Урок 1класс (under the table)

LESSON: It’s under the table

School:

Date:

Teacher name:

Class: 1

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

1.L3 recognise with support common names and names of places recognise the spoken form of a limited range of everyday and classroom words

1.S3 pronounce familiar words and expressions intelligibly

1.UE14 use basic prepositions of location and position e.g. in, at, next to, near, on, to describe where people and things are;

Lesson objectives

All learners will be able to:

• listen and repeat words correctly

• understand teacher’s questions

Most learners will be able to:

• recognise and name some prpositions

Some learners will be able to:

• recognise all the prepositions

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

• 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

Good citizenship and positive behavior

Language focus

Target vocabulary

Around the house (rooms and furniture)

Previous learning

prepositions- on, in, under, next to, in front of, behind

Plan

Planned timings

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

Resources

Beginning

5 minutes

10 minutes

1. Hello, how are you?

2. Review My/His/Her name is…

3. Teacher will invite Ss to stand in a circle and to greet each other.

Greetings song

Middle

10 min

A ball is _________ the box.

There are flowers _________ the TV.

There is a picture _________ the wall.

There are flowers _________ the table.

The sofa is _________ the ball.

The table is _________ the window.

The TV is _________ the lamp.

. Connect the pictures with the sentences.

https://www.youtube

com/watch?v=

CXaOaz3a8Cg

Prepositions of place flashcards

End

Describe your house in 8 sentences.

Ask your partner about their living-room, kitchen, and bedroom. Draw a picture.

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners will be

Create mixed ability pairs

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

• through questioning and the redirecting of questioning in feedback activities

• through observation in pair & group work

through formative assessment

• Health and safety check
  ICT links
  Music

• PE

Fact-based observation

Careful movement around the room

Boy-girl-boy-girl arrangement within sitting and standing circles to encourage positive behaviours like keeping hands to self.