LESSON :
Unit 3 My family and friends
School:16
Date:17.11.2016
Teacher name: Julamanova M/S
Grade: 1
Number present:
absent:
Theme of the lesson: In my house
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.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.UE11 use this is/these are to make short statements and ask questions
1.UE 14 use basic prepositions of location and position e.g in/at/next to/near/on to describe where people and things are; use basic prepositions of time: on/in/ to talk about days
Lesson objectives
All learners will be able to:
- Recognise the letters Cc/Dd
- Understand and follow instructions
- Recognise names of objects and things
Most learners will be able to:
- Match some common names with the pictures
- Match the capital and small letters
Some learners will be able to:
- Make sentences with the structure “ this is” and “these are” without support
Success criteria
Learners have met the learning objective (S5) if they can:
Learners name 6-9 words;
learners pronounce all the words correctly.
Value links
Education through out life
Cross-curricularlinks
The world around us/Maths/Music/PE
ICT skills
Using videos, working with Cards
Previous learning
Family and friends
Plan
Planned timings
Planned activities
Resources
Beginning
10mins
Teacher greets students; students respond to greeting and sing a song “Good morning ”(2min)
Then they take their places.
Warming up
Teacher: boy and girls listen to my instructions and do:
Sit down! Stand up! Jump! Jump! Hands up! Hands down! Stamp your feet! Turn around! Wash your hands! Shake your hands!Sit down! Open your books! Close your books!
Come here! Take any straws!
T: Now who has red straws make a circle!
Who has green straws make another circle!
Who has yellow straws make a circle too!
Students do the instructions : Make a circle big/ Make a circle small/ Make a circle round/ Make a circle up/ down.
T: who has red straws make one group!
Who has green straws make another group!
Who has yellow group make a group too!
Tasks for each group:
1-name the numbers
2-name the colors
3-name the family members
CD, a laptop
Middle
25mins
Presentation
Teacher pre-teaches “bed, chair, TV, table, desk” by means of showing pictures. Students repeat the words after the teacher trying to memorize them and learn correct pronunciation.
In order to check students’ learning teacher points at different students or groups of students in the class and elicits words.
Task1: match the words with the pictures
Physical exercise (1min)
Ex1page32: Use the structure “This is my…”and say
(each pupil takes different pictures from the pocket and say what he(she) has “This is my….” )
Physical exercise with the song page 37 “Come on everybody” (2min)
T: Now look at these letters and name Aa/Bb
Right you are! Today we will learn next 2 letters:
They are: Cc/Dd. Cc-is for cat. Dd-is for dog.
Watch a video and repeat!
Formative assessment task:
1-colour letter Cc with the green pencil!
2-colour letter Dd with the yellow pencil
flashcards
Cards, CD
Cards
End
10
Dynamic break (2)
Students go to the carpet and have a dynamic break “My room” song.ex2p32.
Good bye song
Students sing a good-bye song and dance to the tune repeating the moves shown in the video
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?
