Short term plan Term 3 Unit 5: Travel This is the way … | School: Umbetaly Karibaev |
Date: January 23 | Teachers‘ name: Koszhanova Gulnar |
Grade 1 | Number present: | absent: |
Learning objectives(s) that this lesson is contributing to | 1.UE9 use common present simple forms [positive, negative and question] to give basic personal information 1.S3 pronounce familiar words and expressions intelligibly 1.R4 use the alphabet to place the first letters of word in alphabetical order 1.L3 recognise with support common names and names of places; recognise the spoken form of a limited range of everyday and classroom words |
L Lesson objectives | All learners will be able to: |
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Most learners will be able to: |
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Some learners will be able to: |
Assessment criteria | Pronounce and use the words puts the words in alphabetical order |
Language objective | Learn new words brush, wash, drink, pack | |
Value links: | Respect, Cooperation |
Previous learning | Students learned the words for transport |
Cross-Curricular Link | Science |
Use of ICT | PPT, video |
Intercultural awareness | The student will understand and investigate…and the relationship among Earth cycles and change and their effect on living things. |
Kazakh culture | Time in Kazakhstan |
Pastoral Care | Assure you met all learners’ emotional, mental and physical needs |
Health and Safety | Make sure power cords/outlets are not a tripping hazard Everyday classroom precautions |
Planned timings | Planned activities | Resources |
10 min (W/I) | Greeting, Warm Up Good morning children! I’m glad to see you! How are you? “What is the weather like today?” Ask several questions revising Transport: How do you get to school? – encourage learners to give full answers. – I go to school BY car. Board race for the words of transport. Introduce the topic Warm up: Learners listen, perform gestures and sing along to the Daily routine song. Call the number: allow 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 | I wake up song https://www.youtube.com/watch?v=eUXkj6j6Ezw |
10 min (/I/W) 10 min (I) 5 min (W) | Practice Daily routines: Go through the PPT drilling words and phrases. Practice vocabulary in chorus and individually. In order to remember the words easily ask learners to show the phrases/words in movements, like to wash face do movements washing your face. Introduce In the morning/In the afternoon/In the evening/At night Vocabulary list: In the morning/In the afternoon/In the evening/At night *** support less confident learners to produce the words. Practical work with new words “Daily routines” Task FA | PPT Slide Vocabulary card to glue into vocs. Worksheet 2 Worksheet 3 |
5 min (W) | Closing & Reflection Check students understanding by asking the following…. what do you do in the morning? What do you like to do? | |
End 1min | Feedback: Teacher asks students what task was difficult to them and which pair worked well. | |
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? |
More support: More-able learners: Encourage very strong students to model answers Encourage these students to ask and answer using complete and correct structures These students could also ask the number of the birthdate, or, give their own | |
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? |