Обновленка Smiles 1 класс Grade КСП КМЖ Short Term Plan


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?

Long term plan module: Module 1 My family
Lesson №2 Greetings
School:
Date: 7.09.18 Teacher’s name:

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.S1 make basic personal statements about people, objects and classroom routines
1. S6 make introductions and requests in basic interactions with others.

Lesson objectives: All learners will be able to:
pronounce the key words: Hello! and say Goodbye clearly in English.
Most learners will be able to:
use the greetings hello and goodbye words appropriately.
Some learners will be able to:
act out the dialogue about greeting clearly.
Language objectives: Learners can:
-greet one another using phrases: Hello! I’m … What’s your name?
Hello! I’m …. and say Goodbye using mimes and gesturs!
— make basic personal statements about their friends.
— make introductions and requests in basic interactions with others.
Key words and phrases: hello, goodbye,
Hello! I’m … What’s your name? Hello! I’m …. Goodbye!
Useful classroom language for dialogue/writing: oral
Discussion points:
Can you say why greet and say good bye?
Writing prompts:
Assessment for Teaching Criteria based assessment
Assessment criteria:
Say expressions clearly
Descriptor: A learner
• acts out the dialogue about greeting clearly;
• uses the greetings hello and goodbye words appropriately.
Self-assessment: Traffic lights
How to overcome barriers in learning English -Pronounce the words distinctly
-Encourage learners to repeat the new words several times
-Use their mother tongue to start
Previous learning Lesson №1 Let’s start! Key words and phrases. Making up a dialogue.
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 colorful circles, squares, triangles and rectangular figures. Warming up: “Telephone game” Teacher whispers a sentence to the first learner in a line. Learners must then repeat the sentence to the next learner in line and on down the line. The last learner in line will say out loud the sentence as he/she heard it. The first learner in line will either agree or disagree with the sentence. Revising the previous lesson: Let’s Start How do you think what theme we have for today? Teacher asks the learners to identify today’s theme using interactive slides. Teacher introduces lesson objectives to the learners.

Interactive
board
Middle (of the lesson)

D) Teacher presents key words and phrases using flashcards.
W) Teacher and learners stand in circle. Teacher models/gestures Hello. My name is Nilufar looking at the learner to the right, asks What is your name? Teacher indicates learners in turn to continue.
I) To make the question What is your name? more interesting teacher gives each student a new name or asks them to name themselves. Learners walk around the classroom and ask their classmates: What is your name?
Physical drill
Learners
• follow teacher’s instructions;
• repeat the rhyme.
Listen and do. Repeat after your teacher.
1. Stand up, please!
2. Hands up! Clap — clap!
3. Hands down! Shake — shake!
4. Hands on the hips! Jump – jump!
5. Sit down, please!
D) Teacher models with one learner Nice to meet you, Good Bye (Bye!) [handshake and wave]. Teacher takes feedback from the learners. reference resources — picture dictionaries, CD, notebook

End (of the lesson) Reflection Self-assessment: Traffic lights
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. Traffic lights cards
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)?
3.
4.
What have learned from his lesson about this lesson about the class or individuals that will inform my next lesson?

Бекітілді:
Мектеп директорының оқу
жұмысы жөніндегі орынбасары
__________________
Long term plan module: Module 1 My family
Lesson №3 My family School:
Date: 13.09.17 Teacher’s name:
Class:
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.S1 make basic personal statements about people, objects and classroom routines
1.S6 make introductions and requests in basic interactions with others
1.UE6 use demonstrative pronouns this, these that, those to indicate things.
Lesson objectives: All learners will be able to:
pronounce the key words and phrases: this, my, mummy,daddy, brother, sister
Most learners will be able to:
make basic personal statements about their family using the structure: This is my……
Some learners will be able to:
describe photos or their family members to class accurately.
Language objectives: Learners can:
— make basic personal statements about their family using the structure: This is my……
— use demonstrative pronoun this in their speaking about family members appropriately.
Key words and phrases: family members: mummy, daddy, brother, sister,
this
This is my mummy! This is my…
Useful classroom language for dialogue/writing: oral

Discussion points:
Can you say why family is important?
Writing prompts:

Assessment for Teaching Criteria based assessment
Assessment criteria:
Introduce family members using this is…
Descriptor: A learner
• names his/ her parents correctly using This is my ..
• pronounces the topic words intelligibly
Technique of FA: Oral feedback
How to overcome barriers in learning English Work on mistakes together with learners
-Use games
-Motivate learners to interact with one another
-Use their mother tongue to start
Previous learning Lesson №2 Greetings
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: Warming up: Around the world game: One learner stands behind the other. The teacher holds up a flashcard of a picture and shows it to the first pair. The first of those two learners to say its English equivalent moves on to stand behind the next learner. The goal is for the learner to make it all the way around the class, or “around the world”, saying more distinctly and quickly than other learners.
Teacher shows a short cartoon about the family and asks: How do you think what theme we have for today? Teacher introduces lesson objectives to the learners. Revising the previous lesson:

http://www.dreamenglish.com/englishkidsvideo

Middle (of the lesson)

W) Teacher and learners stand in circle. Teacher models/gestures Hello, I’m … [indicating person to the right] This is …Teacher indicates learners in turn to continue.
W) Family picture: Teacher asks learners to bring photos of their relatives beforehand. Teacher asks them to introduce their relatives using the phrases This is my mummy! This is my daddy! Teacher provides learners with the Zone of proximal development.
I ) Family tree: Ask learners to draw their relatives with grandparents. Help them to introduce their family members in English: This is my mummy!
W) Learners listen to and sing the song Family with the help of the teacher. Learners dance to music together with the teacher. Song: Family,
word flashcards, picture dictionaries, CD, photos, notebook
End (of the lesson) Reflection
Technique of FA: Oral feedback
Learners make comments about the lesson orally.
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.

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?