LESSON: Unit 2D «The magic hat. Revision» She is…/ He is …/ I’m… here
School: Semey
Date: /12/2016
Teacher name: Dairabayeva Assem D
CLASS: 1
Number present:
absent:
Learning objectives(s) that this lesson is contributing to
1. UE 7 use personal subject pronouns to identify things
1. S5produce words in response to prompts
1. L3recognise with support simple greetings recognise the spoken form of a limited range of basic and everyday classroom words
Lesson objectives
All learners will be able to:
Most learners will be able to:
Some learners will be able to:
Previous learning
Unit revision. My name is. I am OK. I can 1-15. It is red. It is a pen. In my bag?
Plan
Planned timings
Planned activities (replace the notes below with your planned activities)
Resources
Beginning
Warm up
T. invites Ss to the circle and asks weaker Ss different kind of questions (T. asks questions one by one and uses pictures if it is needed. T. can prompt if Ss can’t understand and answer) while stronger Ss are given pictures with prompts to describe. e.g.:
1. Hello. How are you?
2. What is your name?
3. What colour is it? (yellow, blue, black, red, purple)
4. How many ...... have you got? (pens, books, rulers, desks, pencils)
5. What have you got in your bag? (pens, books, rulers, desks, pencils)
6. What letter is this? (D,A,F,E,G,C)
Handouts-1
Handouts-2
Handouts-3
Handouts-4
Middle
Main:
T. invites Ss to stand in a circle and demonstrates the words I’m … e.g.: I’m Assel, Denis. The next S. turns to the neighbour S. and says his/her name and next S’s name, e.g.: I’m Denis, Kira; I’m Kira, Masha,etc.
T. presents new words using PPT: hat, wow, where are you / Karen is not here. When the words are presented, Ss should repeat after T. Then T. explains the differences of He is and She ise.g.:Karen – she is, Nick – he is, boy– he is, girl– she is.
Then T. says to take finger puppets and demonstrates He is … She is… e.g.: He is Joanne, She is Jess, He is Nick, he is Kip, he is King Cat, he is .
T. divides Ss into pairs by favourite colours and asks them to sit together. T. gives finger puppets to practice the words. T. explains that each S. should show he is/she is finger puppets to he/she own partner and say the word.
T. practices new phrases in the song about family
several times: -Where are you? -Here I am
(T can give the translation of these phrases)
At the end Ss sing it themselves without video support using finger puppets.
T. gives out a family book with the pictures of rooms and different places and pictures of family members. Ss should cut the pictures and glue them on the appropriate page, e.g.:Mummy Cat is here, Daddy Cat is here, etc. But there is no right place of pictures it depends on S’s imagination. Let the Ss to work on their own.
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PPT
Handouts of finger family
Handouts 1
Handouts of finger family
[link]
Handouts of family book
End
Plenary
All learners will revise new words using their ‘Family book’. T. asks S. who finishes first to introduce his/her book.
T. awards Ss with smiley faces
[pic] [pic] [pic]
?доработать
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
When Ss work in a circle T. gives different levelled task according to S’s ability
Weaker Ss work with T’s support
Stronger Ss work on their own
When T asks questions,Ss sing a song and they do an activity in a circle
Family book will be assessed by smiley faces
Maths – when Ss count school things
Kazakh and Russian languages – when Ss name the family members
Ss will be safely arranged and seated in front of the monitor away from electrical outlets and cables.
ICT links – when T. shows PPT and presents the song
Working in a circle Ss will develop their friendship and working with ‘Family book’ Ss will develop their imagination and critical thinking skills.
Ss will appreciate their family and friends
