Long term plan module: Lesson: I have got green hair and blue eyes. School: 81 Ulugbek Date: Teacher’s name: Shahnoza Yuldasheva Class: 1 Number of present: Absent:- Learning objective(s) that this lesson is contributing to: 1. Recognize with support common names; recognize the spoken form of a limited range of everyday and classroom words 2.Pronounce familiar words and expressions intelligibly 3. Use basic verbs to say things that they can do. Lesson objectives: All learners will be able to: pronounce key words: hair eyes, nose, ears, mouth, green, blue, yellow, black. Most learners will be able to: Play the game ``Touch your head`` with pleasure. Some learners will be able to: Listen and read. Language objectives: Learners can: - Use basic verbs to say things that they can do. -listen and read. - pronounce familiar words and expressions intelligibly Key words and phrases: hair eyes, nose, ears, mouth, Touch your eyes, touch your mouth, touch your ears, green, blue, yellow, black. Useful classroom language for dialogue/writing: oral Discussion points: Can you play the touch game? Writing prompts: Assessment for Teaching Criteria based assessment Assessment criteria: Circle. Touch your eyes. Touch your….. clearly Descriptor: A learner say names and colors of things; How to overcome barriers in learning English -Scaffold learners if necessary -Ask more questions -Smile, create a favorable atmosphere in class -Use English and their mother tongue to start Previous learning Lesson: I have got green hair and blue eyes. Plan Planned timing Planned activities (replace the notes below with your planned activities) Resources
Transcript
Long term plan module: Lesson: I have got green hair and blue eyes.
School: 81 Ulugbek
Date: Teacher’s name: Shahnoza Yuldasheva
Class: 1 Number of present: Absent:-
Learning objective(s) that this lesson is contributing to:
1. Recognize with support common names; recognize the spoken form of a limited range of everyday and classroom words2.Pronounce familiar words and expressions intelligibly3. Use basic verbs to say things that they can do.
Lesson objectives: All learners will be able to:pronounce key words: hair eyes, nose, ears, mouth, green, blue, yellow, black.Most learners will be able to:Play the game ``Touch your head`` with pleasure. Some learners will be able to: Listen and read.
Language objectives: Learners can: - Use basic verbs to say things that they can do.-listen and read.- pronounce familiar words and expressions intelligiblyKey words and phrases: hair eyes, nose, ears, mouth, Touch your eyes, touch your mouth, touch your ears, green, blue, yellow, black.Useful classroom language for dialogue/writing: oral Discussion points:Can you play the touch game? Writing prompts:
Assessment for Teaching Criteria based assessment Assessment criteria: Circle. Touch your eyes. Touch your….. clearly Descriptor: A learner say names and colors of things;
How to overcome barriers in learning English
-Scaffold learners if necessary-Ask more questions-Smile, create a favorable atmosphere in class-Use English and their mother tongue to start
Previous learning Lesson: I have got green hair and blue eyes. PlanPlanned 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 with learners;PoemGreet with a smile, bring sunshine to someone’s life and be the source of joy. learners respond to greeting and take their places. Dividing into subgroups: Warming up: What is it? The teacher begins the lesson with giving questions to pupils about last lesson. Then show different pictures and ask what is this? The process continues until the learners guess correctly.
Revising the previous lesson:Activities.Middle (of the lesson) A) Teacher asks different questions about the lesson and pupils should
answer. B) Learners listen and read them after the teacher C) Doing exercises from the workbookD) Teacher role plays together with learners according to the new lesson I have got green hair and blue eyes and using following words: grren, blue, black, yellow, pink.
End (of the lesson) Ask students to look at lesson objectives they set at the beginning of the lesson and think and say what they did well in the lesson and what needs improvement.
cards
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 linksValues 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?
Descriptor: A learner say names and colors of things;
Long term plan module: Lesson: This is me.
School: 81 Ulugbek
Date: Teacher’s name: Shahnoza Yuldasheva
Class: 1 Number of present: Absent:-
Learning objective(s) that this lesson is contributing to:
1. Recognize with support common names; recognize the spoken form of a limited range of everyday and classroom words2.Pronounce familiar words and expressions intelligibly3. Use basic verbs to say things that they can do.
Lesson objectives: All learners will be able to:pronounce key words: me, mother, father, sister, brother.Most learners will be able to:Play the game ``Family tree`` with pleasure. Some learners will be able to: Listen and read.
Language objectives: Learners can: - Use basic verbs to say things that they can do.-listen and read.- pronounce familiar words and expressions intelligiblyKey words and phrases: Mother, father, sister, brother, baby, me.Useful classroom language for dialogue/writing: oral Discussion points:Can you learn by heart the poem of family finger? Writing prompts:
Assessment for Teaching Criteria based assessment Assessment criteria: Circle and say mother, father, sister, brother, baby, ….. clearly Descriptor: A learner write down about yourself;
How to overcome barriers in learning English
-Scaffold learners if necessary-Ask more questions-Smile, create a favorable atmosphere in class-Use English and their mother tongue to start
Previous learning Lesson: This is me. PlanPlanned 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 with learners with greeting poem;Greet with a smile, bring sunshine to someone’s life and be the source of joy. learners respond to greeting and take their places. Dividing into subgroups: Warming up: What is it? The teacher begins the lesson asking the previous lesson with giving questions to pupils about last lesson. Then show different pictures and ask what is this? The process continues until the learners guess correctly. Revising the previous lesson:Activities.
Middle (of the lesson) A) Teacher asks different questions about the lesson and pupils should answer.
http://www.dream
B) Learners listen and read them after the teacher C) Doing exercises from the workbookD) Teacher role plays together with learners according to the new lesson This is me and using different kinds of pictures and methods
End (of the lesson) Ask students to look at lesson objectives they set at the beginning of the lesson and think and say what they did well in the lesson and what needs improvement.
cards
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 linksValues 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?
Descriptor: A learner write about yourself;
Long term plan module: Lesson: My Kazakhstan.
School: №81 named after Ulugbek
Date: Teacher’s name: Yuldasheva Shahnoza
Class: Number of present:
Absent:-
Learning objective(s) that this lesson is contributing to:
1.L3 recognize with support common names and names of places; recognise the spoken form of a limited range of everyday and classroom words 1.S8 make basic personal statements about people, objects and classroom routines1. S10 make introductions and requests in basic interactions with others.
Lesson objectives: All learners will be able to:pronounce the key words: Most learners will be able to:Listen, point and read.Some learners will be able to:act out the dialogue about Kazakhstan clearly.
Language objectives: Learners can:-colour the flag.- make basic personal statements about their Kazakhstan. - read and much pictures. Key words and phrases: Country, President, flag, city, capital.Useful classroom language for dialogue/writing: oral
Discussion points:
Can you say what is our Motherland?What is the capital of Kazakhstan?
Writing prompts:
Assessment for Teaching Criteria based assessment Assessment criteria: Say expressions clearlyDescriptor: A learner acts out the dialogue about Kazakhstan clearly;Color the flag.
How to overcome barriers in learning English
-Pronounce the words distinctly -Encourage learners to repeat the new words several times-Use their mother tongue to start
Previous learning Lesson This is me. Key words and phrases. Making up a dialogue. PlanPlanned timing Planned activities (replace the notes below with your planned
activities)What will the pupils learn? How will they learn it?
Greeting: Teacher greets learners; learners respond to greeting and take their places. Dividing into subgroups: Teacher divides learners into subgroups using colorful circles, squares, triangles and rectangular figures. Warming up: “Telephone game” Teacher whispers a sentence to the first learner in a line. Learners must then repeat the sentence to the next learner in line and on down the line. The last learner in line will say out loud the sentence as he/she heard it. The first learner in line will either agree or disagree with the sentence. Revising the previous lesson: This is me.
How do you think what theme we have for today? Teacher asks the learners to identify today’s theme using interactive slides. Teacher introduces lesson objectives to the learners.
Interactive board
Middle (of the lesson) D) Teacher presents key words and phrases using flashcards.E) Teacher and learners stand in circle. Teacher models/gestures Hello. My name is Nilufar looking at the learner to the right, asks What is your name? What is our Motherland? What country are you from? Our motherland is Kazakhstan. I am from Shymkent. Teacher indicates learners in turn to continue.F) To make the question about the new lesson. Learners walk around the classroom and ask their classmates: What is yourMotherland? Physical drillLearners follow teacher’s instructions; repeat the rhyme.Listen and do. Repeat after your teacher.1. Stand up, please!2. Hands up! Clap - clap!3. Hands down! Shake - shake!4. Hands on the hips! Jump – jump!5. Sit down, please!
End (of the lesson) Reflection Self-assessment: Traffic lights
Ask students to look at lesson objectives they set at the beginning of the lesson and think and say what they did well in the lesson and
Traffic lights cards
what needs improvement.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 linksValues links
ReflectionWere 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?
Descriptor: A learner acts out the dialogue about Kazakhstan clearly;Color the flag.
Long term plan module: Lesson My friend
School: 81 Ulugbek
Date: Teacher’s name: Yuldasheva Shahnoza
Class: 1 Number of present: Absent:-
Learning objective(s) that this lesson is contributing to:
1.L1 recognize with support common names and names of places; recognize the spoken form of a limited range of everyday and classroom words1.S1 make basic personal statements about people, objects and classroom routines.
Lesson objectives: All learners will be able to:pronounce the key words and phrases: this, my, friend, family, his/her name is ….Most learners will be able to:make basic personal statements about friend using the structure: This is my……Some learners will be able to:describe photos of friends to their classmates and to class accurately.
Language objectives: Learners can: - make basic personal statements about their friends using the structure: This is my……- use demonstrative pronoun this in their speaking about friends appropriately. Key words and phrases: family, friend, friendship.This is my friend Hadicha….! She is my…Useful classroom language for dialogue/writing: oral
Discussion points:Can you say why friends are important? Writing prompts:
Assessment for Teaching Criteria based assessment Assessment criteria: Introduce friends to each other using this is… She/he is…Descriptor: A learner names his/ her friends correctly using This is my .. pronounces the topic words intelligibly Technique of FA: Oral feedback
How to overcome barriers in learning English
Work on mistakes together with learners-Use games-Motivate learners to interact with one another-Use their mother tongue to start
Previous learning Lesson: My Kazakhstan. PlanPlanned timing Planned activities (replace the notes below with your
planned activities)What will the pupils learn? How will they learn it?
Greeting: Teacher greets learners; learners respond to greeting and take their places. Dividing into subgroups: Warming up: Around the world game: One learner stands behind the other. The teacher holds up a flashcard of a picture and shows it to the first pair. The first of those two learners to
say its English equivalent moves on to stand behind the next learner. The goal is for the learner to make it all the way around the class, or “around the world”, saying more distinctly and quickly than other learners. Teacher shows a short cartoon about the friendship and asks: How do you think what theme we have for today? Teacher introduces lesson objectives to the learners.
http://www.dreamenglish.com/englishkidsvideo
Middle (of the lesson)A) Teacher and learners stand in circle. Teacher models/gestures Hello, I’m ... [indicating person to the right] This is ...Teacher indicates learners in turn to continue.B) Friends picture: Teacher asks learners to bring photos of their friends beforehand. Teacher asks them to introduce their friends using the phrases This is my friend! This isher/his family! Teacher provides learners with the Zone of proximal development. D) Learners listen to and sing the song Friendship with the help of the teacher. Learners dance to music together with the teacher.
End (of the lesson) Reflection Technique of FA: Oral feedback
Learners make comments about the lesson orally.Ask students to look at lesson objectives they set at the beginning of the lesson and think and say what they did well in the lesson and what needs improvement.
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 linksValues 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?
Descriptor: A learner names his/ her friends correctly using This is my .. pronounces the topic words intelligibly
Long term plan module: Lesson: Shapes
School:
Date: Teacher’s name: Yuldasheva Shahnoza
Class: Number of present: Absent:-
Learning objective(s) that this lesson is contributing to:
1.L1 recognize short basic instructions for a limited range of classroom routines spoken slowly and distinctly 1.S3 pronounce familiar words and expressions intelligibly
1.S1 make basic personal statements about people, objects and classroom routines1.UE3 use basic adjectives to describe people and things
Lesson objectives: All learners will be able to:Listen. Colour the pictures.Most learners will be able to:colour things: Circle, triangle, rectangle, square. Some learners will be able to:describe their work in English to class appropriately: This is a circle. It is red.
Language objectives: Learners can:-find appropriate picture and draw the lines according to ex-1 p-91; - name colours of shapes;-colour things: Circle, triangle, rectangle, square.
Key words and phrases: What is this? What color is it?
Useful classroom language for dialogue/writing: oral
Discussion points:Can you say why the circle`s has not a corner?
Assessment for Teaching
Criteria based assessment Assessment criteria: Identify names and colors of shapes appropriatelyDescriptor: A learner Colour the shapes;How many? Count and circle.Peer assessment
How to overcome barriers in learning English
-Motivate learners using craft activities-Create good and friendly atmosphere in class-Use English and their mother tongue to start
Previous learning My friend`s family.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. Warming up: Musical chairs Revising the previous lesson:
Chairs musiccards
Middle (of the lesson)A) Each learner is given a worksheet with puzzle pieces of boys and girls. They have to find appropriate picture and draw lines B) (f) Colouring / colour quiz. Learners are given a worksheet with the outline of recognizable pictures of objects and persons.. After that they say: This is a triangle. It is blue etc.
http://www.dreamenglish. com/englishkidsvideopicture dictionaries, word flashcards, toys, colourful
pencils, mobile phone
End (of the lesson) Reflection Peer assessment
Learners in groups assess one another using smiles
Teacher asks learners to look at lesson objectives they set at the beginning of the lesson and think and say what they did well in the lesson and what needs improvement.
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 linksValues 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?
Descriptor: A learner Colour the shapes;How many? Count and circle.
Long term plan module: Lesson: Clothes
School: 81 Ulugbek
Date: Teacher’s name: Yuldasheva Shahnoza
Class: 1 Number of Absent: -
present: Learning objective(s) that this lesson is contributing to:
1.S1 make basic personal statements about people, objects and classroom routines 1.UE6 use demonstrative pronouns this, these that, those to indicate things1. L3 recognize with support common names and names of places; recognize the spoken form of a limited range of everyday and classroom words.
Lesson objectives: All learners will be able to:Color and complete the pictures with the help of teacher (ex-1. Page92). They say what color it is.Most learners will be able to:Read and put tick() or a cross (x)present it to the class. Some learners will be able to:Talk about their friends about clothes. I have got a red dress…….
Language objectives:
Learners can:By the end of the lesson learners will be able to - draw their clothes and say their names then present it to the class;- use demonstrative pronouns this in their speaking.
Key words and phrases: Coat, dress, shoes, hatThis is my hat.This is my hat . My hat is black.Useful classroom language for dialogue/writing: oralDiscussion points:Can you say why Dana’s favourite clothe is coat? Can you say why Bekarys’s favourite cloth is hat? Writing prompts:
Assessment for Teaching
Criteria based assessment Assessment criteria: Identify different colors appropriatelyDescriptor: A learner: sings the clothes song; read and put a tick or cross.Oral feedback
How to overcome barriers in learning English
-Challenge and extend learners through carefully scaffoldingassignments and activities-Use English in class.-Be kind, patient to them.-Smile.
Previous learning Lesson: Shapes PlanPlanned 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: Teacher divides the learners into subgroups using sweets. Warming up: Chair races: In two teams learner will line up facing the board. There will be chairs facing the learners. Teacher will show the flashcard of a shoes and says: “This is a hat”. Learners at the front line must decide if the sentence is right or wrong. If the sentence is right they will run to and sit on the chair marked “true”, if “wrong” they will sit on the “false” chair.
Middle (of the lesson) W) True/False words When pronouncing true and false words or giving a sentence about the previous learned material have the learners stand up whenever the statement is false and sit down whenever the statement is right.
http://www.dreamenglish. com/englishkidsvideoSong: ClothesCD, DVD players, paints, picture dictionaries, phonics cards
End (of the lesson) Reflection Oral feedback Learners make comments about the lesson orally. Teacher asks learners to look at lesson objectives they set at the beginning of the lesson and think and say what they did well in the lesson and what needs improvement.
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 linksValues 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?
Descriptor: A learner: sings the clothes song; read and put a tick or cross.
Long term plan module: Lesson: Cutlery
School: 81 Ulugbek
Date: Teacher’s name: Yuldasheva Shahnoza
Class: 1 Number of present:
Absent: -
Learning objective(s) that this lesson is contributing to:
1.S1 make basic personal statements about people, objects and classroom routines 1.UE6 use demonstrative pronouns this, these that, those to indicate things1. L3 recognize with support common names and names of places; recognize the spoken form of a limited range of everyday and classroom words.
Lesson objectives: All learners will be able to:Match and color. They say what color it is.Most learners will be able to:draw and color the cutlery picture then present it to the class. Some learners will be able to:Say about colors and names of cutlery .
Language objectives:
Learners can:By the end of the lesson learners will be able to - what is the cutlery and why we need use it.;- use demonstrative pronouns this in their speaking.
Key words and phrases: Cutlery, fork, spoon, plateThis is fork. The fork is blueThis is plate. The plate is redThis is spoon. The spoon is green.Useful classroom language for dialogue/writing: oralDiscussion points:Can you say why we use spoon?Can you say why we need the fork ? Writing prompts:
Assessment for Teaching
Criteria based assessment Assessment criteria: Identify different cutlery appropriatelyDescriptor: A learner: Color and completeOral feedback
How to overcome barriers in learning English
-Challenge and extend learners through carefully scaffoldingassignments and activities-Use English in class.-Be kind, patient to them.-Smile.
Previous learning Lesson: Clothes PlanPlanned 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: Teacher divides the learners into subgroups using shapes. Warming up: Chair races: In two teams learner will line up facing the board. There will be chairs facing the learners. Teacher will show the flashcard of a fork and says: “This is a spoon”. Learners at the front line must decide if the sentence is right or wrong. If the sentence is right they will run to and sit on the chair marked “true”, if “wrong” they will sit on the “false” chair.
Middle (of the lesson) W) True/False words When pronouncing true and false words or giving a sentence about the previous learned material have the learners stand up whenever the statement is false and sit down whenever the statement is right.
http://www.dreamenglish. com/englishkidsvideoCD, DVD players, paints, picture dictionaries, phonics cards
End (of the lesson) Reflection Oral feedback Learners make comments about the lesson orally. Teacher asks learners to look at lesson objectives they set at the beginning of the lesson and think and say what they did well in the lesson and what needs improvement.
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 linksValues 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?
Descriptor: A learner: Color and complete
The fork is ____________.
The plate is_____________.
The spoon is____________.
Long term plan module: Lesson: In the Zoo.
School: 81 Ulugbek
Date: Teacher’s name: Yuldasheva Shahnoza
Class: 1 Number of present:
Absent: -
Learning objective(s) that this lesson is contributing to:
1.S1 make basic personal statements about people, objects and classroom routines 1.UE6 use demonstrative pronouns this, these that, those to indicate things1. L3 recognize with support common names and names of places; recognize the spoken form of a limited range of everyday and classroom words.
Lesson objectives: All learners will be able to:Talk with each other about Zoo.Most learners will be able to:draw and color the animals` picture then present it to the class. Some learners will be able to:Say names of animals intelligibly.
Language objectives:
Learners can:By the end of the lesson learners will be able to - what is the Zoo.-Who likes go to the Zoo.
Key words and phrases: Camels, elephants, snakes, zebras, deer.This is fork. The fork is blueWhat are these?They are camels.Useful classroom language for dialogue/writing: oralDiscussion points:Can you say about color of deer?Can you say about Zoo? Writing prompts:
Assessment for Teaching
Criteria based assessment Assessment criteria: Identify different Zoo appropriatelyDescriptor: A learner: Say names of animalsSay where do they live?Oral feedback
How to overcome barriers in learning English
-Challenge and extend learners through carefully scaffoldingassignments and activities-Use English in class.-Be kind, patient to them.-Smile.
Previous learning Lesson: Clothes PlanPlanned 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: Teacher divides the learners into subgroups using shapes. Warming up: Chair races: In two teams learner will line up facing the board. There will be chairs facing the learners. Teacher will show the flashcard of a elephant and says: “This is a deer”. Learners at the front line must decide if the sentence is right or wrong. If the sentence
is right they will run to and sit on the chair marked “true”, if “wrong” they will sit on the “false” chair.
Middle (of the lesson) True/False words When pronouncing true and false words or giving a sentence about the previous learned material have the learners stand up whenever the statement is false and sit down whenever the statement is right.
http://www.dreamenglish. com/englishkidsvideoCD, DVD players, paints, picture dictionaries, phonics cards
End (of the lesson) Reflection Oral feedback Learners make comments about the lesson orally. Teacher asks learners to look at lesson objectives they set at the beginning of the lesson and think and say what they did well in the lesson and what needs improvement.
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 linksValues 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?
Descriptor: A learner: Say names of animalsSay where do they live?
Camels Elephnts
Snakes Zebras
Deer
Long term plan module: Lesson: Injures.
School: 81 Ulugbek
Date: Teacher’s name: Yuldasheva Shahnoza
Class: 1 Number of present:
Absent: -
Learning objective(s) that this lesson is contributing to:
1.S1 make basic personal statements about people, objects and classroom routines 1.UE6 use demonstrative pronouns this, these that, those to indicate things1. L3 recognize with support common names and names of places; recognize the spoken form of a limited range of everyday and classroom words.
Lesson objectives: All learners will be able to:Listen, point and repeat (ex-1.page96).Most learners will be able to:Look and act out. Some learners will be able to:Ask “what is the matter” question intelligibly.
Language objectives:
Learners can:By the end of the lesson learners will be able to - what is the translate of INJURES.-Who says about types of injures. Sing the What`s the matter song Key words and phrases: Head, arm, tummy, leg, foot.What is the matter?My arm hurts! Let me see!Useful classroom language for dialogue/writing: oralDiscussion points:Can you say about your hurt?
Assessment for Teaching
Criteria based assessment Assessment criteria: Identify different injures appropriatelyDescriptor: A learner: Say “what is the matter?”Say kinds of hurts intelligibly.Oral feedback
How to overcome barriers in learning English
-Challenge and extend learners through carefully scaffoldingassignments and activities-Use English in class.-Be kind, patient to them.-Smile.
Previous learning Lesson: Clothes PlanPlanned 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: Teacher divides the learners into subgroups using shapes. Warming up: Chair races: In two teams learner will line up facing the board. There will be chairs facing the learners. Teacher will show the flashcard of a elephant and says: “This is a deer”. Learners at the front line must decide if the sentence is right or wrong. If the sentence is right they will run to and sit on the chair marked “true”, if “wrong” they will sit on the “false” chair.
Middle (of the lesson) True/False words When pronouncing true and false words or giving a sentence about the previous learned material have the learners stand up whenever the statement is false and sit down whenever the statement is right.
http://www.dreamenglish. com/englishkidsvideoCD, DVD players, paints, picture dictionaries, phonics cards
End (of the lesson) Reflection Oral feedback Learners make comments about the lesson orally. Teacher asks learners to look at lesson objectives they set at the beginning of the lesson and think and say what they did well in the lesson and what needs improvement.
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 linksValues 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?
Descriptor: A learner: Say “what is the matter?” Then answer the question.Say kinds of hurts intelligibly.
Long term plan module: Lesson: Travelling.
School: 81 Ulugbek
Date: Teacher’s name: Yuldasheva Shahnoza
Class: 1 Number of present:
Absent: -
Learning objective(s) that this lesson is contributing to:
1.S1 make basic personal statements about people, objects and classroom routines 1.UE6 use demonstrative pronouns this, these that, those to indicate things1. L3 recognize with support common names and names of places; recognize the spoken form of a limited range of everyday and classroom words.
Lesson objectives: All learners will be able to:Listen, point and repeat (ex-1.page97).Most learners will be able to:Choose and talk with friend. Some learners will be able to:Ask and answer the question intelligibly :How do you go to school? I go to school by bus..
Language objectives:
Learners can:By the end of the lesson learners will be able to - what is the translate of Travelling.-Who says about types of travel. Sing the Travel song. Key words and phrases: By car, by bus, by plane, by bike, on foot..Go to school, Go to park, Go to your friend`s house, Go to on holiday, go shoppingUseful classroom language for dialogue/writing: oralDiscussion points:Can you say about your travel?
Assessment for Teaching
Criteria based assessment Assessment criteria: Identify different travel appropriatelyDescriptor: A learner:Point and colorSay kinds of travel intelligibly.Oral feedback
How to overcome barriers in learning English
-Challenge and extend learners through carefully scaffoldingassignments and activities-Use English in class.-Be kind, patient to them.-Smile.
Previous learning Lesson: Clothes PlanPlanned 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: Teacher divides the learners into subgroups using shapes. Warming up: Chair races: In two teams learner will line up facing the board. There will be chairs facing the learners. Teacher will show the flashcard of a bus and says: “This is a bike”. Learners at the front line must decide if the sentence is right or wrong. If the sentence is right they will run to and sit on the chair marked “true”, if “wrong” they will sit on the “false” chair.
Middle (of the lesson) True/False words When pronouncing true and false words or giving a sentence about the previous learned material have the learners stand up whenever the statement is false and sit down whenever the statement is right.
http://www.dreamenglish. com/englishkidsvideoCD, DVD players, paints, picture dictionaries, phonics cards
End (of the lesson) Reflection Oral feedback Learners make comments about the lesson orally. Teacher asks learners to look at lesson objectives they set at the beginning of the lesson and think and say what they did well in the lesson and what needs improvement.
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 linksValues 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?
Descriptor: A learner:Point and colorSay kinds of travel intelligibly.
