My room 1 класс

Module 3

School: 12

Date:

Teacher name: Sambaeva D.I.

Grade: 1

Number present: 16

absent:

Theme of the lesson: My room

Learning objectives(s) that this lesson is contributing to

1.R3 recognise some very high frequency words from local environment

1.L3recognise with support simple greetings recognise the spoken form of a limited range of basic and everyday classroom words

1.S3pronounce basic words and expressions intelligibly

Lesson objectives

Learners will be able to:

Use “this is” structure to make statements about house rooms

Understand and follow teacher’s instructions

Pronounce 90% of words intelligibly

Success criteria

Learners have met the learning objective (L3) if they can:

Understand and recognize 5-6 words

Value links

Lifelong learning

Cross-curricularlinks

World cognition

ICT skills

Using videos& pictures, working with URLs

Previous learning

Personal pronouns I am He/she/it is, possessive adjectives my his her, numbers 1 – 10 to talk about age from Unit 1, initial consonant letters, adjectives big small from Unit 2

Plan

Planned timings

Planned activities

Resources

Beginning

5mins

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.”

Students get familiar with the lesson objectives.

Students watch a video and sing a greeting song

Hello, hello, can you clap your hands,

Hello, hello, can you clap your hands

Can you stretch up high,

Can you touch your toes….

PPP slide 3

https://www.youtube.com/watch?v=ALcL3MuU4xQ

Middle

30mins

In my room (R, W, P) (18)

Revision:

- demonstrate a picture of a house and room

- ask “What’s this”; students may read the answer from the picture; if they cannot read and answer, help by reading the sentence aloud

- in order to consolidate “this is” structure usage, play a song “My house” and ask students to listen and sing along:

This is my house

My big, big house…

This is my bed

Whole class activity:

- provide each student with a hand-out of “house rooms” where they will be able to see a number of words denoting rooms in the house

- give students a minute to look through all the words

- show a video which uses choral drilling for students to learn how to pronounce these words correctly (bedroom, kitchen, bed, chair, TV table, desk, etc.)

- ask students to listen to the speaker and repeat the words

Pair work:

- ask students to work in pairs and tell each other about their own houses/flats namely which room there are in their apartments using “there is/are” structure (i.e. There is a bedroom in my house. There are two playrooms in my house.)

- go from pair to pair and listen to students stories assisting if necessary

- give students 3-5 mins to talk to each other

- in 5 mins give each student a praising sticker for their work.

Dynamic break (W) (2)

Students go to the carpet and have a dynamic break “Hockey pockey”:

You put one hand in

You put one hand out

You put one hand in

And you shake, shake, shake.

Tracing (I) (10)

Individual work:

- provide each student with a worksheet for tracing the words on the topic “My house”

- set a time limit of 10 minutes

- monitor and assist if necessary

- in 10 minutes come to each student and assist his/her work with help of a sticker (a smile – stick it on pupils’papers)

PPP slide 4

Video 4

Hand-outs

Video 3

PPP slides 5-12

https://www.youtube.com/watch?v=_rq--QeiPuA

Worksheets

End

5mins

Reflection

Ask students to look at lesson objectives they set at the beginning of the lesson and think and say (with great teacher support) if and they achieved these objectives or working towards them and why

Good bye song

Students listen and sing a good-bye song:

See you later, alligator!

After a while, crocodile!

Good bye, butterfly!

See you again next time!

PPP slide 2

https://www.youtube.com/watch?v=-EJGW7QVG2s

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

through observation

• Work with the SMART board not more than 10 minutes

• Use water based markers

• Ensure proper ventilation

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?