Lesson title
Around school
Learning objectives(s) that this lesson is contributing to (link to the Subject programme)
2.L9 recognize the spoken form of familiar words and expressions
2.R3 read and follow with considerable support simple, words, phrases and sentences on familiar topics
2.R6 understand with considerable and particularly visual support, some specific information in short, simple texts on familiar topics
2.S3 use a limited range of basic words, phrases and short sentences to describe objects, activities and classroom routines
2.W7 spell some familiar high-frequency words accurately during guided writing activities
Lesson objectives
By the end of the lesson learners will be able to:
· follow teacher’s instructionsconcerning the topic of school objects, identify and name objects;
· read not less than 12 words and word combinations concerning the topic “School objects”
· use not less than 12 words on theme “School objects”
in their speaking
· use not less than 6 words on theme “School objects” in their writing activities
· read a short text with new vocabulary
Useful classroom language for dialogue/writing:
Structures:
It is a .. (pen)
Vocabulary on theme “School”
a book, a schoolbag, a table, a pen, a pencil;
A pencil case, a desk, a sharpener a teacher, a pupil,a classroom, a rubber
Values links
Planned activities (replace the notes below with your planned activities).
Resources
Start
1min
4 min
Organization moment.
(Whole class)
The teacher greets students and asksthem somequestions “How are you? “Are you OK, Nina?”etc.
The teacher: Be active at the lesson, I’ll give you a red star if you answer well.
A formative teacher’sbased assessment.
During the whole lesson the teacher gives a red star for a good answer to all pupils.
(Whole class)
Task 1.Speaking
Revising previously learned words.
(A book, a schoolbag, a table, a rubber, a pen, a pencil ;)
The teacher shows the pictures of school objects, and pronounce the words corresponding them. Then the teacher shows the cards with the words and asks students to find the appropriate word to every picture. Students pronounce the words and fix the pictures and words to the blackboard in a right way.
Differentiation by pace
Students make up sentences orally. Students that are more capableare expected to make 3 sentences in 1 minute, less capable students in 2 minutes.
Peer assessment. Students will listen to each other supporting and correcting. They comment. (Good. Nice. Super.)
3 by 3 drilling
The whole class pronounce the word after the teacher 3 times chorally. Then they repeat the word individually after the teacher. Then they repeat chorally after the teacher.
Modelling:
Checking Comprehension.
T: Say “yes” or “no”, give an answer or show the finger up or down.
1. Will you speak? (yes)
2. Will you write? (no)
3. Will you fix the picture to the blackboard? (yes)
Red stars.
Worksheet#1
(Pictures and words on sheets of paper(separately): (a book, a schoolbag, a table, a rubber, a pen, a pencil ;)
Middle
Students willwork in pairs;ask each other about the school objects.
(minimum 3 replies for every student)
Modelling:
A: It is yellow.
T: Is it big?
A: Yes, it is.
Checking Comprehension.
T: Say “yes” or “no”, give an answer or show the finger up or down.
1. Will you ask questions? (yes)
2. Will you ask about school objects? (yes)
3. Will you write? (no)
4. What will you do? (speak)
Differentiation by pace
Students are given the same task, but the time is different:
(for more capable students - 3 minutes, for less capable –5minutes)
Differentiation by support. The teacher encourages less capable students emotionally and psychologically.
The teacher will use observationduring all the activity, by giving
questions, comments and recommendations to students. The teacher collects evidences who is active and who is passive and provides some help. The teacher makes notes in a record book.
(Whole class)
Task 3
Step 1.
Teacher asks the students to watch the video and sing a songat the same time.
Step 2.
The teacher gives commands, but doesn’t demonstrate them. The students follow the teacher’s commands.
(Individually)
What’s this? Look, find and write.
The teacher hands out the worksheets with the tasks and asks the students to find the right word to every picture and write it in a box.They are given different time to do the task.
Modelling.
Checking Comprehension
T: Say “yes” or “no”, give an answer or show the finger up or down.
1. Will you say or write the words (write)
2. Will you write the words about school? (yes)
3. What will you do? (find and write)
4. Will you write under the picture? (no)
5. Where will you write? (in a box)
Differentiation by support.
Differentiation by pace.
Students that are more capable are given less time. After having done the task, they will help less capable students to find the words/
Peer assessment.
The teacher introduces the proper variant.
(Whole class)
Energizer
Total Physical Response Activity (TPR) helps the students to remember the commands and to do physical activities.
The teacher:
Let’s do morning exercises. Stand up, students. Make a circle. Two of you are trainers. Give the instructions to the others.
S1: Do the actions: Stand straight. Hands up. Hands down. Hands forward. Move your fingers. Hands on hips. Bend left.
Bend right.
S2: Do the actions: Swim. Jump. Hop. Sleep. Dance. Touch your head. Run.
(Demonstration)
Words:
A pencil case, a desk, a sharpener a teacher, a classroom, a rubber
The teacher shows the pictures or objects of new school itemsand pronounce them.
The teacher points to the objects, one at a time, and says thecorresponding words. The students repeat after the teacher as a whole class and individually.
3 by 3 drilling
The whole class pronounce the word after the teacher 3 times chorally. Then they repeat the word individually after the teacher. Then they repeat chorally after the teacher.
Modelling
Checking Comprehension
The teacher: Correct me. Am I right?
1.You write the words. (Ss: No. We don’t write the words )
2.You learn the new words.(Ss:Yes. We learn new words)
3.Should you read or listen to a word?(Ss: listen)
(Whole class)
Task 6. Reading.
The teacher gives the studentsWorksheets #5, asks the students to read the text by turns and to fill in the missing words in the text (according to the pictures next to a sentence and read them aloud). The students read the text by turns. Some pupils are asked to retell the text. Some pupils are asked to be the experts while the less capable pupils are reading.
Modeling
Checking Comprehension
This is my ... classroom.
My friend has got a nice….
Differentiation by pace.
Students that are more capable are expected to do the task in 1 minute. The less capable studentsare expected to do the task in 2 minutes.
Differentiation by support.
The teacher gives the less capable students emotional and psychological support.
Differentiation by outcome.
Students that are more capable try to retell the text.
Differentiation by role.
Students that are more capable are asked to be the experts while the less capable students are reading.
Differentiation by recourses.
(without looking into worksheets). They choose the question themselves.
1. What colour is a rubber?
2. How many objects can you see?
3. What colour is the ruler?
4. Is the classroom big or small?
(Pair)
Match the words with the picture.
The teacher hands out the worksheets with the tasks. Some students get the pictures with objects and some – the written word of an object. One pupil asks the other tomatch the word with its picture. Then they exchange their cards. The students pronounce the words orally(the words are mixed.)
Students that are more capable also name the colour of the object. They are expected to be experts for less capable students, they help them.
Differentiation by role.
Students that are more capable also name the colour of the object. They are expected to bethe experts for less capable students, they help them.
Peer assessment.
A pencil case
2.Wllyou match the words? (yes)
New words: A pencil case, a desk, a sharpener, a teacher, a classroom, a rubber
(W)Task 8. Criteria based assessment.
It is carried out through the task with criteria based assessment
Assessment criteria:
Read the words.
reads the words
Checking Comprehension
2. You write the words. (fasle)
3. You spell the words (true)
A worksheet #6
Task:
There are6 picturesbefore a student (S1). A student (S2) is next to him.
S1: Close your eyes. (S1 takes one picture away)
What is missing? (S2 answers)
S1 and S2 exchange their tasks
S2: Close your eyes. (S2 takes one picture away)
What is missing? (S1 answers)
Worksheet #2
(pictures and words on sheets of paper: a book, a schoolbag,
a rubber, a pencil, a pen , a ruler)
TPR
TPR
(The pictures and objects of the words:
A pencil case, a desk, a sharpener a teacher, a classroom, a rubber)
Worksheets #5
(A list with the text with pictures instead of the missing words: a pencil case, a rubber, a desk, a sharpener, a teacher, a classroom)
Worksheet #6 ( the questions)
The pictures with school objectsor the objects themselves and words corresponding them
Worksheets #7
End
4 min
(Whole class)
Final feedback
The teacher asks questions concerning the topic of the lesson. It is an oral chat among the teacher and the pupils.
Questionnaire
2.What words did you learn?
3.What was easy for you?
3.What was interesting for you?
Show me your red stars and we can learnwho was the most active. (The teacher counts the stars and name the most active students.)
T:Good job! Well done!)
T: Demonstrate your mood with smiles. If you like the lesson, take and put a “happy” smile on the blackboard. If youdon’t like the lesson, take and put a “sad” smile on the blackboard.
Red stars
She is a good… m…y.. …
You can see a long….
My friend has got a yellow….
I have got a nice ….
Worksheets #6
2. How many objects can you see?
3. What colour is the ruler?
4. Is the classroom big or small?
Worksheets #7
A classroom
a teacher
a rubber
a desk