ГЛАВНАЯ Образцы планов Ағылшын тілі | Английский язык 1 класс английский язык для русских классов краткосрочный план КСП (Smiles)

1 класс английский язык для русских классов краткосрочный план КСП (Smiles)

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Date:1.09 LESSON: 1 Let’s start
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

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

Lesson objectives All learners will be able to:  Pronounce and recognize simple greetings. Recognize teacher’s instructions
Most learners will be able to: Recognize and name members. Point the letters
Some learners will be able to:

recognize and name letters without mistakes

 Language objective Learners can:
Key words and phrases:
Useful classroom language for dialogue/writing:
Discussion points:
Can you say why…?
 Writing prompts:
 Previous learning   
Plan
Planned timing Planned activities (replace the notes below with your planned activities) Resources
Start    Organizational moment

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.”

—  Students watch a video and follow the instructions to make a circle of different shapes and sizes.

(Make a circle big, big, big; small, small, small; big, big, big;

Make a circle small, small, small;

Hello, hello, hello)

 

 

 

Flashcards

 

 

https://www.youtube.com/watch?v=ALcL3MuU4xQ

Middle

 

  Teacher writes name on the board and introduc to the class. Stands in front of pupil and sais: Hello, my name is Altynai. Encourage the people to say hello. Hand his/her the appropriate         Smiles name tag. Repeat of the rest of the pupils. Then asks pupils to colour them.

Explains to the pupils that Liam and Lilly are brother and sister and that Charlie is their pet.  Explains what a nanny is and asks them if they have or ever had one.  Explains to the pupils that nanny is a special one and that she is got magical power!

 

Peoples book open.

Play the CD. The pupils listen and point to the characters. Play the CD again. Pupils listen and repeat chorally and individually.

Nanny: Hello, I’m nanny Rose

Liam: Hello, I’m Liam.

Lilly:  Hello, I’m  Lilly… Say hello, Charlie

Play the DVD. The pupils wach and point to the characters. Play the DVD again. Pupils listen and repeat chorally and individually

Sing the smile song

The teacher asks the pupil to hold up their smiles name tag, smile and say: Smile we are smiles! Play the CD. The pupil sings the song.

Ask the pupils to introduce themselves to their classmates.

Pupil 1: Hello, I’m Berik

Pupil 2: Hello, I’m Dana

Open activity book at page 19and do ex.

 

Pupil’s book

Jenny Dooley, Virginia Evans,Series Consultant: Bob Obee   Translations by N. Mukhamedjanova«Express publishing» 2016

 

 

 

 

 

 

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End Good bye song

Students sing a good-bye song and dance to the tune repeating the moves shown in the video

Smiling feedback

Teacher asks students “How are you?” to find out their mood at the end of the lesson, compare it to the initial mood students had and make conclusion how the lesson influenced students and why

 

https://www.youtube.com/watch?v=Xcws7UWWDEs

 

Flashcards

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. ·      through questioning and the redirecting of questioning in feedback activities

·      through observation in pair work

·         Make a dynamic break in the middle of the lesson

·         Music

·         Art

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?

1:

2:

 

 

Date:  7.09 LESSON: 2 Greetings and names.
CLASS:  1 Number present: absent:
Learning objectives(s) that this lesson is contributing to 1.L3 recognize with support common names and names of places; recognize the spoken form of a limited range of everyday and classroom words

1.S1 make basic personal statements about people, objects and classroom routines

1.S3 pronounce familiar words and expressions intelligibly

1.S6 make introductions and requests in basic interactions with others

1.UE6 use demonstrative pronouns this, these  that, those to indicate things

Lesson objectives All learners will be able to:  Recognize simple greetings. Recognize teacher’s instructions
Most learners will be able to: Recognize and name numbers. Point the sounds
Some learners will be able to: recognize and name sounds without mistakes
 Language objective Learners can:
Key words and phrases:
Useful classroom language for dialogue/writing:
Discussion points:
Can you say why…?
 Writing prompts:
 Previous learning  5 minutes I’m…    What’s your name?
Plan
Planned timing Planned activities (replace the notes below with your planned activities) Resources
Start

5 minutes

   Organizational moment  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.”

—  Students watch a video and follow the instructions to make a circle of different shapes and sizes.

(Make a circle big, big, big; small, small, small; big, big, big;

Make a circle small, small, small;  Hello, hello, hello)

 Flashcards

 

https://www.youtube.com/watch?v=ALcL3MuU4xQ

Middle

20 minutes

 

    Listen, point and repeat.

e.g. Pupil 1:  Hello,  I’m Madi                  Class: Hello,  Madi  . Etc    — Listen, point and repeat.

Pupils ‘ books closed. Put up the flashcards on the board. Point to them, one at a time, and name them. The pupils repeat, chorally and/or individually. Point to the flashcards in random order. Ask the pupils to name them.

Pretend that you are leaving the classroom. Ask the pupils to greet accordingly (goodbye). Open the door, go out and come back in. Ask the pupils to take your place and repeat the activities.

Pupils ‘ books open.  Play the CD. The pupils listen, point to the pictures and repeat the greetings. Play the CD again pausing after each greeting.  The pupils repeat, chorally and/or individually.

AUDIO SCRIPT  Hello, goodbye

1. Colour. Talk with your friend.

Refer the pupils to the words. Point to and read the word hello. Ask the pupils to colour it in using any colour(s) they like. Repeat with the word goodbye.

Model the following short conversation with the help of a pupil:

A: Hello, I’m (Miss Evans). What’s your name?

B: Hello! I ‘m ( Madi )

A: Goodbye, ( Madi )

B: Goodbye, (Miss Evans ).

The pupils then, in pairs, act out similar exchanges. Check round the classroom, providing any necessary help. Ask some pairs to report back to the class.

Suggested answer key

Pupil 1: Hello, I ‘m  Madi.  What’s your name?

Pupil 2: Hello!  I ‘m Asel.

Pupil 1:  Goodbye,  Madi .

Pupil 2: Goodbye, Asel.

2 Sing the Hello song!  (Track 05 CD) Point to Nanny Rose in Ex. 3 and say: Hello, I’m Nanny Rose. My name is Nanny Rose. The pupils repeat after you and wave. Follow the same procedure to present the rest of the song.

Play the CD. The pupils listen to the song. Divide the class into four groups and assign a 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 song as a class.

AUDIO SCRIPT

Hello, I’m Nanny Rose,

My name is Nanny Rose.

Hello, hello, hello!

Hello, I’m Lilly,

My name is Lilly.

Hello, hello, hello!

Hello, I’m Liam,

My name is Liam.

Hello, hello, hello!

Hello, Charlie, hello!

Goodbye, Charlie, goodbye!

Bye — bye,  bye-bye, bye-bye !

(See the Introduction for further ideas on how to exploit the songs.)  Let’s listen!

Set the scene by asking the pupils questions about what they can see in the pictures.

e.g. Teacher: (point to Nanny Rose in picture 1)

Who is she?      Class: Nanny Rose!

Teacher: Yes! Nanny Rose has got magical powers. (pointing to the roses) Look! (pointing to pictures 2) Nanny Rose is at the Smiles! etc

Play the CD and ask the pupils to listen and follow in their books.

AUDIO SCRIPT

3 Nanny : Hello.  I’m Nanny Rose!

Mummy : Hello, Nanny Rose.

4  Nanny : Hello. My name’s Nanny Rose!  What’s your name?

Liam : Hello! I’m Liam.

5  Nanny : Hello. My name’s Nanny Rose!  What ‘s your name?

Lilly : Hello!  I’m Lilly. This is Charlie.

Nanny : Hello, Charlie!

6   Nanny : Oh! Goodbye, Charlie!

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.

e.g. Teacher : Hello, I’m Nanny. ..                       Class : Rose! Etc

Extension activity  (Optional)

For stronger classes: Select a short exchange from the dialogue for the pupils to act out in pairs. Allow them some time to rehearse their exchanges. Have some pairs come to the front of the class and perform their exchanges.

For weaker classes: Ask some pupils to take out their story cutouts. Ask them to shuffle them. Play the dialogue with pauses.  The pupils listen and hold up the corresponding cutouts.

Activity  book

«Express publishing» 2016

FLASHCARDS

 

 

 

 

 

 

 

 

 

 

 

SD

«Express publishing» 2016

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

SD

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SD

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End

5 minutes

ENDING THE LESSON   An activity to consolidate the language of the lesson.

Ask the pupils to leave while waving and saying goodbye.

e.g. Pupil 1 : Goodbye, Miss Evans.                        Teacher : Goodbye, Mark!  etc

Smiling feedback   Teacher asks students “How are you?” to find out their mood at the end of the lesson, compare it to the initial mood students had and make conclusion how the lesson influenced students and why

 

 

Flashcards

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. ·       through questioning and the redirecting of questioning in feedback activities

·       through observation in pair work

·    Make a dynamic break in the middle of the lesson

·    Music

·    Art

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?

 

 

Date:   8.09 LESSON: My family
CLASS:  1 Number present: absent:
Learning objectives(s) that this lesson is contributing to 1.L3 recognise with support common names and names of places; recognise the spoken form of a limited range of everyday and classroom words

1.S1 make basic personal statements about people, objects and classroom routines

1.S3 pronounce familiar words and expressions intelligibly

1.S6 make introductions and requests in basic interactions with others

1.UE6 use demonstrative pronouns this, these  that, those to indicate things

Lesson objectives All learners will be able to:  Recognize simple greetings. Recognize teacher’s instructions
Most learners will be able to: Recognize and name numbers. Point the sounds
Some learners will be able to: recognize and name sounds without mistakes
 Language objective Learners can:
Key words and phrases:
Useful classroom language for dialogue/writing:
Discussion points:
Can you say why…?
 Writing prompts:
 Previous learning 5 minutes Hello/ Goodbye
Plan
Planned timing Planned activities (replace the notes below with your planned activities) Resources
Start

5 minutes

   Organizational moment  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.”

—  Students watch a video and follow the instructions to make a circle of different shapes and sizes.

(Make a circle big, big, big; small, small, small; big, big, big;

Make a circle small, small, small;    Hello, hello, hello)

 

 

Flashcards

 

https://www.youtube.com/watch?v=ALcL3MuU4xQ

Middle

20 minutes

 

Pupils’ books open. Point to and elicit the letters and the words. Play the CD. The pupils listen, point and repeat the letters and the words. The pupils then colour in the letters.

Refer the pupils to the letters. Hold up your book and demonstrate how to write the letters by drawing imaginary letters over the examples. Explain the activity. The pupils’ first trace then writes the letters. Allow the around the class, providing any necessary help.

Ask pupil to come to the front. Ask him/her to close his\ her eyes. Ask another pupil to say hello. The pupil with the closed eyes tries to guess who it is. Repeat with some more pairs. Play the Hello song from the previous lesson. Invite pupils to sing along.

Listen, point and repeat.

Pupils’ books closed. Put  up the flashcards, one a time, and say the corresponding words. The pupils repeat, chorally and\ or individually. Point to each flashcards in random order. Asked individual pupils to say the word. Ask the rest of class for verification.

Pupils’ books open. Play the CD. The pupils listen, point to the pictures and repeat the words. Play the CD again pausing after each word.  The pupils repeat, chorally and/or individually

Audio script  Mummy, daddy, brother, sister

Draw and say Teacher reads the words pupils repeat after the teacher. Pupils draw the family members in the place provided.  Allow the pupils sometimes to complete the activity.  Check round the classroom, providing any necessary help.  The pupils then, in the role of the child, present their family members, by either saying the word or the full sentence.

This is my mummy

This is my daddy

This is my brother

This is my sister

Sing the Family song Put up the mummy and daddy flashcards, point to them and say: This is my mummy and this is my daddy.  The pupils repeat after you.  Follow the same procedure to present the rest of the song. Play the CD. The pupils listen to the song. Divide the class into tow group. Play the song again. The groups sing the assigned verses. Time permitting, play the song a third time   for the pupils to sing the song to the class.

This is my mummy

And this is my daddy

Mammy and daddy

This is my family!

This is my brother

And this is my sister

Brother and sister

This is my family!

Let’s listen

Asking the pupils what they can see in the picture.

T: Who is he?

S:Liam

T:  Who is she?

S: his mummy

Play the CD. The pupils listen and following their books.

Liam: Andy, this is my mummy.

Mummy: Hello, Andy.

Andy: hello!

Liam: Andy, this is my daddy.

Daddy: Hello, Andy.

Andy: hello!

Liam: Andy, this is my sister, Lilly.

Lilly: Hello, Andy.

Andy: hello!

Andy: And, who is this? Your brother?

Liam: No, This is Charlie!

Pupils act out the dialog in pairs.

Activity  book

«Express publishing» 2016

FLASHCARDS

 

 

SD

«Express publishing» 2016

 

 

 

SD

«Express publishing» 2016

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

SD

«Express publishing» 2016

End

5 minutes

ENDING THE LESSON  (An activity to consolidate the language of the lesson.

The pupils, in pairs, take turns saying a family members’ name and other ha to guess who it is.

P: Ulan!

P: Your Daddy?

P: NO!

P: Your brother?

P: Yes.

Smiling feedback  Teacher asks students “How are you?” to find out their mood at the end of the lesson, compare it to the initial mood students had and make conclusion how the lesson influenced students and why

 

https://www.youtube.com/watch?v=Xcws7UWWDEs

 

Flashcards

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. ·       through questioning and the redirecting of questioning in feedback activities

·       through observation in pair work

·         Make a dynamic break in the middle of the lesson

·         Music

·         Art

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?

 

 

 

 

 

 

 

 

Date:14.09 LESSON: 4 Colours.
CLASS:  1 Number present: absent:
Learning objectives(s) that this lesson is contributing to 1.L3 recognise with support common names and names of places; recognise the spoken form of a limited range of everyday and classroom words

1.L9  recognise the names of letters of the alphabet

1.S1 make basic personal statements about people, objects and classroom routines

1.S3 pronounce familiar words and expressions intelligibly

1.UE3 use basic adjectives to describe people and things

1.UE6 use demonstrative pronouns this, these  that, those to indicate things

Lesson objectives All learners will be able to:  Recognize simple greetings. Recognize teacher’s instructions
Most learners will be able to: Recognize and name numbers. Point the sounds
Some learners will be able to:

recognize and name sounds without mistakes

 Language objective Learners can:
Key words and phrases:
Useful classroom language for dialogue/writing:
Discussion points:
Can you say why…?
 Writing prompts:
 Previous learning  5 minutes This is my… Mummy, daddy, brother, sister
Plan
Planned timing Planned activities (replace the notes below with your planned activities) Resources
Start

5 minutes

   Organizational moment

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.”

—  Students watch a video and follow the instructions to make a circle of different shapes and sizes.

(Make a circle big, big, big; small, small, small; big, big, big;

Make a circle small, small, small;   Hello, hello, hello)

 

 

Flashcards

 

 

https://www.youtube.com/watch?v=ALcL3MuU4xQ

Middle

20 minutes

 

Pupils ‘ books open. Point to and elicit the letters and the words. Play the CD. The pupils listen, point and repeat the letters and the words. The pupils then colour in the letters.

Refer the pupils to the letters. Hold up your book and demonstrate how to write the letters by drawing imaginary letters over the examples. Explain the activity. The pupils first trace then write the letters. Allow the pupils some time to complete the activity. Go around the class, providing any necessary help.

Play the CD. The pupils listen to the song and follow in their books. Divide the class into two groups and assign a verse to each group. Play the song again. The groups sing their assigned verse. Time permitting, play the song a third time for the pupils to sing the song as a class.

Listen , point and repeat. ( Track 10 CD 1 )

Pupils ‘ books closed. put up  the Pretty Colours! Poster on the board. Pointing to the colours, one at a time, and say them. The pupils repeat, chorally and / or individually. Ask the pupils to take out their colored pencils. Name a colour, e.g. Blue. Ask the pupils to raise their blue coloured pencil. Repeat with the rest of the colour.

Pupils’ books open. Play the CD. The pupils listen, point to the pictures and repeat the words. Play the CD again pausing after each word. The pupils repeat, chorally and / or individually.

AUDIO SCRIPT  red, blue, green, yellow, purple, orange

7 Let’s listen! ( Track 11 CD1)

e.g. Teacher : ( pointing to picture 1) Who are they?

Class : Liam, Lilly and their daddy.

Teacher : Yes! They are in their car. (Pointing to the traffic lights in picture 1 ) What colour is it?

Class : Red!

Teacher : Stop, Daddy. It’s red! etc

Play the CD. The pupils listen and follow in their books.

AUDIO SCRIPT

1    Lilly : It’s red, Daddy!

Liam : Stop, Daddy!

2     Liam : It’s yellow, Daddy. Get ready!

3     Lilly : Now it’s green, Daddy. Go!

4.      Lilly : Go, Daddy! Go!

Daddy : Physical,  dear!

5.     Liam : Daddy, now you are red!

Play the CD again with pauses for the pupils to repeat, chorally and / or individually.

Teacher hold up book to the class. Said the dialogue and point to the pictures in turn.  Repeat, this time inviting the pupils to complete sentences.

e.g. Teacher : It’s red,…                  Class : Daddy! etc

The pupils then work in pairs. They ask and answer about the colours of the traffic lights. Demonstrate this first. Pointing to number one and ask: What colour is it?  Elicit: Red. Say: Red! Stop! Follow the same procedure for numbers 2-3 . Allow the pairs some time to ask and answer the questions. Check round the classroom, providing any necessary help. Ask some pairs to report back to the class .

Suggested answer key

A: ( pointing to number 1) What colour is it?

B: Red! Stop! ( pointing to number 2) What colour is it?

A: Yellow!  Get ready!  ( pointing to number 3) What colour is it?

B: Green! Go!

AUDIO SCRIPT

1.A: Stop. What colour is it?

B: Red.

2 A: Get ready. What colour is it?

B: Yellow y

3. Go. What colour is it?

B: Green.

Sing the Colours song!  ( Track 13 CD1 )

Show a red coloured pencil and ask : What colour is it? Have the pupils repeat after you.  Then say : Red! The colours is red! Stop! pupils repeat after you. Follow the same procedure and present the rest of the song.

Play the CD. The pupils listen to the song. Divide the class into three groups and assign a verse to each group. Play the song again for the groups to sing the assigned verses. Time permitting, play the song a third time for the pupils to sing the song as a class.

AUDIO SCRIPT

What colour is it?

What colour is it?

Red, red, red!

The colours is red!

Stop!

What colour is it?

What colour is it?

Yellow, yellow, yellow!

The colours is yellow!

Get ready !

What colour is it?

What colour is it ? Creen, green, green!

The colours is green!

Go!

Activity  book

«Express publishing» 2016

FLASHCARDS

 

 

 

 

 

 

 

 

 

 

SD

«Express publishing» 2016

 

 

 

 

 

 

 

 

 

 

 

SD

«Express publishing» 2016

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

SD

«Express publishing» 2016

End

5 minutes

ENDING THE LESSON

Draw a simple sketch of a traffic light in the board. Ask a pupil to come to the board and ask: What colour is it?  Teacher put one of the circles had prepared on the traffic lights, e.g. the green one. The rest of the class says: It’s  (green. Go!) The pupil follows the instructions.

Smiling feedback

Teacher asks students “How are you?” to find out their mood at the end of the lesson, compare it to the initial mood students had and make conclusion how the lesson influenced students and why

 

 

Flashcards

 

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

For stronger classes : Select a short exchange from the dialogue for the pupils to act out in pairs. Allow them some time to rehearse their exchanges. Have some pairs come to the front of the class and perform their exchanges.

For weaker classes : Ask some pupils to take out their story cutouts. Ask them to shuffle them. Play the dialogue with pauses. The pupils listen and hold up the corresponding cutouts.

Listen and colour. Then say. ( Track 12 CD1 )

Ask the pupils to take out their red, yellow and green coloured pencils. Explain the activity. The pupils listen and colour in the traffic lights. Play the CD, twice if necessary. The pupils listen and complete the activity. Check their answers.

Answer key    1 red  2 yellow  3 green

·      through questioning and the redirecting of questioning in feedback activities

·      through observation in pair work

·         Make a dynamic break in the middle of the lesson

·         Music

·         Art

 

 

 

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 of the lesson: Craftwork Date: 15.09
CLASS: 1    Number present: absent:
Learning objectives(s) that this lesson is contributing to 1.L1 recognize short basic instructions for a limited range of classroom routines spoken slowly and distinctly

1.S3 pronounce familiar words and expressions intelligibly

1.S1 make basic personal statements about people, objects and classroom routines

1.UE3 use basic adjectives to describe people and things

Lesson objectives All learners will be able to:
·         listen and repeat the names of all colours
Most learners will be able to:
·         recognise and name some colours
Some learners will be able to:
·         recognise and name all colours
Previous learning Greetings and names
Plan
Planned timings Planned activities (replace the notes below with your planned activities) Resources
Beginning

10  minutes

 

 

 

 

 

ORGANISATION MOMENT: (BT: apply)

1.Teacher invites learners to stand in a circle and to greet each other, to ask and answer the questions:

What is your name? My name is…..

 How are you? I am fine, thank you.

2 Show the pupils a coloured pencil , e.g.yellow. Ask a pupil to say the colour . Aks the rest of the class for pupils as you think is necessary .

Play the Colours song from the pervious lesson ( Track 13 CD1). Encourage the pupils to sing along

 

 

 

 

 

Pictures: green apple, orange, ice-cream, grapes, taxi, etc.

Middle

15 -25

minutes

 

 

 

 

 

 

 

 

 

 

 

 

 

 

PRE-LEARNING (BT: remember)

1. Teacher presents names of colours through short visual presentation

2. Refer the pupils to the picture and explain that they are going to make character stick puppets. Spread out photocopies of the templates on your desk. The pupils choose a character. Guide them through the cutting, gluing and colouring of the stick puppet. During this stage, feel free to play any song from the module.

Upon completion of the craftwork, the pupils, in roles, present themselves and/or the other characters. E.g. pupil (in the role of Liam); Hello, I’m Liam; Hello, I’m Liam.

Or

Pupil (in the role of Liam); Hello, my name’s Liam.

This is Lilly.

Or

Pupil(in the role of Liam); Hello, my name’s Lilly..

This is Liam

Let’s play

Refer the pupils to the picture and explaining that they are going to play colour bingo. Explain tis rules.

 

1. Learners practice with each other to pronounce colours intelligibly. Some of them should name colours to each other and the others should raise named colours.

 

Video “Colours”

 

 

Flashcards: Colours

 

 

 

Rainbow song

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

 

 

 

 

Colorful balloons

End

5

minutes

REFLECTION

Teacher: What cokour is it?

—          Blue

—          No!

—          Red?

—          Yes it is

.

 

Colored  pencils
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. ·      through questioning and the redirecting of questioning in feedback activities

·      through observation in pair work

·         Art
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?

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Date:21.09 LESSON: 5 “My favourite colour” (project)
CLASS:  1 Number present: absent:
Learning objectives(s) that this lesson is contributing to 1.L3 recognise with support common names and names of places; recognise the spoken form of a limited range of everyday and classroom words

1.L9  recognise the names of letters of the alphabet

1.S1 make basic personal statements about people, objects and classroom routines

1.S3 pronounce familiar words and expressions intelligibly

1.UE3 use basic adjectives to describe people and things

1.UE6 use demonstrative pronouns this, these  that, those to indicate things

Lesson objectives All learners will be able to:  Recognize simple greetings. Recognize teacher’s instructions
Most learners will be able to: Recognize and name numbers. Point the sounds
Some learners will be able to: recognize and name sounds without mistakes
 Language objective Learners can:
Key words and phrases:
Useful classroom language for dialogue/writing:
Discussion points:
Can you say why…?
 Writing prompts:
 Previous learning  5 minutes What colour is it?Red, blue, green, yellow, purple, orange
Plan
Planned timing Planned activities (replace the notes below with your planned activities) Resources
Start

5 minutes

   Organizational moment

Teacher greets students; students respond to greeting and take their places.

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)

 

 

 

 

Flashcards

 

 

https://www.youtube.com/watch?v=ALcL3MuU4xQ

Middle

20 minutes

 

    Play the CD. The pupils listen to the song and follow in their books. Divide the class into two groups and assign a verse to each group. Play the song again. The groups sing their assigned verse. Time permitting, play the song a third time for the pupils to sing the song as a class.

THINK

Who is it? Find and draw lines.

Explain to the pupils that this is family having fun. The pupils then look at the parts on the right and match them to the people in the picture. Then they point and say who it is.

Let’s play!

Refer the pupils to the picture and explain that they are going to play colour bingo. Explain the rules.  The pupils choose four out of the six colours they know and colour in the four squares accordingly. Say four colours. The pupil who has chosen the same four colours or has the most colours says Bingo and is the winner. As an extension,  have the winner. As an extension,  have the winner point to and say the colours.

PROJECT TIME

(An activity to develop fine motor skills and consolidate the language of the module. )

Refer the pupils to the project. Elicit the boy’s favorite colour  (red). Teacher ask the pupils to draw or attach pictures items that show their favorite colour. Assign the project as homework. During the next lesson, some pupils present their projects to the class. Then teacher help them file their drawings in their Language Portfolios.

( An activity to consolidate the language of the lesson. )

Teacher ask a pupil to come to the front and whisper a colour. The rest of the class tries to guess the colours. Whoever guesses correctly, comes to the front and the game continues.

e.g. Pupil 1 :  (Thinks of red) What colour is it?

Pupil 2 : Blue?

Pupil 1: No!

Pupil 3: Red?

Pupil 1: Yes! etc

Activity  book

«Express publishing» 2016

FLASHCARDS

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

SD

«Express publishing» 2016

End

5 minutes

ENDING THE LESSON

Draw a simple sketch of a traffic light in the board. Ask a pupil to come to the board and ask: What colour is it?  Teacher put one of the circles had prepared on the traffic lights, e.g. the green one. The rest of the class says: It’s  (green. Go!) The pupil follows the instructions.

Smiling feedback

Teacher asks students “How are you?” to find out their mood at the end of the lesson, compare it to the initial mood students had and make conclusion how the lesson influenced students and why

 

Flashcards

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. ·       through questioning and the redirecting of questioning in feedback activities

·       through observation in pair work

·         Make a dynamic break in the middle of the lesson

·         Music

Reflection

Were the lesson bjectives/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?

 

 

Date:5.10 LESSON: 6  Numbers. 1-10
CLASS:  1 Number present: absent:
Learning objectives(s) that this lesson is contributing to 1.L1 recognise short basic instructions for a limited range of classroom routines spoken slowly and distinctly

1.L3 recognise with support common names and names of places; recognise the spoken form of a limited range of everyday and classroom words

1.S3 pronounce familiar words and expressions intelligibly

1.UE2 use cardinal numbers 1 — 20 to count

Lesson objectives All learners will be able to:  Recognize simple greetings. Recognize teacher’s instructions
Most learners will be able to: Recognize and name numbers. Point the sounds
Some learners will be able to:

recognize and name sounds without mistakes

 Language objective Learners can:
Key words and phrases:
Useful classroom language for dialogue/writing:
Discussion points:
Can you say why…?
 Writing prompts:
 Previous learning  5 minutes My favourite colour!
Plan
Planned timing Planned activities (replace the notes below with your planned activities) Resources
Start

5 minutes

   Organizational moment

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.”

—  Students watch a video and follow the instructions to make a circle of different shapes and sizes.

(Make a circle big, big, big; small, small, small; big, big, big;

Make a circle small, small, small;  Hello, hello, hello)

 

Flashcards

https://www.youtube.com/watch?v=ALcL3MuU4xQ

Middle

20 minutes

 

      Play the CD. The pupils listen to the song and follow in their books. Divide the class into two groups and assign a verse to each group. Play the song again. The groups sing their assigned verse. Time permitting, play the song a third time for the pupils to sing the song as a class.

Pupils’ book closed. Point to the numbers 1-10, one at a time, and say corresponding words. The pupils repeat, chorally and\or individually. Point to each number in random order. Ask individual pupils to say the word. Spare out ten pens on the desk and say number 4. Pupil to come to the front, picks up 4 pens, show them to the class and say the number.

Pupils’ book open. Play the CD. The pupils listen, point to the numbers and repeat them.  Play the CD again pausing after each number. The pupils repeat, chorally and/ or individually

AUDIOSCRIPT    One, two, Three, four, five

Colour. Talk with your friend.

Explains the activity. The pupils work in pairs. They first decide and colour the numbers in The ME section. Then They ask Their friends and colour The numbers in the MY Friend section. Demonstrated this you first. Go around the classroom providing any necessary help. Ask some pairs to report book to the class. Suggested answer key

A: One. What colour is it?

B: Blue.

A: Two. What colour is it?

B: Red, etc

2 Sing the Numbers song! (Track19 CDI)

So, you count with your fingers: One, two, three, four, five. The pupils repeat after you. Then count backwards and say: Five, four, three, two, one. The pupils repeat after you. Follow the same procedure to present the rest of the song.

Play the CD. The pupils listen to the song. Teach the following actions. Ploy the song again and encourage the pupils to do the actions. Time permitting, ploy the song a third time for the pupils to sing and do the actions.

AUDIOSCRIPT

One, Two, Three, four, five, (count from one To five onyour fingers)

Five, four, Three, Two, one! (counT from five To one onyour fingers)

One, Two, Three, four, five, (oounT from one To flve onyour fingers)

CounTing is o /oT of fun! (counT from five To one onyour flngers)

One is for fun! (show one finger ond Then roise hondsover heod ond wove)

Two is for you! (show Two fingers ond Then poinf Tosomeone)

three is for me! (show Three fingers ond Then poinT To you)

Four is for more! (show four Hngers ond Then beckon)

Five is for smile! (show five fingers ond Then smile)

ne, two, three, four, five,

Five, four, three, four, one!

One, two, Three, four, five,

Counting is a of of fun!

Let’s listen! (Track 20 CDI)

Set the scene by asking The pupils questions about

what they can see in The pictures.

e. g. Teacher: (pointing To Liam, Lilly, Char/ie, and Nanny

Rose in picture 7) Who are They?

Class: Liam, Lilly, Charle, and Nanny Rose.

Teacher: Yes! Liam is going to school? (pointing to the number on the school bus inpicture 2). What number is it?

Class: Three! etc.

Play The CD. The pupil’s listen and follow The dialogue in their books.

AUDIOSCRIPT

l Nanny: Here is The school bus.

Liam: Time for school!

2 Lilly: What number is if, Nanny?

Nanny: If’s number Three.

3 Lilly: Bye, Liam!

Liam: Bye!

4 Nanny: Oh no! Look!

5 Nanny: Oh, sfop!

Lilly: Liam! Look!

 

Activity  book

«Express publishing» 2016

FLASHCARDS

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

SD

«Express publishing» 2016

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

End

5 minutes

ENDING THE LESSON

Smiling feedback  Teacher asks students “How are you?” to find out their mood at the end of the lesson, compare it to the initial mood students had and make conclusion how the lesson influenced students and why

 

 

Flashcards

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

  For stronger classes: Select a short exchange from the dialogue for the pupils to act out in pairs. Allow them some time to rehearse their exchanges. Have some pairs come to the front of the class and perform their exchanges.

For weaker classes: Ask some pupils to take out their story cutouts. Ask them to shuffle them. Play the dialogue with pauses. The pupils listen and hold up the corresponding cutouts.

·       through questioning and the redirecting of questioning in feedback activities

·       through observation in pair work

·         Make a dynamic break in the middle of the lesson

·         Music

 

 

 

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?

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Date:22.09 LESSON:  Our world “Your favourite character”
CLASS:  1 Number present: absent:
Learning objectives(s) that this lesson is contributing to 1.L3 recognise with support common names and names of places; recognise the spoken form of a limited range of everyday and classroom words

1.L9  recognise the names of letters of the alphabet

1.S1 make basic personal statements about people, objects and classroom routines

1.S3 pronounce familiar words and expressions intelligibly

1.UE3 use basic adjectives to describe people and things

1.UE6 use demonstrative pronouns this, these  that, those to indicate things

Lesson objectives All learners will be able to:  Recognize simple greetings. Recognize teacher’s instructions
Most learners will be able to: Recognize and name numbers. Point the sounds
Some learners will be able to: recognize and name sounds without mistakes
 Language objective Learners can:
Key words and phrases:
Useful classroom language for dialogue/writing:
Discussion points:
Can you say why…?
 Writing prompts:
 Previous learning 5 minutes Numbers 1 – 10
Plan
Planned timing Planned activities (replace the notes below with your planned activities) Resources
Start

5 minutes

ORGANIZATIONAL  MOMENT

Prior Knowledge- Pupils recognize simple greetings

Hello, children! Let’s sing a song!

Group 1: Hello! Hello! Hello!

Hello! Hello! Hello!

Hello! How are you?

Group 2: Hello! Hello! Hello!

Hello! Hello! Hello!

Hello!  I am fine! Thank you!

  Song “Hello”

 

https://www.youtube.com/watch?v=AdukBVPk8Jw

 

 

Middle

20 minutes

 

1 Listen and point.  (Track 14 CD1)

Pupils ‘ books closed. Put up the world map. If you haven’t got one,  you can download  the countries ‘ maps from the Internet.  Point to the UK and say : This is the UK. Ask the pupils to tell you what they know about this country , e.g. capital city,  flag, famous people, etc. Follow the same procedure with the USA and Japan.

Pupils ‘ books open.  Refer the pupils to the pictures of the different characters. Elicit the characters ‘ names. Play the CD. The pupils listen and point to the pictures. Play the CD again pausing after each sentence. The pupils repeat, chorally and / or individually.

AUDIO SCRIPT

This is Winnie the Pooh, my favourite character. This is Superman, my favourite character. This is Tazsha bala,  my favourite character. Draw your favourite character. Present it to the class.

Explain the activity. The pupils draw and present their favourite character. Make sure you display their their drawings somewhere in the classroom. Alternatively, explain the activity and assign it as homework.. Once the pupils have presented their drawings /pictures, help them file their drawings in their Language Portfolios.

Suggested answer key

This is Scratch,  my favourite character .

Pupils ‘ books closed.  Write the following on the board : RED, YELLOW, BLUE. Explain to the pupils, in L1 if necessary, that these colours exist on their own. We do not create them by mixing other colours  (Primary ). When we mix these colours together, however, we create some other colours  (Secondary). Put up the Mixing Colours poster on the board. Point to the primary colours, one at a time, and name them. Point to the secondary colours and elicit their names.

Pupils ‘ books open. Point to the first set of colours and say : Red and yellow. Yellow and red. What do you get?  Have the pupils repeat after you. Then say: Orange! Have the pupils repeat after you. Follow the same procedure and present the rest of the song.

Play the CD . The pupils listen to the song. Divide the class into three groups and assign a verse to each group. Play the CD again. The group sing the assigned verse. Time permitting, play the song a third time for the pupils to sing the song as a class.

AUDIO SCRIPT

Red and yellow,

Yellow and red.

What do you get? What do you get?

Orange!

Blue and yellow

Yellow and blue.

What do you get?  What do you get?

Green!

Red and Blue

Blue and red.

What do you get?

What do you get?

Purple!

(See the Introduction for further ideas on how exploit the songs )

THINK Complete

Explain the activity. The pupils look at the colour combinations and colour in the missing colours. Allow the pupils some time to complete the activity. Check their answers.

Answer key

RED+YELLOW = ORANGE

YELLOW + BLUE = GREEN

BLUE + RED = PURPLE

ENDING THE LESSON

( An activity to consolidate the language of the lesson. )

Hand out the colour wheels. Ask the pupils to colour them in. The colour wheel can help them remember primary and secondary colours. The secondary colours are in between the primary ones. For example, the primary colours of red and blue paint together will produce the secondary colour purple. For practice, say two primary colours and ask a pupil to tell you the secondary colour we get when we mix these these two colours together.

Activity  book

«Express publishing» 2016

FLASHCARDS

 

 

 

 

 

 

 

 

 

 

 

 

 

 

SD

«Express publishing» 2016

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Flashcards

 

 

 

End

5 minutes

ENDING THE LESSON

Ask the pupils to sit in a circle. Give each pupil a slip of paper. Play the song from the lesson  (Track 47 CD2 ). While the music is playing,  the pupils pass the slips of paper around. When the music stops, the children must tell you what is written on the slips they are holding.

 

Flashcards

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 linksValues links

  For stronger classes: Select a short exchange from the dialogue for the pupils to act out in pairs. Allow them some time to rehearse their exchanges. Have some pairs come to the front of the class and perform their exchanges.

For weaker classes: Ask some pupils to take out their story cutouts. Ask them to shuffle them. Play the dialogue with pauses. The pupils listen and hold up the corresponding cutouts.

·       through questioning and the redirecting of questioning in feedback activities

·       through observation in pair work

·         Make a dynamic break in the middle of the lesson

·         Music

 

 

 

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?

 

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