Long term plan module: Module 1Lesson №1 Let’s start!

School: 81 Ulugbek

Date: English teacher:YuldashevaShahnoza

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 words1.S3 pronounce familiar words and expressions intelligibly1.R1 recognize sound and name the letters of the alphabet1.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 alphabetMost 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, whatHello. 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

colourful stickers

learners.

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, notebookhttp://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 linksValues 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 Lesson №2Greetings

School: 81 Ulugbek

Date: Teacher’s name: YuldashevaShahnoza

Class: 1 Number of present:13

Absent:-

Learning objective(s) that this lesson is contributing to:

1.L3 recognize 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 routines1. 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 clearlyDescriptor: 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. PlanPlanned timing Planned activities (replace the notes below with your planned

activities)What will the pupils learn? How will they learn it?

Suggested Teaching ActivitiesActive 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 learnersinto 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

boardMiddle (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 drillLearners 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 linksValues links

ReflectionWere 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?

Long term plan module: Module 1Lesson №5 My Favorite Color!

School:

Date: Teacher’s name:

Class: Number of present:

Absent:-

Learning objective(s) that this lesson is contributing to:

1.L1 recognize short basic instructions for a limited range of classroom routines spoken slowly and distinctly 1.S1 make basic personal statements about people, objects and classroom routines1.R1 recognize sound and name the letters of the alphabet1.UE1 use singular nouns, plural nouns – to talk about objects1.UE6 use demonstrative pronouns this, these that, those to indicate things

Lesson objectives: All learners will be able to:-work together and discuss their project work in groups.Most learners will be able to: -draw their favourite things and colour them as project work.

Some learners will be able to:-demonstrate their project before class. This is my favourite colour. This ball. It is blue.

Language objectives: Learners can:- draw their favourite things and colour them as project work. -make and present their project My FavouriteColour!to the class.- say what their favourite colour is?

Key words and phrases: This is my favouritecoloiur? It is….Useful classroom language for dialogue/writing: Discussion points:Can you say why your favouritecolour is green (pink/red )? …..Writing prompts:

Assessment for Teaching Criteria based assessment Assessment criteria: Name his/her favouritecolour with clear pronunciation.Say expressions clearly.Descriptor:A learner presents his/her favorite color clearly;pronounces topic words and expressions intelligibly.Self-assessment: Traffic lights

How to overcome barriers in learning English

-Help learners into activities by ranking what to listen for each time-Get learners to think before answering-Use gestures, actions and pictures

Previous learning Lesson №5 Craftwork Colours, thingsPlanPlanned 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 the learners into subgroups using colourful classroom objects (books, pens, rulers and pencils) Warming up: Dance and say! Learners dance to music. Teacher stops the music and says in Russian “желтый”.

Learners must say the English equivalent of this word and touch the object with this colour as feedback. The teacher plays the music again. Learners dance again. After some time teacher stops the music and say another Russian word or English etc… Revising the previous lesson: What is your favouritecolour?

Middle (of the lesson) W)Ball toss game Teacher and learners stand in a circle. Teacher asks a question or gives Russian equivalent of the learned word and toss the ball to the learner who wants to answer. The learner throws the ball to the teacher so as to know if his/her answer is right or wrong. W) Teacher walks along and says "I spy with my little eye something that begins with the sound d [daddy]," or "... something that begins with letter a [apple]." I) Learners are given a piece of paper. They are asked to draw their favourite things and colour them as project work. I) Learners demonstrate their project before class. This is my favourite colour. This ball. . It is blue.I) Gallery strategy: After presentation of posters learners fix them on the walls. Each learner gives his or her score to the best group, going around the classroom. Learners give reflection.

http://www.dreamenglish.com/englishkidsvideopicture dictionaries, games, phonics cards, grammar charts, worsheet, colourful pencils

End (of the lesson) Reflection Self-assessment: Traffic lights

Learners in groups assess one another using smiles

Teacher asks learners 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 linksValues 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?