My first ABC. Letters Qq, Rr

Lesson: My first ABC. Letters Qq, Rr

School-lyceum №123 by T.Zhurgenov

Date:

Teacher name: A.Abildayeva

Class: 1 “B”

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

1.S5 produce words in response to basic prompts

1.L3 recognize with support simple greetings

recognize the spoken form of a limited range of basic and everyday words

1.S1 make basic simple statements about objects

1.R1 recognize initial letters in names

Lesson objectives

All learners will be able to:

Write letters Qq, Rr

Know one word with the letters Qq, Rr

Most learners will be able to:

Know two words with the letters Qq, Rr

Say the sounds of the letters Qq, Rr

Some learners will be able to:

Know more words with letters Qq, Rr

Elicit the correct word

Write English words

Previous learning

Names of letters

Rabbit

Plan

Planned timings

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

Resources

Beginning

ORGANISATION MOMENT

• Teacher greets pupils.

• Hello, pupils!

• Hello, teacher!

• How are you?

• I’m fine. How are you?

• I’m fine. Thank you. Sit down.

• Pupils, as you know, we are learning letters and their sounds. We have learned some of them. Look at the board and let’s say them. (Ps look at “My ABC” poster and say the letters Aa, Bb, Cc, Dd, Ee, Ff, Gg, Hh, Ii, Jj, Kk, Ll, Mm, Nn, Oo, Pp)

• Great! Thank you!

• WARMING UP

Game. “Who is quicker?”

Teacher shows the cards with letters and Ps must name them and words according to them.

“My ABC” poster

Cards with letters

Middle

INTRODUCING NEW MATERIAL

T introduces Ps with today’s criteria of achievement and activities. Today they will learn letters Qq and Rr. They will colour and write them, know new words and do many activities.

PRESENTATION

• Listen, point and repeat. Colour the letter.

Pupils' books closed. T points to the letter Qq on the “My ABC” poster and says “Letter Qq. Sound /kw/”. Pupils repeat after teacher. Point to the letter and ask the pupils to say the sound. T shows in the air how to write the letter Qq and the Ps repeat doing after the teacher. T points to the picture of the Queen and says: Qq – Queen (quilt, quiet). The pupils repeat after teacher chorally then individually. T puts the pictures in random order and asks the Ps to say them. T and Ps repeat the activities with the letter Rr (rabbit, rocket, radio)

Ps open their activity books and colour the letter, then trace the letter.

T checks the Ps work and gives them smiley faces according to the rule.

All are right – green

Some mistakes – yellow

More mistakes – red

PRACTICE

• Write the words.

T gives Ps sheets of paper. Ps do this activity in pairs.

________________ _______________ ________________

• What is it? Join the dots and write. Then colour.

• What’s missing? Draw and write.

• Match to make words.

• Let’s check! (formative assessment)

T gives Ps sheets of paper and explains the activity. T checks them after the lesson.

Learning objective: 1.S3 pronounce familiar words and expressions intelligibly, recognize the spoken form of a limited range of basic and

everyday words

Level of thinking skills: Knowledge and comprehension

Application

Assessment criteria: Name topic words with clear pronunciation

Task 1. Colour in all the squares with q words and help the kitten go to the cat.

Descriptor: A learner

* Says the first letter of words;

* Finds q words;

* Colours the squares with q words.

Task 2 Point the words that begin with r. Then write.

_______________________________________________________________________________________________________________________________________________

Descriptor: A learner

* Says the names of objects clearly;

* Says the first letter of words;

* Finds words with r;

* Writes words with r.

SML1 iebook

Pictures of the new words

Activity book

Smiley faces

Sheets of paper one set for pupil

Formative assessment worksheet

End

• Reflection

Teacher asks guiding questions:

• Can you name letters which you have learnt from this lesson?

• Can you say words with letter Qq?

• Can you say words with letter Rr?

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 will be given to weaker learners by giving them a modified worksheets in some tasks with greater support

• through questioning and the redirecting of questioning in feedback activities

• through observation of playing

• through formative task

• White board is used no more than 10 minutes

• Health promoting techniques

• Breaks and physical activities used.

• Points from Safety rules used at this lesson.

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?