Урок по анлийскому языку на тему Where is it?

Long-term plan unit: Travel School: AltynsarynDate: 20.01.2017-23/01.-24.01.2017. Teachers name: Kadyrova A.
Grade: 1st Theme of the lesson: Where Is It?
Learning objectives(s) that this lesson is contributing to 1.S3 pronounce basic words and expressions intelligibly
1. L3 recognise with support simple greetings, spoken form of a few basic and everyday classroom words
1.S5 produce words in response to basic prompts
1.L4 recognise basic intonation distinguishing questions from statements
1.UE14 recognise and use basic prepositions
1. S1 make basic personal statements and simple statements about objects
1. L1 recognise short instructions for basic classroom routines
1. UE5 use interrogative pronouns
Lesson objectives Given oral or visual prompts and after sufficient rehearsal, all learners will be able to accomplish at least 80% of the following:
1. recognise and apply the prepositions in, on, under, near, next to to describe where things are;
2. use what, where, how to ask questions
3. apply previously learned vocabulary to create phrases and sentences.
Success criteria Given oral or visual prompts and after sufficient rehearsal, all learners will succeed if they accomplish at least 80% of the objectives detailed above.
Value links Trilingual communication
Cooperation and mutual respect
Learning-centered activities
Cross curricular links Links will include social sciences (transportation), health and safety (using transportation safely and maintaining good health practices)
ICT skills By teacher only
Previous learning Revision of colours, numbers, animals, outdoor places, classroom objects, family members.
Plan
Planned timings Planned activities (replace the notes below with your planned activities) Resources
Beginning
10 minutes Good morning children! I`m glad to see you. How are you?
Now boys and girls we sing the song. ABC song.
Middle
25 minutes
Today we`re going to talk about preposition: on the, in the, under, next to, near.
NEW INSTRUCTION: NEXT TO
1. Explain “next to” and the difference between “next to” and “near”.
2. Show students the pictures. You can revise the names of each picture.
3. Instruct students that one at a time, they will be able to come to the board and follow your directions, then teach the class the sentence that goes with it.
4. Demonstrate to students that you will choose one picture, and then they will put it on the board WHERE you say to put it. As an example, put one picture on the board and simply say “The _______ is ON the board. Where is the _________?”And have all students respond with your first sentence. Explain that you will use on, under, near and next to in your directions.
5. Call up one student at a time and follow the same procedure. Be sure to have all students repeat the sentence, to keep them engaged.
Flannel board
and pictures
End
5 minutes -Review with hand or video signals and motions: in, on, under, near, next to.
-Sing the thank you song.
Additional information
Differentiation – reluctant speakers will be able to begin with the most rote part of the verbal exchange (B part) to help them gain confidence in speaking. More able speakers will be encouraged to add complexity to the sentences with colours and numbers.
Assessment – how are you planning to check learners’ learning?
Verbal assessment