| LESSON: Describing things | School: |
| Date: | Teacher name: |
| CLASS: 1 | Number present: | Absent : |
| Learning objectives(s) that this lesson is contributing to | 1.S1 - make basic personal and simple statements about Classroom objects 1.UE1 - use common singular and plural nouns to say what and where Classroom objects are 1.UE1 - use common singular and plural nouns to say what and where Classroom objects are |
| Lesson objectives | All learners will be able to: |
| pronouns the words and simple statements describing Classroom objects |
| Most learners will be able to: |
| say the words and simple statements describing Classroom objects |
| Some learners will be able to: |
| Use the words and simple statements describing Classroom objects |
| Language objective | Learners can: pronouns the words and simple statements describing Classroom objects |
| Key words and phrases: It’s a pen. This is a pen. These are pens. School things: bag, book, pen, pencil, pencil case, rubber colours: red, yellow, green, blue, orange |
| Useful classroom language for dialogue/writing: |
| Discussion points: |
| What colour is it? What is it? |
| Can you say why…? |
| not used |
| Writing prompts: |
| not used |
| Previous learning | School things, colors and numbers 1 - 5
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| Plan |
| Planned timings | Planned activities (replace the notes below with your planned activities) | Resources |
| Start | Organization moment: The T greets the learners and present the lesson objectives. After that the teacher asks the Ss to make a circle and sing a song - “Hello” Then they chose the cards with school things and sit at the tables according colours (yellow, green, blue, orange) T – S S - T | PB, AB, TB, CD a song “Hello” PB p. 4 a song “Numbers” PB p. 18 a song “Get your pencil” PB p. 20 Cards Worksheets, glue, scissors |
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| Lead in: Lead in: Learners revise some key words from a previous topics (colours and numbers) SS
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| Time: | Pre- teaching: the learners pronouns phrase: adjective + noun ( a red pen, a green pen…) | Cards on the desk CD1 |
| Time: | Drilling: Drilling: Learners pronouns the words PB p. 21, then sentences: It’s a pen. This is a pen. These are pens. all together first with the teacher’s support, then with some support. | Cards on the desk B p. 21 |
| Middle Time | Practice: 1. Learners pronouns the words PB p. 21, then sentences It’s a pen. This is a pen. These are pens. Individually, using the cards on the tables. | Cards PB p. 21 |
| Sing a song Pupils sing a song “Get your pencil” Pupils do the task in AB p. 29
| a song “Get your pencil” PB p. 20 AB p. 29 |
| Learners do the Craft activity .They put the school things into the bag. Each group make the presentation of the work using new knowledge. | Worksheets, glue, scissors |
| End Time | Concept checking: bingo game. Learners work individually with the own cards trying find out the correct school thing and cross it out. One of the learners (one by one) take the card and say the sentence like: It’s a pen. This is a pen. These are pens.
| Cards “Bingo” |
| 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 |
| Differentiation can be by task, by outcome, by individual support, by selection of teaching materials and resources taking into account individual abilities of learners Differentiation can be used at any stage of the lesson keeping time management in mind
| Use this section to record the methods you will use to assess what students have learned during the lesson
| Health promoting techniques Breaks and physical activities used. Points from Safety rules used at this lesson. Monitor classroom space when sts start moving around
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| Reflection Were the lesson objectives/learning objectives realistic? What did the learners learn today?
| 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 achievements/difficulties of individuals that will inform my next lesson?
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