Let`s move. Ағылшын тілі, 1 сынып, сабақ жоспары.

Long-term plan unit: Unit 8:

Health and body

School: NIS, Taldykorgan

Date: 20/04/2016

Teacher names: Abisheva S.M

Grade: 1C

Theme of the lesson:

Let’s move

Learning objectives(s) that this lesson is contributing to

1.L1 recognise short instructions for basic classroom routines spoken slowly and distinctly

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

1.S1 make basic personal statements and simple statements about objects

 Lesson objectives

All learners will be able to:

• Recognize Teacher’ instructions
• Recognize simple greetings

Most learners will be able to:

• Work with pictures
• Name the objects

Some learners will be able to:

• Describe the picture with no support

 Success criteria

Students will have succeeded in this class if they:

• Could follow the instructions correctly

Value links

Respect and cooperation by:

• Listening to the teacher
• Listening to each other
• Take turns
• Encourage each other
• Helping each other

Cross curricular links

Kazakh language and literature, Russian language and literature (naming things in Kazakh, Russian and English)

ICT skills

ppt

Previous learning

Head and health

Plan

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

Home task is checked – students had to draw a monster and describe it to classmates

Revising vocabulary

• Invite one learner in front of the class and ask other to name parts of body you are pointing at. Students should say: This is his/her…

• Use PPT to revise the words by naming pictures appearing on PPT.

• Make learners read the riddles and guess them.

• Divide the words into 2 categories (body and head).Help learners to read and think.

Let’s move

Learners play the game “Simon says”. Teacher says a sentence they have to act what they hear. Only if there is no phrase “Simon says” learners do not follow the instructions.

Examples:

• Simon says Stand up
• Simon says – Sit down!
• Stand up
• Simon says – put a hand on your head
• Simon says – touch your nose!
• Stomp your feet!
• Clap your hands!
• Simon says – Clap your hands!
• Simon says – touch your shoulders!
• Simon says – Touch your feet!

Then play this game in 2 teams as a competition. And teacher can change the words.

Coloring and cutting a picture by following the instructions.

Learners are given worksheet with different objects. They have to follow the instructions and then describe what they have.

For ex: Cut a monkey, color it brown. Color a hat and put it on the head of monkey. Put monkey into a car. Draw a house. Glue your monkey next to the house.

Feedback

Draw a hand and write in each finger a word, which you learnt for these 2 lessons.

Home task – learn how to write the words

Additional information

Differentiation – more able students will assess others, help them in team game and final speaking task. Less able students are given many chances to repeat the words to learn and objectives are created to support them

Assessment - by the teacher, self assessment may be done by the students as the teacher asks questions about what they have learnt. Peer assessment when they do speaking task

Cross-curricular links – trying to connect with other languages Health and safety check – make sure they stand in queue in front of the board and when singing do not hurt themselves with chairs or desks. Projector works for 15 minutes of the lesson

ICT links – PPT by the teacher, website for further training at home

Values links – how to respect others, behave on the lessons

• Provide less able learners with visual support on unknown words

• Observe learners participation in games, praising
• Their understanding of words and instructions is checked throughout the lesson
• Note taking process during the speaking task

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?

• Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

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?