Whole alphabet. Numbers .

Long-term plan unit: Welcome unit

School: -

Date: -

Teacher name: Rashidova Rashida

Grade:1

Number present:  -

absent: -

Theme of the lesson: Whole alphabet. Numbers.

Learning objectives(s) that this lesson is contributing to

1.L3 recognise with support simple greetings recognise the spoken form of a limited range of basic and everyday classroom words

1.S1make basic personal statements and simple statements about objects

Lesson objectives

All learners will be able to:

Learn the numbers 0-10. Can pronounce correctly whole alphabet.

Assessment criteria

Learners have met the learning objective (1.S1) if they can:

Greet each other and say a few words about themselves.

Value links

Respect

Cross curricular links

Math  

ICT skills

Using videos

Previous learning

Numbers

Plan

Time

Planned activities

Resources

Beginning

5 min

(W)

Organizational moment

-          Teacher greets students; students respond to greeting and take their places.

1 Play CD1 trасk 26.Children listen and point in their books .Tell the class that they are going to hear the names of the letters. Play the track again. Children join the sounds.

2.Plаy CD1 track 23. Children point in their books and repeat in the рauses .Теach children repeat the actions. They stand up with their hands behind their bocks: 1, 2, 3, 4, 5 show fingers on right hand

3. Audioscript (CD1 track 23) 6,7,8,9,10 show fingers of left hand . Repeat, but putting hands higher. Clap your hands and start again buy hands behind backs.

4.Play CD1 track 24. Children point in their books and listen.

5 Play CD track 27. Lead the children in the aсtions . Play CD1 track 25 (music only). The class join.

6.Play CD1 track 28 and do the actions again. Chidren sing along.Let children who want to sing and do the actions without the track come to the front and do so.

7.Write the capital letters on the board. Class says the name of each letter. Play the track again. Point to each letter. Children sing.

8.Audioscript (CD1 track 27) 1,2, 3, 4, 5, 6, 7, 8, 9, 10, 5, 10,5, 10, Сlap your hands, Аnd start again! 9.Audioscript (CD1 track 24) Ask: How mаny vans? Children count :One, two, three, four, fire (vans) remind class of correct letter formation before tracing, write the words very large on the board. Continue with the other objects in order.

10.Play a game. Ask about items in any order, сhildren count silently. The first child to say the right number wins a point .Chidren stand up. Trace over the lerters on the board.

End

5 min

(W)

Feedback

Students share opinions if they liked/disliked the lesson by putting their thumbs up/down and explaining the reasons using simple language

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?

Health and safety check
ICT links

For less able students teacher may provide in L1 for better understanding and memorizing.

To challenge more able students teacher may organize face-to-face dialog with various types of greetings and personal questions

By means of oral formative assessment – students work in pairs making dialogs – teacher monitors for assessment

·      Work with the SMART board not more than 10 minutes

·      Monitor classroom space when students start moving around

·      Make short breaks while writing

·      Use water based markers

Reflection

Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO?

If not, why?

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 achievements/difficulties of individuals that will inform my next lesson?