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Where is it from?

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This theme about animals and place where they live.  In this theme they learn names of animals.

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Тратить минимум сил на подготовку и проведение уроков.
Быстро и объективно проверять знания учащихся.
Сделать изучение нового материала максимально понятным.
Избавить себя от подбора заданий и их проверки после уроков.
Наладить дисциплину на своих уроках.
Получить возможность работать творчески.

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«Where is it from?»


Unit 2 In my house

School: Novyi econdary school


Teacher name: Khamzaeva Sezim

CLASS: 1«А», «Ә», «Б», «В», «Г», «И»

Number present:


Learning objectives(s) that this lesson is contributing to

1.W2 form some lower case letters of regular size and shape

1.L3 recognise the spoken form of a limited range of basic words

1.S3 pronounce basic words and expressions intelligibly

Lesson objectives

All learners will be able to:

  • Pronounce 4-5 new words and expressions intelligibly

  • Learn new letters and name the words starting with these letters

Most learners will be able to:

  • Use 5 new words while describing a house with minimum support

  • Overwrite two letters and name the words

Some learners will be able to:

  • Use 6 new words while describing a house without support

  • Write the letters and name the words

Previous learning

Family and friends

ICT skills

ICT specific vocabulary may be used

Value links

Respect, Cooperation

Cross curricular links

Maths, ICT , art


Planned timings

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



10 min


Greeting, Warm Up and Letters

Greet the students.

“Hello, children!”


  • Sing a song “How are you?”

  • Ask everyday questions.



15 min


10 min



5 min


Introduction of the topic “My house”

  • Go through the PPT and work out the words; chorus as a class.

  • Pass out vocabulary notes to glue into learners’ vocabularies.

Dynamic break:

Sing a song: Clap your hands, listen to the music, turn around, and jump up high.

Listening/Overwriting practice:

  • Pass out worksheet 2 and have learners to look at the picture of a house;

  • Learners listen to the teacher and put a number next to each room in the house;

  • Check as a whole class;

***** Less confident learners work with teacher’s assistance.

  • Next, ask learners to overwrite the room words.

  • Give stickers/praise those who did everything correct and accurate.


Can you name the rooms of your house?


Sing a song “Good bye”

Overwriting worksheet


Worksheet 1

Worksheet 2

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

  • Environment

  • Art


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)?



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



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

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Предмет: Английский язык

Категория: Планирование

Целевая аудитория: 1 класс.
Урок соответствует ФГОС

Where is it from?

Автор: Khamzaeva Sezim Askarkyzy

Дата: 03.05.2019

Номер свидетельства: 509027

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