Оқу ісінің меңгерушісі: _________
Long term plan module: Module 2 My school
Lesson Numbers (1-5)
School: №33 named after К.Kasymuly
Date:
Teacher’s name: Ishanova Nargiza
Class: 1
Number of present:
Absent:
Learning objective(s) that this lesson is contributing to:
1.L1 recognise short basic instructions for a limited range of classroom routines spoken slowly and distinctly
1.S3 pronounce familiar words and expressions intelligibly
1.R1 recognize sound and name the letters of the alphabet
1.UE2 use cardinal numbers 1-5 to count
Lesson objectives:
All learners will be able to:
Most learners will be able to:
Some learners will be able to:
Language objectives:
Learners can:
By the end of the lesson learners will be able to
-task question and answer it, using numbers and colours
- sing the song Numbers, understand is meaning.
Key words and phrases:
Numbers: one, two, three, four, five One. What colour is it? It is….
Useful classroom language for dialogue/writing:
Discussion points:
Can you say why? …..
Writing prompts:
Assessment for Teaching
Criteria based assessment
Assessment criteria:
Count numbers 1 – 5 expressively
Descriptor:
A learner
counts and says the correct numbers from1 to 5;
shows the correct numbers;
listens and sings the Numbers song clearly
Technique of FA: Oral feedback
How to overcome barriers in learning English
-Challenge and extend learners through carefully scaffolding
assignments and activities
-Help learners by gestures and actions
-Use simple phrases, repeat them several times.
Previous learning
Plan
Planned timing
Planned activities (replace the notes below with your planned activities)
What will the pupils learn? How will they learn it?
Suggested Teaching Activities
Active Learning activities
Resources
Start (Beginning of the lesson)
Greeting: Teacher greets learners; learners respond to greeting and take their places. Dividing into subgroups: Warming up: Revising the previous lesson:
Middle (of the lesson)
[pic]
W) Learners listen to and watch an animation of the song Numbers. Teacher presents sounds in numbers, takes feedback from the learners.
W) Learners sing along to the song and then practice counting on fingers.
W) Teacher gives each learner a number card. Learner 1 stands up and says one. Then others two, three, four, etc. Teacher also can have learners stand up and make a line from 1 to 5 or learners change their cards and say numbers to one another going around the classroom.
G) A blindfold memory number/colour activity, played with the class divided into two teams. Before being blindfolded learners survey a board with number [1-5] shapes on it – each number is a different colour. Blindfolded learners find a number and say number and colour e.g. black eight
Song: Numbers, CD, DVD players, CD, DVD players, picture dictionaries, interactive board
End (of the lesson)
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
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 books 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 lessons (consider both teachings and learning)?
1.
2.
What have learned from his lesson about this lesson about the class or individuals that will inform my next lesson?
