LESSON: Unit 1 1 to 10 School: NIS TaldykorganDate: Teacher name:
CLASS: 1A, C Number present: 10/10 absent:
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.S3 pronounce basic words and expressions intelligibly
1.S1 make basic personal statements and simple statements about objects
1.UE2 use cardinal numbers 1-10 to count
1.L1 recognise short instructions for basic classroom routines spoken slowly and distinctly
Lesson objectives All learners will be able to:
Pronounce the numbers
Recognize simple greetings
Recognize Teacher’s instructions
Most learners will be able to:
recognise and name numbers
Point the numbers
Some learners will be able to:
recognise and count from 1 to 10 without mistakes
Previous learning Colours
Planned timings Planned activities (replace the notes below with your planned activities) Resources
ORGANISATION MOMENT: (BT: apply)
T. invites learners to stand in a circle and to greet each other, to ask & answer the questions:
What is your name? My name is.....
How are you? I am fine, thank you.
What’s his / her name is …
His / her name is ... Middle
PRE-LEARNING (BT: remember)
T. suggests to guess the topic of the lesson showing pictures: apple is green, orange is orange, ice-cream is white, taxi is yellow, etc.
(W) Presentation of the topic of the lesson (BT: recognise and apply)
T shows the pictures which represents the numbers e.g.: for number 1 the picture dog, 2 picture of two rabbits, 3 picture of cats, 4 picture of penguins, 5 picture of bears
Playing the game (BT: practice) Ss dance in a circle. When T stops the music and says one number Ss should stand together according to the number (numbers 1-5)
(W) Presentation of the topic of the lesson (BT: recognise and apply) 6-10
Teacher demonstrates simple plus sums producing written numerical answers, e.g.: 3+3=6, 6+1=7, 4+4=8, 8+1=9, 5+5=10
(P) BT: name and apply
T gives Ss the picture of rainbow and shapes of squares and Ss should put the squares according to the number, e.g.: put for the first line 6 squares
Feedback: Colour jumbled numbers 1-10 according to the teacher’s instructions: Ten is white. Two is yellow. Six is black. One is red. Three is green. Nine is pink. Four is blue. Eight is purple. Five is orange. Seven is grey.
Pictures: green apple, orange, ice-cream, grapes, taxi, etc.
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 linksHealth and safety checkICT linksValues links
Create mixed ability pairs for speaking activity. through questioning and the redirecting of questioning in feedback activities
through observation in pair work Art
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 box on the left about your lesson.
What two things went really well (consider both teaching and learning)?
What two things would have improved the lesson (consider both teaching and learning)?
What have I learned from this lesson about the class or individuals that will inform my next lesson?