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Была в сети 27.10.2020 12:28
Косжанова Гульнар Шарипбаевна
учитель английского языка
6 лет
462
101 865 
Местоположение
Специализация
Theme of the lesson This is the way...
Категория:
Английский язык
25.01.2019 12:16
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Long-term plan unit 5: Travel |
School: Umbetaly Karibaev |
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Date: January 18 |
Teacher name: Koszhanova Gulnar |
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Grade: 1 |
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Theme of the lesson This is the way... |
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Learning objectives(s) that this lesson is contributing to |
1.R4 use the alphabet to place the first letters of word in alphabetical order 1.S5 use words in short exchanges 1.L2 recognise with support a limited range of basic common personal questions spoken slowly and distinctly |
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Lesson objectives |
By the end of the lesson, all learners will be able to:
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Remember the most of the new transport vocabulary Some learners will be able to: Tell the initial letter A few learners will be able to: How to ask a question and give the full answer about transport |
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Assessment criteria |
Students will meet increasing levels of success as they: 1. are able to name 4 out of 6 words correctly
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Values |
Respect different opinions and level of skills |
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Cross curricular links |
Russian Kazakh languages |
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ICT skills |
None |
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Previous learning |
Revision of term 2 |
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Plan |
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Planned timings |
Planned activities (replace the notes below with your planned activities) |
Resources |
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Beginning 10 minutes total |
Review the date, the weather, and some animals, using the PPT Sing “It’s Sunny Out Today” and change as appropriate
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PPT for revision |
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Middle 3 minutes
5 minutes
3 minutes
10-15 minutes
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Learners watch the cartoon about GOGO and guess the topic. You may not show the whole video. Just the first 3 minutes are recommended.
Activating vocabulary. Teacher introduces the pictures of kinds of transport Try to ask questions Is this a plane? Point to the slide and ask. You may trick the students by asking questions about the wrong pictures. Encourage students to answer Yes or No Listen to the sounds and guess the transport. Teacher turns them on and learners have to guess or they may want to draw the means of transport. Practice saying Teach learners saying a sentence: I go to school by bus / car / plane, etc. Learners are in mini groups and they play a board game. They throw the dice and go forward and make sentences or at least name the kind of transport. They may play many rounds until they get to the start and they have to say sentences correctly and if they don’t they go back to the start. Task 1 Task 2 Task3
Task
Answer the following questions:
Descriptor: A learner
answers questions appropriately
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https://www.youtube.com/watch?v=F3UJEUIrWjU
PPT transport
Tracks
Board game
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End 4 minutes |
Ask learners who are the best in the game. Let children assess how many of the words they are able to name. Distribute stickers to the best ones.
Sing “Thank you, thank you very much” and dismiss the class. What is it? Which car is white? How do you get to school? Where do you go?
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Additional information |
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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 |
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Просмотр содержимого документа
«Theme of the lesson This is the way...»
| Short term plan Term 3 Unit 5: Travel This is the way … | School: Umbetaly Karibaev | ||||
| Date: January 23 | Teachers‘ name: Koszhanova Gulnar
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| 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:
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| Assessment criteria | Pronounce and use the words puts the words in alphabetical order | ||||
| Language objective |
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| 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.
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
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| 10 min (/I/W)
10 min (I) 5 min (W)
| Practice Daily routines:
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….
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| 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:
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| 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? | |||||
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