ГЛАВНАЯ Образцы планов Ағылшын тілі | Английский язык Ағылшын тілі 1 сынып қысқа мерзімді сабақ жоспар ҚМЖ (Smiles)

Ағылшын тілі 1 сынып қысқа мерзімді сабақ жоспар ҚМЖ (Smiles)

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Date:28.09 LESSON: Storytime “The Queen Bee”
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 This is my…
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

 

     Play the CD The pupils listen and follow along in their books. Ploy The CD again. The pupils repeat, chorally and/or individually.

Summary: There were three brothers. Two of them were mean and Cruel and wanted to destroy everything around them. They tried to harm the animals they came across like ants, ducks and bees. The third brother was nice and kind and didn’t let them harm these animals. One day the three brothers come across on enchanted castle. At the castle there was a little old man who asked for their help. They were to perform three task’s. Whoever was successful would free the castle. The first task was to collect the princesses’ thousand jewels, scattered in the woods. The ants helped the youngest brother and collected them. The second was to fetch the key to the princesses’ roorn from the lake, which the ducks did for him. The third was to pick out the youngest princess from the three sleeping princesses; they looked exactly alike and the only difference was that the oldest had eaten d bit of sugar before they slept, the second a little syrup, and the youngest some honey. The queen bee picked out the youngest. Upon completion of the third task the spell was lifted from the castle and all those who had been turned to stone woke up again. In the end, the youngest brother married the youngest princess.

Put up the story cords in random order. Ask the pupils to come and put the cards in the right order. Play the CD for verification.

Have d discussion, in L1 if necessary, with The pupils about the moral of the  story. Tell The pupils that we should be kind and that kindness is always rewarded.

Assign roles and allow the pupils, in groups, some time to rehearse. Ask the groups to act out The story. They can use The story cords for help.

Activity  book

«Express publishing» 2016

FLASHCARDS

 

 

SD

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End

5 minutes

ENDING THE LESSON

Write six letters that the pupils know on the board. Tell them to look at the letters and try to memorise them (give them a reasonable time limit ). Then tell the pupils to close their eyes. Erase one of letters. Tell the pupils to open their eyes and try to find out which letter is missing (either the sound or the letter is acceptable ).

 

 

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  work

·         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?

1:

2:

 

 

 

 

 

 

Date:29.09 LESSON: 9 Check Point 1
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 revision
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

 

    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. SD

«Express publishing» 2016

 

SD

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End

5 minutes

ENDING THE LESSON

Write six letters that the pupils know on the board. Tell them to look at the letters and try to memorise them (give them a reasonable time limit ). Then tell the pupils to close their eyes. Erase one of letters. Tell the pupils to open their eyes and try to find out which letter is missing (either the sound or the letter is acceptable ).

 

 

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

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: 6.10 Theme of the lesson: My school.
 Grade: 1 Number present: absent:
Learning objectives(s) that this lesson is contributing to 1.S1

make basic personal statements and simple statements about objects

1.L1

recognise short instructions for  basic classroom routines spoken slowly and distinctly

 

Lesson objectives All learners will be able to:

·         listen and repeat the names of classroom objects

Most learners will be able to:

·         recognise and name some classroom objects

Some learners will be able to:

·         recognise and name all classroom objects

Success criteria to name 5 classroom objects correctly

 

Value links Good citizenship and positive behavior
Cross curricular links Realia may represent cultural, historical images
ICT skills None
Previous learning Colours and numbers and greetings
Plan
Planned timings Planned activities (replace the notes below with your planned activities) Resources
Beginning

 

 

 

 

 

 

1. Hello, how are you?

2. Review My/His/Her name is…

3. Teacher will  invite Ss to stand in a circle and to greet each other, to introduce each other,to count from 1 up to 10 and back down:

Ss will try to guess the topic of the lesson looking at visual aids: a book, a pen, a bag, a rubber, a ruler, a desk, a chair.

 

 

 

 

 

 

 

 

Visual aids: a book, a pen, a bag, a rubber, a ruler.

Middle

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Teacher will teach the names of the objects, use Vocabulary Cards. Get Ss to say the names after Teacher. Repeat this a few times. Then ask for clors and numbers.

Ex: Show me four rulers. Show me tree pink schoolbags.

Teacher will have Ss form sentences like: This is my pen. This is my book. And so on.
To practice the words:

T will mime the action associated with each word (“writing” with a pen or pencil, “measuring” with a ruler, “reading” with a book) he Ss should guess the objects. Some ss could also mime for the whole class.

 

 

 

 

School objects cards

 

 

 

 

 

 

 

End

 

 Ask students to show how many pink schoolbag or pens we have and so on.

 

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

Learners who already show fluency in the numbers 1-10 will be encouraged to define/explain the concept of zer

 

Fact-based observation Careful movement around the room

Boy-girl-boy-girl arrangement within sitting and standing circles to encourage positive behaviours like keeping hands to self.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Date:  12.10 LESSON: Classroom objects
CLASS: 1        Number present: absent:
Learning objectives(s) that this lesson is contributing to 1.L1 recognise short instructions for

basic classroom routines spoken slowly and distinctly

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 classroom objects
Most learners will be able to:
·         recognise and name some classroom objects
Some learners will be able to:
·         recognise and name all classroom objects
Previous learning Colours and numbers
Plan
Planned timings Planned activities (replace the notes below with your planned activities) Resources
Beginning

5  minutes

 

 

 

 

 

ORGANIZATION MOMENT: (BT: apply)

Teacher invites learners to stand in a circle and to greet each other, to count from 1 up to 10:

Pupils guess the topic of the lesson looking at visual aids: a book, a pen, a bag, a rubber, a ruler, a desk , a chair.

 

 

Visual aids: a book, a pen, a bag, a rubber, a ruler.

Middle

15 -25

minutes

 

 

 

 

 

 

 

 

 

 

 

 

 

 

PRE-LEARNING (BT: explain)

 Teacher pre-teaches using realia/visual aids:

 desk  chair  book  pen  bag   etc       

PRACTICE

There are flashcards on the walls. Learners stand up and come to the teacher. Teacher explains the rules and after it says: “Boys go to the ruler, girls go to the desk” Then girls say commands to boys and boys say commands to girls.

SINGING

1.      Sing a song (BT: apply) “In my bag, bag, bag” CD1

2.      Divide class into two small groups. Children take their rubbers, rulers and books. There are two chairs in the center one is for one group. When learners listen to the name of an object they have to put it on the chair.

In my bag, bag, bag is a ruler, ruler, ruler.

In my bag, bag, bag is a rubber, rubber, rubber.

In my bag, bag, bag is a book, book, book.

PRACTICE( BT: name and apply)

Learners practice in pairs to pronounce classroom objects asking each other What is it? It`s a ….

Flashcards: classroom objects.

PPt

 

 

 

 

 

 

 

 

 

 

 

Primary Colours Starter, Hicks and Littlejohn (CUP 2002) CD1

 

 

 

 

 

PPt

End

10

minutes

FEEDBACK

Draw classroom objects which are difficult to remember.

Papers A4, crayons
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?

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Theme of the lesson: Craftwork Date: 13.10
CLASS: 1    Number present: absent:
Learning objectives(s) that this lesson is contributing to 1.UE2 use cardinal numbers 6 — 10 to count

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.S3 pronounce familiar words and expressions intelligibly

1.UE1 use singular nouns, plural nouns – to talk about people and places

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 Classroom objects
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. ) Learners listen to the song How many fingers have I got?

Play the song from the pervious lesson

Encourage the pupils to sing along

 

 

Pictures: Five books. Seven

Middle

15 -25

minutes

 

 

 

 

 

 

 

PRE-LEARNING (BT: remember)

 1. Teacher gives a picture worksheet with school objects

Each pair is given a picture worksheet with school objects. They have to count objects in the picture.

 2 [f] Learners listen to teacher’s  instructions  to colour school objects and present their work one another: red rubbers

3. Teacher gives cut outs with 1-10 numbers. Learners cut out the numbers, stick to their fingers and say numbers.

4. Learners sing the song: How many fingers have  I got? showing their fingers to one another. Learners dance to music.

 

 

 

Flashcards:

Classroom objects

 

 

 

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:  19.10 LESSON:  Project time
CLASS:  1 Number present: absent:
Learning objectives(s) that this lesson is contributing to 1.S3 pronounce familiar words and expressions intelligibly

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

1.UE5 use interrogative pronouns which, what, where, how  to ask basic questio

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 school.
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

 W) Memory game A blindfold memory object/colour activity, played with the class divided into two teams. Before being blindfolded learners survey a board with school objects each thing is a different colour.  Blindfolded learners find an object and say name of it and colour e.g. a white book.

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. )

G) Project work Learners are given different school object and room object cutouts and flipchart. Teacher names the project: My school things They have to choose and glue the objects related to school. Groups present their project to the class.

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

 

I) Gallery strategy: After presentation of posters learners fix them on the walls.  Each learner gives his or her score to the best group, going around the classroom. Learners give reflection

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

SD

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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:   20.10 LESSON:   Our world – Time for CLIL
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 1.S3 pronounce familiar words and expressions intelligibly

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.UE2 use cardinal numbers 1 — 10 to count

1.UE1 use singular nouns, plural nouns – to talk about people and places

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 Classroom objects
Plan
Planned timing Planned activities (replace the notes below with your planned activities) Resources
Start

5 minutes

ORGANIZATIONAL  MOMENT

 

  Song

 

 

Middle

20 minutes

 

1 Listen and point.  (Track 14 CD1)

W) Pupils ‘ books closed. Put up the world map. If you haven’t got one,  you can download  the countries ‘ maps from the Internet.  Learners listen to teachers’ words very attentively: Kazakh/Russian/ Uzbek/ English, school. Teacher uses interactive slides, pictures to take feedback from the learners.

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.

I) Learners are given a piece of paper, asked to draw their school and present it to the class.

P) Then learners go around the classroom and ask questions to one another: What is your name? How old are you? Are you Russian? In this way they take interview from one another. First teacher interviews with an active learner so as others can listen to their dialogue very attentively and make up their own ones. Teacher scaffolds the learners if necessary.

I) Learners are given a number card. They make two lines: odd 1, 3,5,7,9 and even 2, 4, 6,8,10 numbers. Standing in two lines learners pronounce the numbers clearly.

AUDIO SCRIPT

 

( 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.

 

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?

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Date:   26.11 LESSON:    Storytime! Count to ten
CLASS:  1 Number present: absent:
Learning objectives(s) that this lesson is contributing to 1.S3 pronounce familiar words and expressions intelligibly

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.UE2 use cardinal numbers 1-10 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 Classroom objects
Plan
Planned timing Planned activities (replace the notes below with your planned activities) Resources
Start

5 minutes

ORGANIZATIONAL  MOMENT

 

  Song

 

 

Middle

20 minutes

 

D) Teacher demonstrates simple +(and) and =(is) sums producing written numerical answers. 5+2=7

I) Teacher gives learners commands: Count to 5. Count to 9.

P) Teacher gives learners a range of simple sums to write down numerical answer.

W) Learners listen to the story Count to ten.

D) Teacher retells the story for two times.

W) True/false activity.  When reading true or false sentences from the text, have the learners stand up whenever the statement is false and sit down when the statement is right.

W) Teacher asks a range of yes/no questions, using flashcards.

 

Throw it! Count to ten!

Five and five is ten.  Three and two is ….

 

SD

«Express publishing» 2016

 

Story: Count to ten, CD, DVD players, picture dictionaries, word flashcards, notebook

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?

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Date:27.10 LESSON: 9 Check Point 2
CLASS:  1 Number present: absent:
Learning objectives(s) that this lesson is contributing to 1.S3 pronounce familiar words and expressions intelligibly

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.R1 recognize sound and name the letters of the alphabet

1.UE2 use cardinal numbers 1-10 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 revision
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

 

D) Teacher pre-teaches the plus (+and) and minus (-take away) writing sums in number on the blackboard. Learners answer the questions of the teacher in feedback.

P) Teacher gives learners a range of simple sums written down in numerical answer.  Asks them to do the sun with a partner and say the answer in English.

G) A sum/colour activity, played with the class divided into two teams. There given a wrong   sum 2+3 =4 on the blackboard – each number is a different colour.  Learners in groups discuss together and find the right answer and say a number and colour e.g. black five.

I) (f) Learners are given a worksheet with a range of jumbled numbers 1-10 to colour according to teacher or active learner’s instructions.

SD

«Express publishing» 2016

 

End

5 minutes

ENDING THE LESSON

Write six letters that the pupils know on the board. Tell them to look at the letters and try to memorise them (give them a reasonable time limit ). Then tell the pupils to close their eyes. Erase one of letters. Tell the pupils to open their eyes and try to find out which letter is missing (either the sound or the letter is acceptable ).

 

 

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

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: 10.11 LESSON: Toys
CLASS: 1 Number present: absent:
Learning objectives(s) that this lesson is contributing to 1.L2 recognize with support a limited range of basic common personal questions spoken slowly and distinctly

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

1UE10 use have got to make short statements and ask questions

1.S3 pronounce familiar words and expressions intelligibly

Lesson objectives All learners will be able to:
·         introduce themselves

·         understand questions:

Most learners will be able to:
·         understand and  answer the questions

·         use  the answer correctly:

·         introduce their  friends

Some learners will be able to:

 

 

·         ask and  answer the questions
Previous learning Objects around me!
Plan
Planned timings Planned activities (replace the notes below with your planned activities) Resources
Beginning

10  minutes

 

 

 

 

 

ORGANISATION MOMENT: (BT: listen and apply)

Teacher  invites learners to stand in a circle and to repeat in chorus questions & answers:

Hello! What is your name? My name is…..

How are you? I am fine, thank you.

Sing a song “Hello”.

Song “Hello”

 

Middle

15 -25

minutes

 

 

 

 

 

 

 

 

 

 

 

 

 

 

PRE-LEARNING (BT: remember)

Teacher presents the new words of the theme using flashcards, pictures, mime and gestures: In feedback learners name the toys, looking at the pictures, mimes and gestures.

The whole class listens and sings along to the song My toys. Learners dance to music.

Teacher presents have got, using toys.

Learners are given a worksheet with a picture of toys. They are asked to colour, point and say, using phrase: I have got a ….

Question bags: Put a toy in a bag (or for partner work in many bags) One student looks in the bag, while the other learner must guess what it is, using

What toy have I got?       -Have you got a doll?                                                        -No, I have not./Yes, I have.                                                         -Is it blue?                        -Yes it is/No it isn’t                                                       W) After game learners listen to the dialogue several times using CD or DVD.                                                                                 G) Learners make up their own dialogue, act out  it in groups

Song: My toys , CD, DVD players, toys, grammar cards, a worksheet with a picture of toys , notebook

 

End

5

minutes

FEEDBACK

The smiley faces are on the board. (happy, sad, angry, etc)  Teacher suggests to choose any smileyface.

Smiley faces, crayons
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 can be given during elicitation, instruction and  questioning phases of the lesson by nominating learners to  answer items relating to more high frequency vocabulary to build confidence through participation. ·      through questioning and the redirecting of questioning in feedback activities

·      through observation in group

·         culture and social studies
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: 16.11 LESSON: Commands
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.S3 pronounce familiar words and expressions intelligibly1.R1 recognize sound and name the letters of the alphabet

1.UE8 use simple imperative forms [positive] for basic commands or instructions

Lesson objectives All learners will be able to:
·         introduce themselves

·         understand questions:

Most learners will be able to:
·         understand and  answer the questions

·         use  the answer correctly:

·         introduce their  friends

Some learners will be able to:

 

 

·         ask and  answer the questions
Previous learning Objects around me!
Plan
Planned timings Planned activities (replace the notes below with your planned activities) Resources
Beginning

10  minutes

 

 

 

 

 

ORGANISATION MOMENT: (BT: listen and apply)

Teacher  invites learners to stand in a circle and to repeat in chorus questions & answers:

Hello! What is your name? My name is…..

How are you? I am fine, thank you.

Sing a song “Hello”.

Song “Hello”

 

Middle

15 -25

minutes

 

 

 

 

 

 

 

 

 

 

 

 

 

 

PRE-LEARNING (BT: remember)

D) Teacher pre-teaches the words using gestures and mimes: stamp your feet, jump, sit down, stand up, clap your hands, dance. Asks the learners to help her. Teacher asks learner to pay attention to sounds. Ex: stamp ‘s’ [sound].

Teacher takes feedback using mimes, gestures.

W) Learners listen to the dialogue for two times.

D) Teacher demonstrates a mime gesture from the dialogue to go with each of the actions above.

G) Class is divided into two lines facing each other. Teacher gives random instructions, e.g. clap your hands and all learners perform the mime. Teacher gradually speeds up with instructions.

W) Learners listen to and sing the song Come on everybody! with the help of teacher.

W) Learners dance to music and sing the song with pleasure.

Commands: stamp your feet, jump, sit down, stand up, clap your hands, dance

Imperative mood.

Clap your hands!

Stamp your feet!

Jump!

Song: Come on everybody!, CD, DVD players, picture dictionaries, a worksheet with an empty room outline , room object flashcards, notebook
End

5

minutes

FEEDBACK

The smiley faces are on the board. (happy, sad, angry, etc)  Teacher suggests to choose any smileyface.

Smiley faces, crayons
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 can be given during elicitation, instruction and  questioning phases of the lesson by nominating learners to  answer items relating to more high frequency vocabulary to build confidence through participation. ·      through questioning and the redirecting of questioning in feedback activities

·      through observation in group

·         culture and social studies
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: 17.11 Theme of the lesson: Craftwork
CLASS: 1    Number present: absent:
Learning objectives(s) that this lesson is contributing to 1.L4 recognize with support short basic questions about what something is

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

1.UE2 use cardinal numbers 1-10 to count

1UE10 use have got to make short statements and ask questions

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 Classroom objects
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. ) Learners listen to the song How many fingers have I got?

Play the song from the pervious lesson

Encourage the pupils to sing along

 

 

Pictures: Five books. Seven

Middle

15 -25

minutes

 

 

 

 

 

 

 

PRE-LEARNING (BT: remember)

I) Learners listen commands and act according to teacher instructions using mimes, gestures.

P) Learners are given toys, cars and room object pictures. Each pair has to count and say the number and colour of things Ex: six red  cars, five yellow dolls, seven  blue bikes.

G) Learners are given an empty worksheet and cut-outs of many colourful room objects and toys. Boys are given cars while girls are given dolls and other toy pictures.  They have to glue them in the flip chart and make a model of their own room. making

D) Groups present their models, ask questions and assess one another.

W) Learners give their scores to one best group. Explain why?

Empty worksheets and  cut-outs of many colourful room objects and toys, toys, grammar cards cars and room object pictures,  flip harts. posters
End

5

minutes

REFLECTION

—  count and say the number and colour of things;

—  present their craftwork in groups : My room

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?

 

 

 

 

 

 

 

 

 

 

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