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Оқу-ісінің меңгерушісі: С.М.Дүйсенова
Lesson : Unit 2 My school
School: №274
Teacher name: Zh.S.Musenova
Number present:
Theme of the lesson: Describing things: Adjectives (big, small, long,short)
Learning objectives(s) that this lesson is contributing to
1.S1 make basic personal statements about people, objects and classroom routines
1.UE3 use basic adjectives to describe people and things
Lesson objectives
Learners will be able to:
Learners take turns to be blindfolded and pull out a few objects and say what they are e.g. It’s a big 3, It’s a small ‘p’ [sound]. It’s a big pen etc.
Assessment criteria
Learners have met the learning objective (S1) if they can:
Say objects and classroom routines
Value links
Cross-curricular
Using videos, working with URLs
Previous learning
Planned timings
Planned activities
Teacher greets students; Students respond to greeting and take their places.
Teacher demonstrates big/small using projected visual images. Teacher models: ‘ It’s a big/small . ’ e.g.
It’s a big chair. It’s a green chair.
Note that at this stage such activity is still done without asking questions. It’s done rather by eliciting using prompts and revealing parts of the target answer where learners are struggling.
Teacher clip [realia]
(W) Teacher nominates a learner to say what projected image is.
(G) Each group is given a bag and blindfold. In the bag are some ‘feely’ numbers, consonant letters [above] common objects [pen chair (toy> bag]. These items are different sizes [big or small].
Learners take turns to be blindfolded and pull out a few objects and say what they are e.g. It’s a big 3, It’s a small ‘p’ [sound]. It’s a big pen etc.
Mix as much realia as you can in with number/letter shapes to provide variety but only of lexical items already known to students from units/lessons above.
Remember to consistent with letters. Learners do not know letter names yet [only letter sounds] and to slip into using letter names would be confusing.
( W) Teacher takes a full bag, pulls out an object and nominates a learner to say what it is (including colour or size) e.g. It’s a small /red pen .
This formative assessment strategy is similar to the idea of ‘exit passes’: you only get out if you can. Use ideas like this regularly as warmers and fillers to monitor progress.
(I) (f) Two objects from the bags are placed in front of every Learner. Every learner stands. Teacher nominates one to begin. Learner says what objects are. If correct, sits down. If not, remains standing and passes object[s] he/she could not describe to next learner. Game continues until no one left standing.
Alternative:
Introduce the adjectives
First start by drawing two lines vertically down the board so you divide the board into three equal sections. Then do the following for each set of adjectives:
big / small : in the first section draw an apple (as shown below). Elicit "apple" and write "an apple" under the picture. Then, in the second section, draw a really big apple – fill up the whole section. Teach / Elicit "big" and write "a big apple" under the picture. Finally, draw a really small apple in the last section, teach / elicit "small" and write "a small apple".
Chorus each of the phrases three times. Then erase the pictures of the big and small apples. Invite one student up to the board and pointing in the middle section say "draw a big apple". Then invite another student up and say "draw a small apple" pointing at the last section. Give each student a round of applause.
Good bye song
Students sing a good-bye song and danceto the tune repeating the moves shown in the video
Smiling feedback
Students practice saying classroom objects in English when teacher shows the picture.
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?
Health and safety check
ICT links
Less able students – greater support by means of prompts, visuals or writing difficult words on the blackboard
More able students – independent work on definite tasks with little/no support
While group or pair work more able students can also provide less able students with additional support
Work with the SMART board not more than 10 minutes
Make a dynamic break in the middle of the lesson
Monitor classroom space when students start moving around
Use water based markers
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?
Summary evaluation
What two things went really well (consider both teaching and learning)?
What two things would have improved the lesson (consider both teaching and learning)?
What have I learned from this lesson about the class or individuals that will inform my next lesson?
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…?
Writing prompts:
School things, colors and numbers 1 - 5
Planned activities (replace the notes below with your planned activities)
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)
“Get your pencil”
Cards Worksheets, glue, scissors
Lead in: Lead in: Learners revise some key words from a previous topics (colours and numbers) SS
Pre- teaching: the learners pronouns phrase: adjective + noun ( a red pen, a green pen…)
Cards on the desk
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
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.
Sing a song Pupils sing a song “Get your pencil”
Pupils do the task in AB p. 29
“Get your pencil”
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
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.
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
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
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.
What two things went really well (consider both teaching and learning)?
What two things would have improved the lesson (consider both teaching and learning)?
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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