This is the way. Ағылшын тілі, 1 сынып, сабақ жоспары.

LESSON: Unit 5 Travel/This is the way

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.L2 1.UE9 1S5

pronounce basic words and expressions intelligibly

produce words in response to basic prompts

recognise with considerable support a few basic personal questions spoken slowly and distinctly

use basic present simple forms [positive and negative] to give basic personal information

Lesson objectives

Previous learning

Getting to school/Transport

Plan

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

• 1. The teacher greets pupils by saying.
• –Good morning pupils!
• -Good morning teacher!
• -Nice to see you, how are you today?
• -Thank you teacher, nice to meet you to!

The teacher sets the lesson objectives after greeting.

• 2. (D) Teacher demonstrates and drills action words related to getting ready for school in the morning The teacher projects flashcard animations.

Brush teeth, brush hair, wash face, drink, pack, go to school, etc.

(W) Learners listen, perform gestures and sing along to the This is the way song.

Get learners to perform gestures with you and the animation as they sing along.

(W) Teacher show visuals and asks learners about how they do things,

e.g. Do you brush your teeth this way or that way? [visual shows up and down and side to side].

To make this activity work, clear visuals showing different ways of doing daily things are needed

e.g. breakfast in bed / at table watch TV on floor / on sofa put on trousers one leg /two legs at a time brush teeth side to side / up and down etc.

(D) Teacher demonstrates with a learner a short exchange with ‘Me too’ / ‘I don’t’ with above actions.

Speaking activity(optional).

This is a speaking activity using the silent-method to practice vocabulary of daily routine and present simple as well.

This is a simple activity with lots of repetition which is ideal for lower levels. The use of the silent method by the teacher throughout the activity will encourage students to be less inhibited about their own miming.

Preparation

Before going into class try to get a toy clock, a set of 6-7 pictures or flashcards of your daily routine, e.g. I wake up , I have a shower, I brush teeth, I wash face, I go to school, I go home.

Procedure

Mime the daily routine sentence by sentence following the pictures and using the words in the morning, in the afternoon, in the evening to indicate the time.

Elicit the full sentence from the students as you do each mime e.g. ‘You wake up in the morning'.

Mime the whole day in order of time eliciting full forms throughout.

Mime the instructions for students to say as many sentences as they can remember in pairs. Set a time limit of 5-10 minutes.

Let the students compare answers with your original list and say how many correct sentences they have.

Ask your students to repeat their daily routines individually.

Working in pairs one student mimes his/her daily routine to their partner who says the sentences. Encourage the students who mime not to speak. Ask the students to change roles and repeat the exercise.

Ask the students to check with their partners to see how many correct sentences they have. The student with the most correct answers is the winner.

Plenary

What did you learn today?

What new words have you known?

What was really very interesting for you?

Home- work- pupils listen to the words and play games using their computers

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?