Краткосрочный план по английскому языку на тему Number 1-5 (1 класс)

LESSON: Module 2. My school
My school. School: Sarzhansay secondary
Date: 10/10 Teacher name: Samat A.S.
CLASS: 1 Number present: absent:
Learning objectives(s) that this lesson is contributing to 1.L1 recognise short instructions for
basic classroom routines spoken slowly and distinctly
1.S1 make basic personal statements and simple statements about objects
Lesson objectives All learners will be able to:
listen and repeat the numbers: one, two, three, four, five.
say and recognize numbers.
Most learners will be able to:
say and recognize numbers vice versa.
Answer the question: What colour is it?
Some learners will be able to:
recognise and name all numbers
put and answer the question
Previous learning Family members, colours
Plan
Planned timings Planned activities (replace the notes below with your planned activities) Resources
Beginning
ORGANISATION MOMENT:
(an activity to revise the vocabulary from the previous module.)
Name a colour, e.g. blue. Ask a pupil to name three more colours. Repeat with some more pupils.
Presentation and Practise.
(activities to present and activate the new language)
Put up the numbers on the board. Point to numbers 1-5, one at a time, and say the corresponding words. The pupils repeat chorally/individually/in groups/ in pairs. Point to each number in random order. Ask individual pupils to say the word. Ask the rest of the class for verification. Spread out five pens on your desk. Say a number e.g.four. ask a pupil to come to the front, pick up four pens, show them to the class, and say the number. Repeat with as many pupils as you think necessary.
Play the CD. The pupils listen, point to the numbers and repeat them. Play the CD again pausing after each number. The pupils repeat, chorally/individually.
One, two, three, four, five. Flashcards
CD1 track 18
Middle
MAIN:
Colour. Talk with your friend.
T. asks Ss to come to the board and take 1 candy from the box. There are 12 candies of 6 different types in the box. Ss should show their candies and find out their partner with the same type of candy with whom he/she will work in a pair.
Explain the activity. The pupils work in pairs. They first decide and colour the numbers in the ME section. Then they ask their friends and colour the numbers in MY FRIEND section. Demonstrate this yourself first. Go around the classroom providing any necessary help. Ask some pairs to report back to the class.
A: One. What colour is it?
B: blue.
A: Two. What colour is it?
B: red, etc.
Sing the NUMBER SONG!
The pupils listen to the song. Teach the following actions. Play the song again and encourage the pupils to do the action. Time permitting, play the song a third time for the pupils to sing and do the actions.
LET’S LISTEN!
Set the scene by asking the pupils questions about what they can see in the pictures. E.g.
Teacher: (pointing to Liam, Lilly, Charlie, Nanny Rose in the picture) who are they?
Class: Liam, Lilly, Charlie, Nanny Rose
Teacher: Yes, Liam is going to school. What number is it?
Class: Three!
Play the CD. The pupils listen and follow the dialogue in their books.
Play the CD again with pauses for the pupils to repeat, chorally/individually.
Hold up your book to the class. Say the dialogue and point to the pictures in turn. Repeat, this time inviting the pupils to complete your sentences.
E.g. teacher: Time for …
Class: school Candies
Pupil’s book

Track 19 CD1
End (an activity to consolidate the language of the lesson)
Ask the pupils which is their favourite number (1-5). Ask them to write it on a piece of paper. Then ask them to decorate their paper with items denoting that number. Provide an example on the board. Display their work grouping them by number.
Ex 1 page 28 Join, find, trace Activity book
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 linksHealth and safety checkICT linksValues links
Create mixed ability pairs through questioning and the redirecting of questioning in feedback activities
through observation in pair & group work
through formative assessment Music, Art & Math
Formative assessment and warming up activity develop Ss’ critical thinking skills and understanding about academic honesty
Ss will become more careful towards their school things
White board is used no more than 5 minutes