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LESSON:
Unit 3 In my
house
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School: 26
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Date:14.11.2018
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Teacher name: Zhapsarbaeva A.E
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CLASS: 1 а
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Number present:
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absent:
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Learning
objectives(s) that this lesson is contributing to
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1.L3
recognise the spoken form of a limited range of basic words
1.S3
pronounce basic words and expressions intelligibly
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Lesson
objectives
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All learners
will be able to:
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Pronounce
4-5 new words
and expressions intelligibly
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Learn new letters
and name the words starting with these letters
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Most learners
will be able to:
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Use
5 new words while describing a house with minimum support
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Overwrite
two letters and name the words
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Some learners
will be able to:
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Use
6 new words while describing a house without support
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Write
the letters and name the words
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Previous
learning
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Making a family
silhouette picture
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ICT
skills
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ICT specific
vocabulary may be used
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Value
links
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Respect, Cooperation
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Cross
curricular links
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Maths,
ICT , art
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Plan
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Planned
timings
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Planned
activities (replace the notes below with your planned activities)
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Resources
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Beginning
10 min
(W/I)
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Greeting, Warm Up and Letters
Greet the
students.
“Hello,
children!”
Warm-up
Ø
Sing a song
“How are you?”
Ø
Ask everyday questions.
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https://www.youtube.com/watch?v=mebfKDQ4dLo
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Middle
15 min
(W/I)
10
min
(I/W)
End
5 min
(W)
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Introduction of
the topic “My house”
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Go
through the PPT and work out the words; chorus as a class.
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Pass
out vocabulary notes to glue into learners’ vocabularies.
Dynamic break:
Sing a song:
Clap your hands, listen to the music, turn around, and jump up high.
Listening/Overwriting
practice:
·
Pass
out worksheet 2 and have learners to look at the picture of
a house;
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Learners
listen to the teacher and put a number next to each room in the house;
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Check
as a whole class;
*****
Less confident learners work with teacher’s assistance.
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Next,
ask learners to overwrite the room words.
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Give
stickers/praise those who did everything correct and accurate.
Reflexion
Can you name the rooms of your house?
SINGNING
Sing
a song “Good bye”
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Worksheet
1
Worksheet
2
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Additional
information
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Differentiation
– how do you plan to give more support? How do you plan to challenge the more
able learners?
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Assessment – how
are you planning to check learners’ learning?
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Cross-curricular
links
Health and safety check
ICT links
Values links
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·
more
support can be given during elicitation, instruction and questioning phases
of the lesson by nominating learners to answer items relating to more high
frequency vocabulary to build confidence through participation.
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· through
questioning and the redirecting of questioning in feedback activities
· through
observation
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Environment
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Art
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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?
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Use the space
below to reflect on your lesson. Answer the most relevant questions from the
box on the left about your lesson.
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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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![Рабочий лист по обучению грамоте Звуки [й, э], [э]. Буква Е, е.](https://img.infourok.ru/is07/img/0ca1-000e7808-9b4921d7-480x480.png)
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