Getting to school. Ағылшын тілі, 1 сынып, сабақ жоспары.
LESSON: Unit 5 Travel/Getting to school/ Transport | School: NIS Taldykorgan | ||||||||||||||||
Date: | Teacher name: Abenova A.N. | ||||||||||||||||
CLASS: 1A | Number present: | absent: | |||||||||||||||
Learning objectives(s) that this lesson is contributing to | 1.S3 1.S5 1.L1 pronounce basic words and expressions intelligibly produce words in response to basic prompts recognise short instructions for basic classroom routines spoken slowly and distinctly | ||||||||||||||||
Lesson objectives |
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Previous learning | Hot and cold/days of week | ||||||||||||||||
Plan | |||||||||||||||||
Planned timings | Planned activities (replace the notes below with your planned activities) | Resources | |||||||||||||||
5 - minutes 12-minutes | The teacher greets pupils by saying. The teacher introduces the lesson objectives. -Good morning kids! -Good morning teacher! -How are you? -We are all right, thank you! Today we are going to learn new words, listen to the sounds of transport and guess them and finally colour the objects. Also we’ll sing a song about different ways of transport. (D) Teacher demonstrates and drills pronunciation for types of transport:
Teacher then flashes cards and nominates individual learners to produce words. | Flashcards http://learnenglishkids.britishcouncil.org/en/flashcards/transport-flashcards or | |||||||||||||||
Middle 10-13 - minutes | Teacher demonstrates what learners have to do with a worksheet. Teacher then reads out the instructions to the pupils to colour the means of transport. Listening and putting objects on and colouring different parts of a getting to school transport scene card. Colour the plane grey. Write number 1 on the plane. Colour the boat orange and black. Colour the train blue and pink. Colour the bridge brown. Colour the bus red. Colour the road grey. Colour the car green. Colour the river blue. Colour the man on the bike purple and yellow. | Worksheet colouring 1 | |||||||||||||||
End 5min 3min 2min | (W) Teacher plays sounds and learners say where people are, e.g. [bus bell rings]. Learners answer a bus Teacher drills: That’s right. They’re on a bus. The pupils listen to the sounds of transport and try to guess them. They elicit the answers and repeat the words in chorus or individually. They tick the pictures in the worksheets and write the numbers near them. Eg. Number one is (train) Number 2 is (car) Number 3 is (ship) Pupils listen to the song about transport Plenary What was the most interesting/difficult for you today? What new words have you learnt today? | Sounds for transport | |||||||||||||||
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 | |||||||||||||||
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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? |
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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? |
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