LESSON:Consolidation

LESSON:Consolidation/craftwork

Date:31.01.2017

Teacher name: Иманова М.Г

CLASS:1в

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

1.L1, 1.S3, 1.UE2

1. listening to a description and labeling a picture

2.developing language skills.

3. say topic words with clear and pronunciation

4. say expressions clearly

Lesson objectives

All learners will be able to:

1.L1 recognize short instructions for basic classroom routines spoken slowly and distinctly with support

1.S3 pronounce basic words and expressions intelligibly with support

1. UE1 use there is / there are to make short statements and ask questions with support

Most learners will be able to:

1.L1 recognize short instructions for basic classroom routines spoken slowly and distinctly with some support

1.S3 pronounce basic words and expressions intelligiblywith some support

1. UE1 use there is / there are to make short statements and ask questions with some support

Some learners will be able to:

1.L1 recognize short instructions for basic classroom routines spoken slowly and distinctly without support

1.S3 pronounce basic words and expressions intelligibly without support

1. UE1 use there is / there are to make short statements and ask questions without support

Previouslearning

What is ...? This is … , It is … .

Plan

Planned timings

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

Resources

Start

Learners are introduced with the lesson objectives

/D/ Organize the lesson

Greetings Hello, Good morning pupils!

How are you? Fine, thanks. Sit down.

Warm up. Brain storming.

Come on, everybody,

Stand up, stand!

Stamp your feet

And clap your hands!

Come on, everybody,

Sit down, sit!

Clap your hands

And stamp your feet!

Dividing groups.

Divide two groups – the first group sit down at the table where the picture wrote a big.

BIG

The second group sit down at the table where the picture wrote a small.

SMALL

Middle

/D/ Teacher demonstrates and drills basiclessons

Pre-teaching

Rabbit –

Fish –

Cat –

Dog –

Mouse –

Spider –

Parrot –

Tortoise –

/W/ /f/ Then learners make up the clusters. Learners move the characters.

• Explain the learners that they are going to describe the jobs in the following list but without saying the name of the job and explain their choices.

• A) Look at the pictures. Say what colours they are. Example: This is yellow. It is blue and red.

B)Complete. Point and Say. Ex: 1 p 46 PB

It’s a big black dog.

It’s a small brown cat.

It’s a big brown rabbit.

It’s a small black mouse.

It’s a small pink fish.

Brain storming.

One, one, one  (показываемуказательныйпалец)

I can run ! (бегнаместе)

Two, two,two (показываем 2 пальца)

I can jump too! ( прыгаем на месте)

Three, three, three  (показываем 3 пальца)

Lookatme ! (ребенок замирает в смешной позе)

Find the words and pictures.

Drawing the line

Painting the pictures

Pets Shop

Flashcards

Watch Slide

Flashcards

Watch Slide

Song ten Little numbers

http://www.youtube.com/watch?v=BYIrkMV9uug

Clusters, flashcards

End

Reflection.

Learners assess the partner’s descriptions of jobs.

List, stickers, smiles

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

More support:

Provide less ablelearners with the foursentences written on aworksheet so they canlisten and read.
Create mixedability groups fordiscussion. Ensure they
are not always in the roleof timekeeper.

More able learners:
 At start of lesson, theythink of several reasonswhy pictures could be theodd one out.
They sharefurther facts about naturaldisasters.

 Monitor learners to checkthey can pick up specificdetails when listening tofacts reported from map,facts about naturaldisasters; detail fromvideo. Note those who
found listening for detailhard.
 Observe learners whenparticipating in discussion.Did the group dynamicswork? Did each learnercontribute to thediscussion? If not, whynot? (e.g. didn’tunderstand what to do; not
so confident speakingEnglish; not interested intopic; other)
 Record what theyconsidered they hadlearned from the lesson.
Could they express whatthey had learned aboutcontent and language?
Could they express whichskills they had developed?

Learners work in groups apply skills and knowledge to a practical and cooperative task, and produce their own materials. All of these lesson correlate with the aims of critical and creative communication set out .

Job and work: developingvocabulary range tocommunicate knowledgeof natural disasters;
looking at a interview for jobs showing recentnatural disasters andinterpreting information onit.
 Respecting diversity ofopinion

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.

All lesson and learning objectives were met.

The lesson was exciting. Learners were always in action and interaction.

Game style lessons prove to be very useful.

Simulation game created this opportunity for them.

Summary evaluation

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

1: Simulation game

2: Video and vocabulary prior to the game

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

1: Better level of English language of learners. Inability of communication in English language of some learners keeps behind more able ones as well.

2:Learners came late after flash mob break. This usually happens.

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