"Hot and cold" 1

Long-term plan unit:

Unit 4 The world around us

School: Penzhim secondary school

Date: 13/12/17

Teacher name: Ordakhanova M

Grade: 1 «а»

Number present:

absent:

Theme of the lesson: Hot and cold

Learning objectives that this lesson is contributing to

1.S3pronounce basic words and expressions intelligibly

1.R1 recognize initial letters in names and places

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

Lesson objectives

Learners will be able to:

Recognize letters

Understand and follow instructions

Pronounce 90% of words intelligibly

Success criteria

Learners have met the learning objective (R1) if they can:

Value links

Lifelong learning

Cross-curricularlinks

World cognition, zoology

ICT skills

Using videos& pictures, working with URLs

Previous learning

Vocabulary from previous three units: There is/There are structure and use of plural forms from Unit 3.

Plan

Planned timings

Planned activities

Resources

Beginning

5 mins

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 see on the slide, saying “I am happy/sad….etc.”

Teacher introduces lesson objectives to students.

Students watch a video and follow the instructions to do the “hockey pockey”:

You put one hand in

You put one hand out

You put one hand in

And you shake, shake, shake.

PPP slide 3

Video 1

Middle

25mins

Animals - Revision (W) (13)

Whole class activity:

- give students a couple of minutes to revise the vocabulary on the topic “Animals”

- nominate students and elicit target vocabulary by means of showing pictures of various animals

- demonstrate a video about animals and sounds they produce in order to revise and consolidate the vocabulary

(a dog, a cat, etc.)

Dynamic break (W) (2)

Students go to the carpet and have a dynamic break “Head, shoulders, knees & toes”

(Head, shoulders, knees and toes

Knees and toes

Head, shoulders, knees and toes

Knees and toes

And eyes and ears and mouth and nose

Head, shoulders, knees and toes

Knees and toes)

Hot and cold (D, W, P) (15)

Whole class activity:

- demonstrate a picture of various weather conditions to students and present the new topic of the lesson “Hot and cold”

- provide each student with a card with words on the topic “Hot and cold”

- ask students to spend 3-4 minutes sticking these cards into their copybooks as well as reading them through

- use 3x3 choral drilling for students to learn how to pronounce the words correctly

- students make drawings next to the words

- Students exchange their drawing and feedback on them to their peers. Whole class checking.

Pair work:

- split the class into pairs for further work

- provide each student with a worksheet for matching activity

- set a time limit of 5 minutes, monitor the process and assist if necessary

- in 5 minutes ask students to exchange their papers for peer check and assessment

- provide correct answers, clarify unclear points if any.

PPP slides 5-15

Video 2

Video 3

PPP slides 17-22

Handouts

End

10mins

Reflection

Ask students to look at lesson objectives they set at the beginning of the lesson and draw students’ attention to “a blob tree” on the PPP slide, ask them to identify where they are in relation to lesson objectives.

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.

PPP slide 23

PPP slide 3

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?

Health and safety check
ICT links

Less able students – greater support by means of prompts, visuals or writing difficult words on the blackboard

More able students – independent work on definite tasks with little/no support

While group or pair work more able students can also provide less able students with additional support

through observation

• Work with the SMART board not more than 10 minutes

• Make a dynamic break in the middle of the lesson

• Monitor classroom space when students start moving around

• Use water based markers

• Check sockets’ safety

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?

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?