Long term plan module: Module 1

Greetings and names

Lesson №1 Let’s start!

School:
Date: 5.09.2018 English teacher:
Class: 1

 

Number of present Absent: —
Learning objective(s) that this lesson is contributing  to: 1.L3 recognise with support common names and names of places; recognise the spoken form of a limited range of everyday and classroom words

1.S3 pronounce familiar words and expressions intelligibly

1.R1 recognize sound and name the letters of the alphabet

1.S6 make introductions and requests in basic interactions with others.

Lesson objectives: All learners will be able to:

recognize sounds and name the letters of the alphabet

Most learners will be able to:

greet one another in English using the key words and phrases, pronounce familiar words and expressions intelligibly.

Some learners will be able to:

make up a dialogue about greeting and act it out with enthusiasm.

Language objectives: Learners can:

recognize sound and name the letters of the alphabet;

-greet one another using phrases: Hello. I’m ……. What is your name? My name is….;

— pronounce familiar words and expressions intelligibly;

— make introductions and requests in basic interactions with others.

Key words and phrases: hello, I, your, my, name, what

Hello. I’m ……. What is your name?  My name is….

Useful classroom language for dialogue/writing: oral
Discussion points:
Can you say why we greet one another?
Writing prompts:
Assessment for Teaching Criteria based assessment. Assessment criteria: Introduce himself/herself clearly.

Descriptor:

A learner

 greets himself/herself correctly;

 says “hello” clearly

Self-assessment: Hand signals

How to overcome barriers in learning English -Smile, create a favorable atmosphere in class.

-Encourage learners to dialogic learning.

-Use their mother tongue to start.

Previous learning Saying hello  and hi, recognizing some letters of the English alphabet
Lesson 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 teaches the learners to greet one another in English; learners respond to greeting of the teacher and take their places.                                                                                                          Dividing into subgroups using colourful stickers                                                         Warming up:  Act out the situation in the picture. Use greetings and goodbye words: Hello, hi, good morning, good afternoon, good bye, nice to meet you, see you.                                                                               How do you think what theme we have for today? Teacher asks the learners to identify today’s theme using mimics and gestures. Teacher introduces lesson objectives to the learners.                                                                

 

 

 

colourful stickers

Middle (of the lesson)

 

D) Teacher pre-teaches the words hello, name, my, your using flashcards, simple mimes and gestures.

Learners watch a video about greeting carefully and follow the instructions to make circles and practice the words in English.

W) Teacher and learners stand in a circle. Teacher models / gestures: Hello I’m … Teacher indicates learners in turn to say Hello, I’m

G) Learners form smaller circles and continue saying Hello I’m…. and introducing a learner to the right This is…

W) Elicit from learners first sound of names of following words by showing visuals with first sound [letter missing [h]ello   [m]y    [n]ame.

W)  Dynamic break: Learners listen to and sing along with a simple Hello song. Learners dance to music.

W) Teacher walks along and says «I spy with my little eye something that begins with the sound m [mummy],» or «… something that begins with letter b [brother].»

Song: Hello,

phonics cards, CD disk, notebook,

phonics cards, notebook

http://www.dreamenglish.com/freedownload

 

 

 

 

End (of the lesson) Reflection                                                                                                  Self-assessment: Hand signals

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 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.

 

I think the lesson objectives 1.L3, 1.S3, 1.R1 and 1.S6 were realistic.

Learners :

recognized sounds and named only two letters of the alphabet;

-greeted one another using phrases: Hello. I’m ……. What is your name? My name is….;

— pronounced familiar words and expressions intelligibly;

The learning atmosphere was favourable. Out of 13 learners 3-4 were the most active 3-4 learners more active and 4-5 slow. By the end of the lesson some learners were not listening to the teacher’s instructions. Why? May be they were tired of the lesson. And adding that it was their first English lesson.

I think my differentiation worked well. I stuck to timings.

What changes did I make from my plan and why?

Firstly, I chose such interactive activities where learners were going  around the classroom and talking to one another freely. Secondly, There were assessment criteria for the tasks.

Summary evaluation                                                                                                                                                                   What two things went really well (consider both teaching and learning)?                                                                                       1. When learners sang the song Hello with the help of the teacher and DANCED they were really happy!                                    2. They liked to make a circle and greet one another.                                                                                                                                     What two things would have improved the lessons (consider both teachings and learning)?

1.      So as to motivate those slow learners in the lesson it would be better to play games.

2.      It would be better to use English when I explained them what to do during the lesson. Unfortunately I spoke more Kazakh and Russian and the least English. So using English with mimes and gestures would have improved the English lesson.

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

 

        

 

 

 

 

 

              Тексерілді:

   Мектеп директорының оқу

жұмысы жөніндегі орынбасары

     __________________                                                        

Long term plan module: Module 2 My school

Lesson №19 Objects around me

 

School:
Date: Teacher’s name:
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.L1 recognise short basic instructions for a limited range of classroom routines spoken slowly and distinctly

1.UE3 use basic adjectives to describe people and thing

1.UE7 use personal subject and object pronouns to give basic personal information

 

Lesson objectives: All learners will be able to:

talk about things in a room using the structures: This is my bed.  It is brown

Most learners will be able to:

listen to and sing the song My Room with the help of the teacher.

Some learners will be able to:

demonstrate a model This is my bed.  It’s blue. I like it very much.

Language objectives: Learners can:

talk about things in a room using the structures: This is my bed.  It is brown

make up correct sentences using objects and their colours around him/her.

listen to and sing the song My Room with the help of the teacher.

demonstrate a model This is my bed.  It’s blue. I like it very much

Key words and phrases: bed, chair, TV, table, desk

Look at the bed. This is my bed.  It’s blue.  This is my… It is …

Useful classroom language for dialogue/writing: oral
Discussion points:
Can you say why there objects around us ?

 

Writing prompts: This is my …..  It’s ….. I like it very much.
Assessment for Teaching Criteria based assessment

Assessment criteria:

Talk about things in a room using the structures: This is my bed.  It is brown .

Descriptor:

A learner

points to the right object and name it

 makes up correct sentences using objects and their colours around him/her.

Self-assessment: Hand signals

How to overcome barriers in learning English -Get learners to think before answering

-Scaffold learners if necessary

-Use English and their mother tongue to start

Previous learning Checkpoint 2
          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: Teacher divides learners into subgroups using puzzle pictures.                                                                                                                                                                                                      

Revising the previous lesson:

Is it a..? drawing game Teacher (or later , a learner) begins to draw on the board. She/he may draw a line or a circle, etc, but only part of the drawing. Then the learners guess, “Is it a ruler?” “Is it a book?” After a few guesses, the teacher /learner draws another small part of the drawing, and learners guess again, the process continues until the learners guess correctly.

Warming up: Brainstorming: Teacher asks the learners a question: How do you think what words come to your mind when you hear the word combination “objects around me”? Learners exchange ideas with one another. Any idea is accepted.                                                                          

puzzle pictures
Middle (of the lesson)

 

D) Teacher pre-teaches using realia / visual aids: bed, chair, TV, table, desk

D) Teacher uses visual of a house on board and elicits vocabulary items as they are added to picture. a door,  3 windows,  a black cat,  2 big red chairs, mum and dad, a small desk,  a TV.                                             D) Uses demonstration to model This is my bed.  It’s blue. Asks learners to continue the demonstration of the modeling the house.

G) Groups are given a worksheet with an empty room outline on it. Learners are asked to stick colorful room object cutouts around the room.

G) Learner in one group describes in English to another group learner e.g. This is my bed. It is black.

D) Teacher models pronunciation and accompanying head gestures for yes and no.

W) Learners listen to and sing the song My Room with the help of the teacher. Learner dance to music.

Song: My Room, CD, DVD players, picture dictionaries, a worksheet with an empty room outline , room object flashcards, notebook
End (of the lesson) Reflection:Self-assessment: Hand signals

  1. What have you learnt today?
  2. Which task do you like?

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. I hope the lesson was interesting and useful for you.

Hand signals

 

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?

 

                                             

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