Lesson plan

 

Long-term plan unit: 2 My school School:
Date: Teacher name:
CLASS: Number present: absent:
Theme of the lesson: Around school    
Learning objectives(s) that this lesson is contributing to 2.S3 pronounce familiar words and expressions intelligibly

2.L5 recognise the sounds of phonemes and phoneme blends

2.L1 recognise short basic instructions for a limited range of classroom routines spoken slowly and distinctly

2.R3 recognise and identify some familiar sight words from local environment

 

Lesson objectives Learners will be able to:
·         pronounce classroom words, numbers

·         recognise some letter sounds and read/write them

·         recognise/write nearly all  different parts of school words and numbers sounded

·         recognise some sounds are represented by more than one letter

 

 

Success criteria Learners have met this learning objective R3, if they can identify and match 8 -10 familiar sight words
Value links Cooperation Respect
Cross curricular links    Maths
ICT skills Smart board
Previous learning Numbers 11-20
Plan
Planned timings Planned activities (replace the notes below with your planned activities) Resources
      Beginning

 

 

 

ORGANIZATIONAL MOMENT

Teacher: Good morning!

How are you?

Learners answer the question How are you? Refer to the picture.

Teacher gathers the learners in a circle and checks how children remember the clothes, also students name colours they see:

Pupils: I am wearing white blouse. Teacher: Are you a school girl?

 

Teacher: The aim of the lesson is SCHOOL

PHONETIC DRILLS

Teacher: Look around the classroom and chant with me.

1, 2, 3 point to the door!

3, 4, 5 point to the floor!

5, 6, 7 point to the wall!

8, 9, 10 stand up tall!

 

Primary Colours [Hicks and Littlejohn CUP 2002] CD1

 

Picture

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Primary Colours [Hicks and Littlejohn CUP 2002]

Ex.2 p.12 PB

 

Middle

 

 

 

 

 

 

 

 

REVISION

1. Teacher uses flashcards to revise words relating to classroom and school.

Learners revise school supplies with the help of flashcards.

T: Where can you see these things? Ss: In the classroom. At school.

2. Integrate other flashcards and elicit words using initial question:  ‘What is this?’

For these activities, have initial letters of words written/stuck on board to refer to.

3. Learners answer the question: How many…..are in the classroom?

 

PAIRWORKING

Pupils play a game in pairs. One pupil writes four numbers. Another pupil should guess his partner’s numbers.

Seventy. – No!

Thirty. — Yes!

 

BREAK

 

All learners stand up and  count and dance a little .

 

 

ASSESSMENT

Learners  identify and match numbers 20-30

 

 

 

 

 

 

Primary Colours [Hicks and Littlejohn CUP 2002]

Ex.1 p.6PB Ex2,3 p.15 PB

Flashcards

 

 

 

 

 

 

PPT

 

Primary Colours [Hicks and Littlejohn CUP 2002]

Ex.3 p.13 AB

 

 

 

 

Let’s Count to 100 Song

https://www.youtube.                     com/watch?v= SxgCA1qOW20&list=  RDSxgCA1qOW20#t=49

 

 

 

Worksheet

 

End

 

 

 

 

 

 

 

Well what did we do in our lesson?

—     Evaluation of the lesson

Give the home task. Revise numbers 10-100.

Children sing a Good bye song

 

Good bye song

https://www.youtube. com/watch?v= Xcws7UWWDEs

 

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

·      More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support ·      Through formative assessment

·      Through observation of the stage of revision

·

·         Health promoting techniques

·         Breaks and physical activities used.

·         Points from Safety rules used at this lesson.

·      Use video 10 minutes

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 box 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 lesson (consider both teaching and learning)?

 

1:

 

2:

 

What have I learned from this lesson about the class or individuals that will inform my next lesson?

 

 

 

 

 

 

 

 

 

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