Long-term plan unit: Travel: Where Is It?

Long-term plan unit: Travel

School – lyceum № 266

Date: 22.01.2018

Teachers name: Kulmakhanova Gulnara

Grade: 1^st

Theme of the lesson:

Where Is It?

Learning objectives(s) that this lesson is contributing to

1.S3 pronounce basic words and expressions intelligibly

1. L3 recognise with support simple greetings, spoken form of a few basic and everyday classroom words

1.S5 produce words in response to basic prompts

1.L4 recognise basic intonation distinguishing questions from statements

1.UE14 recognise and use basic prepositions

1. S1 make basic personal statements and simple statements about objects

1. L1 recognise short instructions for basic classroom routines

1. UE5 use interrogative pronouns

Lesson objectives

Given oral or visual prompts and after sufficient rehearsal, all learners will be able to accomplish at least 80% of the following:

1. recognise and apply the prepositions in, on, under, near, next to to describe where things are;

2. use what, where, how to ask questions

3. apply previously learned vocabulary to create phrases and sentences.

Success criteria

Given oral or visual prompts and after sufficient rehearsal, all learners will succeed if they accomplish at least 80% of the objectives detailed above.

Value links

Trilingual communication

Cooperation and mutual respect

Learning-centered activities

Cross curricular links

Links will include social sciences (transportation), health and safety (using transportation safely and maintaining good health practices)

ICT skills

By teacher only

Previous learning

Revision of colours, numbers, animals, outdoor places, classroom objects, family members.

Plan

Planned timings

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

Resources

Beginning

10 minutes

(Have students stay at their seats)

1. Turn to p. 19 in student activity book, help students revise body parts: head, hair, eyes, ears, nose, mouth, arm, hands, legs. Remember to reward students for good participation and effort, not just correct answers.

2. Revise over, under quickly, then help them form sentences like “My head is OVER my arms.” Then lift your hands and say “My arms are OVER my head.” Continue with over/under

3.Revise “in, near” and turn to p. 23 in student activity book. Identify family members, then have students build sentences like “my grandmother is near my grandfather” or “my homework is in my bag” or “my father is on the phone”…

Tiger Time-1 activity book

Middle

25 minutes

Have students come to the rug, but stand. Teach “The Wheels on the Bus” using revision vocabulary.

The wheels on the bus go round and round.

round and round. round and round.

The wheels on the bus go round and round,

all through the town!

The people on the bus go up and down.

up and down. up and down.

The people on the bus go up and down,

all through the town!

The horn on the bus goes beep, beep, beep.

beep, beep beep. beep, beep, beep.

The horn on the bus goes beep, beep, beep.

all through the town!

The wipers on the bus go swish, swish, swish.

swish, swish, swish. swish, swish, swish.

The wipers on the bus go swish, swish, swish,

all through the town!

The signals on the bus go blink, blink, blink.

blink, blink, blink. blink, blink, blink.

The signals on the bus go blink, blink, blink,

all through the town!

The motor on the bus goes zoom, zoom, zoom.

zoom, zoom, zoom. zoom, zoom, zoom.

The motor on the bus goes zoom, zoom, zoom,

all through the town!

The babies on the bus go waa, waa, waa.

waa, waa, waa. waa, waa, waa.

The babies on the bus go waa, waa, waa,

all through the town!

The parents on the bus go shh, shh, shh.

shh, shh, shh. shh, shh, shh.

The parents on the bus go shh, shh, shh,

all through the town!

The mummy on the bus says, I love you.

I love you, I love you

The daddy on the bus says, I love you, too.

All through the town.

NEW INSTRUCTION: NEXT TO

1. Explain “next to” and the difference between “next to” and “near”.

2. Show students the flannel board. Very quickly, show how the pictures will cling to the board. (You can revise the names of each picture as they are chosen.)

3. Instruct students that one at a time, they will be able to come to the board and follow your directions, then teach the class the sentence that goes with it.

4. Demonstrate to students that you will choose one picture, and then they will put it on the board WHERE you say to put it. As an example, put one picture on the board and simply say “The _______ is ON the board. Where is the _________?” And have all students respond with your first sentence. Explain that you will use on, under, near and next to in your directions.

5. Call up one student at a time and follow the same procedure. Be sure to have all students repeat the sentence, to keep them engaged.

6. When all students have had a turn, ask for volunteers to create sentences, such as “Grandmother is near the horse” or “The school is next to the tree.”

Flannel board

and pictures

End

5 minutes

-Review with hand or video signals and motions: in, on, under, near, next to.

-Sing the thank you song.

https://www.

youtube.com/

watch?v=8F0N

YBBKczM

https://www

.youtube.com/

watch?v=Ocfq

DPAy7zc

Additional information

Differentiation – reluctant speakers will be able to begin with the most rote part of the verbal exchange (B part) to help them gain confidence in speaking. More able speakers will be encouraged to add complexity to the sentences with colours and numbers.

Assessment – how are you planning to check learners’ learning?

Verbal assessment