How do you get to school? Ағылшын тілі, 1 сынып, сабақ жоспары.

LESSON: Unit 5 Travel/How do you get to school?

School: Nazarbayev Intellectual school of Physics and Mathematics Taldykorgan

Date:

Teacher name: Abenova AN

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

pronounce basic words and expressions intelligibly

produce words in response to basic prompts

recognise short instructions for basic classroom routines spoken slowly and distinctly

1.S3 1.S5 1.L1

Lesson objectives

Previous learning

Transport

Plan

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

1. The teacher greet pupils by saying

-Good morning kids!

- Good morning teacher!

-How are you today?

-I am fine, thank you, teacher.

The teacher draws the students’ attention to the song first and asks them to stand and repeat actions and words after the singer.

2.(D) The teacher pronounces the words and the pupils repeat the words to master pronunciation for types of transport:

bus car bike school bus tram [walking] train using visuals and actions.

Teacher then flashes cards and nominates individual learners to produce words.

Vocabulary game

Preparation

For this activity the teacher needs a set of flashcards or images of transport words. If it is possible pupils may bring their toy cars, toy trains or ships in advance for this activity. The teacher displays the pictures/ toys in the middle of the classroom. The teacher asks two of the pupils to stand in the opposite corners and take the pictures or toys after the instruction. Then the other two pupils do the same with the words. They take turns until all the children are engaged in the game.

Eg. Take the red car. Bring me a yellow car. Find a ship, please.

Speaking activity

For this task the teacher prepares four bright colourful pictures or the images from magazines or newspapers.

The teacher puts pictures for bus, taxi, car or walking on foot on the board in a row or draws a chart on the board. Then the teacher asks every pupil a question like this one.

-How do you usually get to the school?

-Do you get to the school by car?

-Do you get to the school by bus?

After they elicit their answers, the teacher writes the pupil’s name under the picture. After all the learners answer the question there will be clear vision of a certain mean of transport used by them. The students try to elicit the sentences.

I get to school by car

I get to school by taxi.

I get to school by bus.

W) Next stage of the task includes the questions to the whole class

Who gets to the school on foot?

How many learners get to the school on foot?

Who gets to the school by bus?

How many pupils go to school by bus?

Who usually gets to the school by car?

How many children commute to school by car?

etc. Learners answer on basis of their class survey [tally chart].

Counting means of transport .

The teacher demonstrates what learners have to do with a worksheet. The students have to circle the right number of the transport for every kind of it. Then the teacher asks questions to check the task and understanding.

-How many cars can you see in the picture?

-How many buses are there?

-How many balloons are there?

Encourage the pupils to give answers like these

There are 4 cars.

I can see 2 bikes.

Plenary the teacher asks questions about the words they have learnt today and the new letter of the alphabet

Home work – pupils complete the tasks at home using their computers http://www.learningchocolate.com/content/vehicles-1

http://www.learningchocolate.com/content/vehicles-2

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 linksHealth and safety checkICT linksValues links

• more support can be given during elicitation, instruction and questioning phases of the lesson by nominating learners to answer items relating to more high frequency vocabulary to build confidence through participation.

• more able learners will be challenged by prompting their groups to develop more elaborate food chains to narrate.

• through questioning and the redirecting of questioning in feedback activities
• through observation in group and end performance activities

• performance arts: making of animal shadow puppets as part of a story
• environmental science: animal food chains

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?