План урока по английскому языку на тему My family and friends

LESSON10:
Unit 3 My family and friends School:
NIS KokshetauDate:02/11/15 Teacher name: Tatyana Karpova, Lyudmila Kim
Grade: 1 Number present: absent:
Theme of the lesson: Family and friends
Learning objectives(s) that this lesson is contributing to 1.UE11use there is/are to make short statements
1.L3recognise with support simple greetings recognise the spoken form of a limited range of basic and everyday classroom words
1.S3pronounce basic words and expressions intelligibly
Lesson objectives Learners will be able to:
Use there is / there are to make statements
Understand and follow instructions
Pronounce 90% of words intelligibly
Success criteria Learners have met the learning objective (S5) if they can:
learners use there is/are to present their house;
learners describe what there is in their house for the other learner.
Value links Lifelong learning
Cross-curricularlinks World cognition
ICT skills Using videos& pictures, working with URLs
Previous learning Personal pronouns I am He/she/it is, possessive adjectives my his her, numbers 1 – 10 to talk about age from Unit 1, initial consonant letters, adjectives big small from Unit 2
Plan
Planned timings Planned activities Resources
Beginning
5minsTeacher greets students; students respond to greeting and take their places.
Warming up
Teacher asks students “How are you?” to find out their mood at the beginning of the lesson; students choose one of the smiles they see on the slide, saying “I am happy/sad….etc.”
Students get familiar with the lesson objectives.
Students watch a video and follow the instructions to make a circle of different shapes and sizes.
(Make a circle big, big, big; small, small, small; big, big, big;
Make a circle small, small, small;
Hello, hello, hello) PPP slide 3
https://www.youtube.com/watch?v=ALcL3MuU4xQMiddle
30mins
In my house (D, W) (15)
Demonstration:
- demonstrate a picture of a house
- ask “What’s this”; students may read the answer from the picture; if they cannot read and answer, help by reading the sentence aloud
- use 3x3 choral drilling of the phrase “this is a house” for students to learn how to pronounce it correctly
Whole class activity:
- provideeach student with a hand-out of “there is/are” structure
- read each phrase aloud, use a 3x3 choral drilling for students to learn how to pronounce these phrases correctly
- show a picture of a house with various objects inside (windows, desks, etc.)
- model a couple of sentences as an example: “In this house there are 3 pens”, “In this house there is one computer”.
- ask students “How many?” questions for various items in the house
(i.e How many windows are there in this house? – There are 3 windows in this house.)
Dynamic break (W) (2)
Whole class activity:
Students go to the carpet and have a dynamic break “Head, shoulders, knees & toes”
Head, shoulders, knees and toes
Knees and toes
Head, shoulders, knees and toes
Knees and toes
And eyes and ears and mouth and nose
Head, shoulders, knees and toes
Knees and toes.
In my house (I, P) (13)
Individual work:
- give each student an outline of a house
- ask students to spend 3-5 minutes and draw various object they want to have in their houses
- monitor students’ progress
Pair work:
- in 5 minutes ask students to find a partner and share the information about their houses with their peers using “there is/are” structure
- give students 4-5 minutes to talk to each other, go around the class and listen to students’ stories, assist if necessary
- in 4-5 minutes come to each student individually and assess his/her work with help of sticker (a smile – stick it on a student’s paper)
Reflection
Students identify what they did well in the lesson and what needs improvement. Picture of a house, PPP slide 4
Hand-outs
https://www.youtube.com/watch?v=h4eueDYPTIgAn outline of a house
End
5mins Good bye song
Students sing a good-bye song and dance
Good-bye, good-bye, see you again!
Good-bye, good-bye, see you, my friend!https://www.youtube.com/watch?v=Xcws7UWWDEsAdditional 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 checkICT links
Less able students – greater support by means of prompts, visuals or writing difficult words on the blackboard
More able students – independent work on definite tasks with little/no support through observation Work with the SMART board not more than 10 minutes
Use water based markers
Ensure proper ventilation
Monitor classroom space when students start moving around
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? 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?