Where is it?

Lesson: Unit 5 Where is it?

School:№3, 257

Date:17^th of May

Teacher name: Kaipnazarova, Torebaeva

Class:1

Number present:

absent:

Learning objectives (s) that this lesson is contributing to

1.S3-pronouns basic words expressions intelligibly,

L3-recognise with support simple greetings, recognize the spoken form of a limited range of basic and everyday classroom words.

UE8–-use imperative forms of common verbs related to classroom routines.

Lesson objectives

All learners will be able to:

*Say greetings and school routines !

*Recognize the pictures

Most learners will be able to:

*Identify the words use prepositions of place: in, on, under

Some learners will be able to:

*speak about how to get to house;

*answer “Where is it?”

Success criteria

-can pronounce words correctly;

-can ask and answer the questions;

-can identify the pictures and know their translations;

-can do exercises and show the imperatives.

Previous learning

Learners matched the picture of sightseeing’s and asked the question “Where is it? Where is Bayterek? It is in Astana. Where is Medeu? It is in Almaty

Plan

Planned timings

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

Resources

0-5 minutes

5-10minutes

Middle

10-20

20-25minutes

25-30

35-40

• T.T Teacher divides group by choosing pictures and learners find their answers,

• T.S Sounding rhyming words:

doll-ball, cat-map, pen-ten, car-far, box-fox

Working with picture.

• T.S What is it? It is a dog. Where is it? It is on the table. On- үстінде. What is it? It is a cat. Where is it? It is in the box. What is it? It is a pumpkin. Where is it? It is under chair.

• T.S. Teacher uses pictures and introduces form structure/grammar focuses:

Where is the cat? It is/Cat is on the chair.

Where is the cat?-It is on the chair.

Where is the ball? It is under the table.

Where is the car? It is in the box.

• T.S. Play a game. Remember and Say.

Teacher puts the toys on the table and says to remember the toys ,after the will close their eyes. When they close their eyes ,teacher will hide the toys. They must find their places.

• T.S. Phonetic drill exercise. Learners stand up and do miming actions.

Put your hand on the table. On the table ,on the table.

Put your hands under the table ,under the table ,under the table.

Put your hands in the bag ,in the bag ,in the bag.

What is in the bag? What is in the bag?

S.S. Guessing game. Look and say. Where is the cat?, Where is the dog? Where is the ball?

They will say the cat is under the table, the ball is in the box, the bird is on the house.

pictures

papers

slide, a picture of house, a ball, a chair, a table, a cat, a dog, a giraffe, a rabbit, a bag, a pen, a pencil, a book, a box.

Toys: dog, bear, rabbit

Cat, dog, ball, birds

End

40-45minutes

S.S. Learners throw the ball and ask. “Basketball questioning”

Where is the book, cat, fox,?

It is in the box, It is on the table, It is under the chair.

Feed back

the ball

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

Health and safety check

ICT links

Values links

They can answer: Where is it? Make sentences

Give them colorful cats

Environment interaction: cat, dog, fox,

Slide, song

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 sick to timings? What changes did make from my plan and why?