План урока по английскому языку 1 класс smiles

Обновлено: 05.07.2024

Урок содержит пошаговые инструкции на закрепление вокабуляра и структур по теме "Транспорт". В разработке представлены игры на закрепление, скриншот видео для физминутки, а также скриншот страниц учебника Smiles 1 by Express Publishing по текущей теме.

Содержимое разработки

Learning objectives:

1.S3 pronounce basic words and expressions intelligibly

1.S5 produce words in response to basic prompts

1.UE9 use basic present simple forms [positive and negative] to give basic personal information

1.L2 recognize with considerable support a few basic personal questions spoken slowly and distinctly

Anticipated problems:

All learners will be able to

Recognize simple greetings

Listen to the song, sing it and act

Most learners will be able to

Recognize transport vocabulary

Demonstrate and name the actions

Some learners will be able to

Answer the questions with a new structure intelligibly

STAGE AND ITS OBJECTIVES

INTERACTION

Ss are able to greet

T: Good morning, children!

Ss: Good morning, good morning, good morning to you…

Ss are able to say how they feel at the beginning of the lesson

Ss: I’m super. I’m sad…

Physical drill

Ss are able to use and act out the verbs describing daily routine

T: I get up, wash my face and hands, clean my teeth…

Ss repeat in chorus and act

Ss are able to name the types of transport

T shows the pictures of transport

A game “Go to the . ” instead of dots T names a word

T hides some pictures

of transport and asks What is missing?

T asks a student “Show me a. ”

Ss name the transport

A S acts out words of Transports , the others guess and say the word in English.

food, drink, ice-cream, sweets, bananas, apples, lemons, cheese, bread, eggs, fish, tea, milk, juice, favourite.

Planned timings

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

Organisation moment

Stand up, children

Good morning! The bell has gone, children. I’m glad to see you Get ready for the lesson.

1.Warm up activity (Речевая разминка)

Hello! How are you today? How old are you? What is your name? (Диалог с каждым учеником)

2.Практическая работа с числовым рядом

Tell the learners about what they are going to do today:

Today at the lesson we ’ ll get to know some new words and talk about food and drinks

II. New theme.

SONG. Do you like apples? Listen to the song and

repeat the gestures teacher shows. Then sing and dance the song together.

(после песни знакомство с новыми словами)

food, drink, ice-cream, sweets, bananas, apples, lemons, cheese, bread, eggs, fish, tea, milk, juice, favourite.

Drill the sentences prompts I like \ I don’t like

Понимать на слух и использовать в своей речи следующие речевые конструкции “I like/I don’t like”, “What fruit do you like?” This is an apple! And now say very quiet – apple! And now very loud – apple! (яблоко, банан и др)

Do you like….? Yes, I do. It’s yummy

Do you like ….? No, I don’t. It is yucky!

Physical minute

I see you are tired.

Ok! Kids, let's do an exercise. Please, stand up!

Turn around and clap your hands and jump!

Turn around and clap your hands and kick!

1.Teacher gives the pupils some instructions.

Look at the pictures of food and drink. Ask and talk to your partner what you like and don’t like. Use these questions:

Do you like apples?

Do you like lemons?

Do you like cakes?

Do you like bread?

Do you like juice?

Do you like tea?

2. Work with the presentation

Peer assessment: others listen when somebody says a sentence and corrects or helps to say. Choose one more able student to assess others by giving a sticker. But the teacher makes the final decision.

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Зарегистрироваться 15–17 марта 2022 г.

LESSON: Objects around me

Number present:

Learning objectives(s) that this lesson is contributing to

1. UE 7 use personal subject pronouns to identify things

1. S5 produce words in response to prompts

1. L3 recognise with support simple greetings recognise the spoken form of a limited range of basic and everyday classroom words

1.S3 pronounce basic words and expressions intelligibly

1.L1 recognise short instructions for basic classroom routines spoken slowly and distinctly

Lesson objectives

All learners will be able to:

listen and repeat the words according to the topic “ In Kazakhstan”

Most learners will be able to:

recognise and name some words according to the topic “ In Kazakhstan”

Some learners will be able to:

name and use most of the words according to the topic “ In Kazakhstan”

Previous learning

Planned timings

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

T. repeats all the animals which were covered at previous lesson with Ss by using pictures

T. divides students into two groups and play the game

“ Go fish” . Both groups are given the same pictures of animals. Pictures are placed face down, Ss in a clockwise turn over two pictures from different places as they wish. If pictures match to each other, S. names it and takes as a point.

Physical training

T. shows a video about ‘how to make an elephant’ and Ss using some materials make an elephant themselves.

T. shows PPT and introduce with new words: (in) the mountains, (in) the forest, (on) the plain. T. should say a word and Ss should repeat after.

T. puts on the board the pictures of three places and Ss should stick the animals on according to the animal’s place of living. ( Lives in Kazakhstan, Do not live in Kazakhstan, Can live in Kazakhstan ) Then Ss should name them.

T. shows the pictures of weather above the places like (in) the mountains, (in) the forest, (on) the plain. Looking at the picture Ss should give a full sentence like It’s rainy in the mountains

T. gathers Ss in a circle so that every S. can see the pictures of animals and place of living. T makes some rules together with Ss to discipline. Ss are shown pictures and asked to name them. Ss should show an individual understanding of the new topic. At the end of this activity T. nominates Ss. (formative assessment- S5)

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.

Cards “Bingo”

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?

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

Cross-curricular links Health and safety check ICT links

Values links

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.

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 achievements/difficulties of individuals that will inform my next lesson?

Thank you for attention!

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