE E E ___ e e _ F F __ f f__

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?

Theme :Colours : Gg-Hh

School: sh Ushinskiy

Date: 15.09.2016

Teacher names: Kabyshev Temirlan

CLASS: 1

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

1.L3 recognise with support simple greetings

1S1 recognise the spoken form of a limited range of basic and everyday classroom words

1.S3 pronounce basic words and expressions intelligibly

1.S2 make basic personal statements and simple statements about objects

Lesson objectives

All learners will be able to:

• listen and repeat the names of all ten colours

• listen and repeat the English alphabet

Most learners will be able to:

• recognise and name 7 colours

Some learners will be able to:

• recognise and name 10 colours

Previous learning

Greetings and names:greeting phrases:Hello, Hi, How are you? What is your name? Nice to meet you, I’m fine, My name is … His/her name is…

Plan

Planned timings

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

Resources

5 -10 minutes

Sing Hello Song (Bea)

Or just sing-song:

Hello, (echo)

How are you? (echo)

I’m fine (echo)

Thank you (echo)

Warm up activity

- To revise the words his/her T. has students stand in a circle and girls and says his/her pointing to a boy or girl. Then T. can name one S. to practice his/her when T. points to the picture S. should say his/her. S can also say This is blue, etc., pointing to an article of clothing on the person standing next to him/her (review of red, blue, black, yellow, white)

Bea’s Hello Song:

Hello (echo) x2

We’re happy here today

Hello (echo) x2

In English class today

We’ll sing a song

And play a game,

And learn a lot and smile when we say

Hello (echo) x2

We’re happy here today!

Middle

20

minutes

MAIN:

• T shows colours pink, orange, green, purple, brown and Ss should repeat after the Teacher

• T shows the colours and Ss should name without T’s support

• T shows the pictures of colourful numbers and starts the sentence Ss should finish e.g.: It is … ,

It is … etc.

• Play a game “Tell the colour”

There are flashcards “Colours” on the board, Students close their eyes & at this moment T. takes away one card. Students should find what colour is missing.

(activities to present and practise the letters Gg- Hh )

Poster My ABC . Pont to letter Gg-Hh glass : house . Listen and repeat track 39 CD 2

• Sing a rainbow song

• Teacher demonstrates other colours black, white, red, brown, grey and Ss should repeat after the Teacher

• T shows the colours and Ss should name without T’s support

• Pair work

Learners practice with each other at their desks, using their coloured pencils, to pronounce colours intelligibly. Partner A should name a colour and Partner B raises a pencil of that colour, then trade. BE VERY CAREFUL to place a stronger partner with a weaker partner.

REVIEW: Have all students raise pencils to review colours, then come stand in a circle. Review “His/Her name is” and then ask them to give a sentence “this is _____”, providing a colour card to review all ten colours.

Cards

Rainbow song

http://www.youtube.com /watch?v=uTDJiPdz3L0

https://www.youtube.

com/watch?v=BGa3A

qeqRy0

End

5 minutes

Ask two pupils come to the front and face the board, one behind the other . The child at the back draw one of the letter on the back of the pupil in front of him/her who then writes the letter on the board

Reflection Ss. are given further colour cards. Ss. should colour and name them to the Teacher (can be completed at home).

Colour cards

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?

Cross-curricular links
Health and safety check
ICT links
Values links

• Create mixed ability pairs for speaking activity.

• Stronger Students can support weaker Students in pair work

• through questioning and the redirecting of questioning in feedback activities

• through observation in pair work

• through revising a covered material in warm up activity

• Cross curricular link with Art and Math

• Students in pair work learn to be patient and helpful

LESSON: Unit 1 My family

Theme :“My favourite colour” project

Letters Ii-Jj

School: sh Ushinskiy

Date: 16.09.2016

Teacher name:Kabyshev Temirlan

CLASS: 1

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

1.L3 recognise with support simple greetings

recognise the spoken form of a limited range of basic and everyday classroom words

1.S3 pronounce basic words and expressions intelligibly

1.S1 make basic personal statements and simple statements about objects

Lesson objectives

All learners will be able to:

• listen and repeat the names of all colours

• recognise with support simple greetings

Most learners will be able to:

• recognise and name some colours

• recognise the everyday classroom words

Some learners will be able to:

• recognise and name all colours

• make basic simple statements about objects

Previous learning

Learners were introduced to colours in their English subject area class.

Plan

Planned timings

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

Resources

Beginning

ORGANIZATIONAL MOMENT

Pre-teaching.

Teacher: How are you today?

Children: We are fine, thank you!

Teacher: Look at the picture and guess the topic of the lesson.

The topic of the lesson is...

Which colours can you already say in English?

Can you recognize them?

Children: Apple is green Orange is orange

Ice-cream is white Taxi is yellow

PPT

Middle

DEMONSTRATION

Pupils pronounce basic words.

Teacher: Watch! Listen! Repeat!

Teacher presents the names of colors through a short video presentation purple, blue, yellow, pink, green and pupils repeat .

2.Teacher shows the colours and the pupils name them without the Teacher’s support

Pupils listen and recognise colours.

PAINTING

Teacher: You can see colors in the Art room.

1. Art teacher invites pupils to sit at the tables. Teacher explains how to use paints and brushes.

2. Pupils are given worksheets with words of colours.

3. Pupils recognize colours and paint.

Teacher: 1, 2, 3! Stop!

SING- A-SONG

Pupils pronounce basic words and expressions intelligibly.

Pupils sing a “Colour Song” to revise the colours.

PAINTING

Teacher: Colour in and describe the pictures which you hear and see in the song.

Teacher: Now we are going to practice to say colours.

Repeat after me first:

The apple is red.

The tree is green.

The ball is blue.

The lemon is yellow.

The hat is black.

The juice is orange.

Pupils come to the board one by one and describe their pictures.

To present and practice the letter Ii-Jj

Poster listen and repeat . Colour the letters Ii- Jj

Igloo jam

Trance . write Igloo and jam

ASSESSMENT

Pupils colour the rabbits according to the teacher’s instructions.

Video

Learn Colours with Animal Erasers!

https://www.youtube. com/watch?v=_ UIc18NlJMQ

Color Songs Collection Vol. 1"

https://www.youtube. com/watch?v= b8AKVfdAJuQ

Poster My ABC

Crayons, worksheets

End

REFLECTION

What is your favorite colour?

How many colors do you know?

Where did we see colours today?

Can you paint pictures with different colours?

Crayons, worksheets

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?

Cross-curricular links
Health and safety check
ICT links
Values links

• Tasks were formulated at all levels according to Bloom’s Taxonomy levels

Support:

• Questions that do not have right or wrong answers

Challenging:

• Evaluative questions which promote further discussion.

• Application questions that allow students to relate the topic to their own lives and experiences.

• through questioning and the redirection of questioning in feedback activities

• through observing how pupils colour objects that are featured in the song

• through formative task

• through observing how pupils identify the coloured animals from the book

• Cross curricular link with Art and Music, Literature

• Learners will be safely arranged and seated in front of the monitor away from electrical outlets and cables.

• Use water based markers

• Use water based paints

• Ensure proper ventilation for painting

• Potentially hazardous components include graphite and some pigments in colored pencils

• E-book: White Rabbit’s Color Book by Alan Baker

• Students learn to be patient and helpful through pair work

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?

Theme: Our world ‘your favourite character’

Letters Kk-Ll

School : sh Ushinskiy

Date:22.09.2016

Teacher name : Kabyshev Temirlan

Class:1

Number present

Absent

Learning objectives(s) that this lesson is contributing to

1.L3 recognise with support simple greetings

1.S1 recognise the spoken form of a limited range of basic and everyday classroom words

1.S3 pronounce basic words and expressions intelligibly

Lesson objectives

All learners will be able to :

listen and repeat the names of all ten colours

Most learners will be able to :

recognise and name 10 colours

Some learners will be able to :

Recognize primary and secondary colours

Previous learning

Consolidation . Your favourite colour

Plan

Planned timings

Planned activities (replace the notes below with your

planned activities)

Resources

Start

Beginning the lesson

Greeting

Making a circle each pupil introduces him/herself.

An activity to revise the language from the previous lesson

OUR WORLD

( activities to familiarise the pupils with famous characters from different parts of the world )

Listen and point . track

14 CD1

CD disk

Map

Flag

Pictures

“CD

Middle

Sing the ‘ mixing colours song ( track15 CD1 )

POSTER

Think ! complete

The pupils look at the colour combinations and colour in the missing colour . allow the pupils some time to complete the activity

RED+YELLOW=ORANGE
YELLOW+BLUE=GREEN

Poster My ABC

To present letter Kk-Ll

Kite limon

An activity to consolidate the letter Kk-Ll

Prepare Bingo cards (with new and provious word )

Mixing colour poster

End

(An activity to consolidate the language of the lesson)

Ask pupils to colour them in . The colour wheel can help them remember primary and secondary colours

For ex :the primary colour of red and blue paint together will produce the secondary colour purple .

CD disk

Teacher’s resource pack CD-ROM

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?

Cross-curricular links

Health and safety check

ICT links

Values 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

. through observation

. Cross-curricular links

Geography

• Students in pair work learn to be patient and helpful

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)?

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

What have I learned from this lesson about the class or individuals that will inform my next lesson?

Long-term plan unit: 1

School: sh Ushinskiy

Date:23.09.2016

Teacher name: Kabyshev Temirlan

Grade:1 A,B

Number present:

Absent:

Theme of the lesson: Story time! The queen Bee; Letters Mm-Nn

Learning objectives that this lesson is contributing to

1.R3recognise some very high frequency words from local environment

1.L1 recognise short basic instructions for a limited range of classroom routines spoken slowly and distinctly

1.S3pronounce basic words and expressions intelligibly

Lesson objectives

Learners will be able to:

Understand and follow teacher’s instructions

Recognize familiar words

Pronounce words on the topic intelligibly

Success criteria

Student achieved the LO (L1) if he:

Value links

Educationthroughout life

Cross curricular links

The world around us, literature,

ICT skills

Using SMART board, pictures and videos.

Previous learning

This unit recycles and revisits a lot of vocabulary seen in previous units, e.g. words for colours and simple objects .

Plan

Planned timings

Planned activities

Resources

Begining

5 min

Organizational moment

• Teacher greets pupils;pupils respond to greeting and take their places.

Warming up

• Teacher revises the days of the week and asks pupils “What day is it today? What day was yesterday? What day will be tomorrow?”

• Teacher asks pupils about the weather – “What is the weather like today?”

• Teacher nominates pupils to answer “How are you?” question. Each student describes his/her mood saying “I am...”

Posters on the walls

Middle

25 min

Poster My ABC letters Mm-Nn

Milk nest

Write and trance words

Story time

• Introduce sts the word “story” and check if they understand its meaning, if the word is new for the majority of pupils ask them to write it down into their copybooks with transcription and translation

• Inform sts about the topic of the lesson “Story time” and introduce the name of the story – “The Queen Bee”

• Ask sts if they’ve ever heard this story

• Demonstrate a PPP with flashcards illustrating the story (please stop ,No etc.)

• Read words for pupils and ask them to repeat the words in order to drill pronunciation

• Hand out stories to pupils and ask them to look through it

• Ask if pupils understood anything from the story

• Read the story aloud for the pupils and ask them to listen attentively and follow

• Let pupil s know that the work will be continued next lesson

PPP

Handouts

End

5 min

Reflection / home task

Ask sts to think about a couple of things they have learned/remembered at the lesson and share their ideas with the class (with great teacher support)

Lesson materials (if necessary)

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 visuals or writing difficult words on the blackboard

More able students – independent work on definite tasks with little/no support

- check sts’ understanding of classroom instructions

- monitor sts’ progress while reading task

- check sts’ pronunciation of new words

- Usewaterbasedmarkers

- Work with the SMART board not more than 10 minutes. Make short breaks.

- Ensure proper ventilation

- Monitor classroom space when sts start moving around

- Check sockets’ safety

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?

Summary evaluation

What two things went really well (consider both teaching and learning)?

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

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

Theme : Check point 1. Your school

School : Ushinskiy school

Date: 29.09.2016

Teacher name : Kabyshev Temirlan

Class :1 «А», 1 «В»

Number present

Absent

Learning objectives

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

1.S3 pronounce basic words and expressions intelligibly

1.S5 produce words in response to prompts

Lesson objectives

All learners will be able to :

• Practise greetings

• know the new words

Most learners will be able to : recognise and name 10 colours

Some learners will be able to :

Name all new words

Previous learning

Our World Your favourite character Letters Kk-Ll

Plan

Planned timings

Planned activities (replace the notes below with your

planned activities)

Resources

Start

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.

F IND THE STICKERS !

Activity book

Pupils book

Middle

2 listen . Circle ( For Audioscript, seep105T)

CD disk

End

3 What’s next ? colour

My Smiles Report

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?

Cross-curricular links

Health and safety check

ICT links

Values links

. -

through observation

• . Cross curricular link with Art and Math

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:

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

1:

What have I learned from this lesson about the class or individuals that will inform my next lesson?