LESSON: Unit 2 My school Classroom objects and classroom actions | School: | ||||||
Date: | Teacher name: Kereeva A. A. | ||||||
CLASS: 1 | Number present: | absent: | |||||
Learning objectives(s) that this lesson is contributing to | 1.L1 recognise short instructions for basic classroom routines spoken slowly and distinctly 1.S1 make basic personal statements and simple statements about objects | ||||||
Lesson objectives | All learners will be able to: | ||||||
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Most learners will be able to: | |||||||
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Some learners will be able to:
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Previous learning | Numbers 1-10 | ||||||
Plan | |||||||
Planned timings | Planned activities (replace the notes below with your planned activities) | Resources | |||||
Beginning
| ORGANISATION MOMENT:
| Flashcards with coloured numbers | |||||
Middle
| MAIN:
Explain the activity. Point to the book and ask How many book? Elicit: five. Say: yes five books. Allow the pupils some time to complete the activity. Check the pupil`s answer. Answer key: 5books 10rubber 8pens 9pencils 3 bags
Bring a feely bag into class and put into it different items the pupils know e,g a pencil, a pen, arubber, a book without letting the pupils see what is in the bag. Refer the pupils to the picture explain the game ask individual pupils to put their hand in the feely bag and feel an object without looking inside. If you wish, you can even blindfold him/her ask: What is this? The pupils says what the item is and then takes it out of the bag. Elicit the response: It`s a … ask the rest of the class for verification. Demonstrate this yourself first with the help of a pupil. As an extension, you can have individual pupils take your role and the game is repeated.
Activity book. If you wish, you can do page 31 from the a.b. during this lesson or next one. | Colouring pencils PPT: classroom objects. Feely bag, classroom objects Worksheet | |||||
End | Ss practice saying classroom objects in English when T. shows the picture. | Pictures | |||||
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 | |||||
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