Английский язык 1 класс

LESSON: Unit 3 My family & friends

Days of the week

School: named after T.Toktarov

Date:

Teacher name: Sabekova Enlik Ermekovna

CLASS: 1

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

1.L3 recognise with support simple greetings

recognise the spoken form of a limited range of basic and everyday classroom words

1.R1 recognise initial letters in names and places

1.S3 pronounce basic words and expressions intelligibly

Lesson objectives

All learners will be able to:

• listen and repeat the words according to the topic Days of the week

Most learners will be able to:

• recognise and name some words according to the topic Days of the week

Some learners will be able to:

• name and use most of the words according to the topic Days of the week

Previous learning

In my house: There is / There are / Is there /Are there…? Yes/No

Plan

Planned timings

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

Resources

Beginning

Warm up

• T. asks every S. to take his/her pencil case and eraser then T. shows the video for prepositions. Ss should repeat actions and words after the video. After Ss should show the same positions of things without video support. Stronger Ss can answer the question “Where is it?”

• T. gives different pictures for each S. Ss should give a full sentence using there is / there are and prepositions in, on and under, e.g. There is a bag near the chair, etc.

[link]

Posters to make a collage

End

Plenary

All learners will name the days of the week when T. shows PPT

T. gives worksheets of FA for the days of the week. The task is to copy the days of the week as in the example according to the teacher’s instruction.

PPT or song

Worksheets

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

• Weaker Ss work with T’s support

• Stronger Ss work on their own

• 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 parts of the bodyt to narrate.

• In warm up activities, when they work in groups, make and present their collage and do the FA

• Ss will be safely arranged and seated in front of the monitor away from electrical outlets and cables.

• Working in groups Ss will become more tolerant to each other and respect each other’s opinions

• The topic itself teaches Ss to be accurate, disciplined, responsible and punctual towards their actions and people surrounding them