Lesson plan

Lesson: School: 81 Ulugbek

Date: Teacher name: Sh.Yuldasheva

Class: Grade 1 Number present: absent:

Learning objectives(s) that this lesson is contributing toLesson objectives All students will be able:

Success criteria Students achieve if:

Value links RespectAcademic honesty

Cross curricular links Math’s ,Art and Music

ICT skills PPT

Previous learning

PlanPlanned timings Planned activities Resources

Beginning

5 min

Greeting the SS.Setting the aims of the lesson.

Middle20 min

5 min

End5 min

Additional informationDifferentiation – 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 students’

learning?

Cross-curricular linksHealth and safety check

ICT linksValues links

Long-term planning and preparation – draft document-looking at the individual pupil’s interests -previous knowledge and experiences in the area of learning -level of motivation- the pace of learning

The S-s will be assessed by their answers at the lesson.Different techniques of formative assessment: traffic lights, smiles, hand signals, оral feedback, voice prompts

Learners work in pairs

Math’sRespectAcademic honestyArt and Music

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?

Summary evaluationWhat two things went really well (consider both teaching and learning)?1:

What two things would have improved the lesson (consider both teaching and learning)?1:

What have I learned from this lesson about the class or individuals that will inform my next lesson?

Approved by:

Lesson plan

Lesson: Objects around me School: 81. Ulugbek

Date: Teacher name: Sh.Yuldasheva

Class: Grade 1 Number present: absent:

Learning objectives(s) that this lesson is contributing to

1.S1 make basic personal statements about people, objects and classroom routines1.L1 recognise short basic instructions for a limited range of classroom routines spoken slowly and distinctly 1.UE3 use basic adjectives to describe people and thing1.UE7 use personal subject and object pronouns to give basic personal information

Lesson objectives All students will be able:points to the right object and name it makes up correct sentences using objects and their colours around him/her.

Success criteria Students achieve if:- describe their room using structures: This is my… It is …;- listen to and sing the song My Room with the help of teacher .

Value links RespectAcademic honesty

Cross curricular links Math’s ,Art and Music

ICT skills PPT

Previous learning use cardinal numbers 1-10 to count

PlanPlannedtimings Planned activities Resources

Beginning Greeting the SS.Setting the aims of the lesson.Teacher pre-teaches using realia / visual aids: bed, chair, TV, table, deskLook at the bed. This is my bed. It’s blue.

-Get learners to think before answering

-Scaffold learners if necessary

5 min This is my… It is …Middle20 min

5 min

D) Teacher uses visual of a house on board and elicits vocabulary items as they are added to picture. a door, 3 windows, a black cat, 2 big red chairs, mum and dad, a small desk, a TV. D) Uses demonstration to model This is my bed. It’s blue. Asks learners to continue the demonstration of the modeling the house.G) Groups are given a worksheet with an empty room outline on it. Learners are asked to stick colorful room object cutouts around the room.G) Learner in one group describes in English to another group learner e.g. This is my bed. It is black.D) Teacher models pronunciation and accompanying head gestures for yes and no.W) Learners listen to and sing the song My Room with the help of the teacher. Learner dance to music.

Song: My Room,

CD,

DVD players,

picture dictionaries,

a worksheet with an empty room outline ,

room object flashcards, notebook

End5 min

Criteria based assessmentAssessment criteria:Talk about things in a room using the structures: This is my bed. It is brown .Self-assessment: Hand signals

Additional informationDifferentiation – 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 students’

learning?

Cross-curricular linksHealth and safety check

ICT linksValues links

Long-term planning and preparation – draft document-looking at the individual pupil’s interests -previous knowledge and experiences in the area of learning -level of motivation- the pace of learning

The S-s will be assessed by their answers at the lesson.Different techniques of formative assessment: traffic lights, smiles, hand signals, оral feedback, voice prompts

Learners work in pairs

Math’sRespectAcademic honestyArt and Music

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?

Summary evaluationWhat two things went really well (consider both teaching and learning)?1:

What two things would have improved the lesson (consider both teaching and learning)?1:

What have I learned from this lesson about the class or individuals that will inform my next lesson?

Approved by:

Lesson plan

Lesson: Toys School: 81 Ulugbek

Date: Teacher name: Sh.Yuldasheva

Class: Grade 1 Number present: absent:

Learning objectives(s) that this lesson is contributing to

1.L2 recognize with support a limited range of basic common personal questions spoken slowly and distinctly 1.S1 make basic personal statements about people, objects and classroom routines1UE10 use have got to make short statements and ask questions

1.S3 pronounce familiar words and expressions intelligibly

Lesson objectives All students will be able:points to the right toy and name it appropriately; makes up sentences about toys using have got structure; pronounces the topic words intelligibly

Success criteria Students achieve if:- present their toys using the structure: I have got a doll. It is…- make dialogues using the game Question bags

Value links RespectAcademic honesty

Cross curricular links Math’s ,Art and Music

ICT skills PPT

Previous learning Learners listen to and sing the song My Room with the help of the teacher. Learner dance to music.

PlanPlannedtimings Planned activities Resources

Beginning Greeting the SS.Setting the aims of the lesson.

5 min

Teacher presents the new words of the theme using flashcards, pictures, mime and gestures: In feedback learners name the toys, looking at the pictures, mimes and gestures.Toys: doll, kite, bike, car, plane, train

picture dictionaries, toys,

Middle20 min

5 min

W) The whole class listens and sings along to the song My toys. Learners dance to music.D) Teacher presents have got, using toys.I) Learners are given a worksheet with a picture of toys. They are asked to colour, point and say, using phrase: I have got a ….P)Question bags: Put a toy in a bag (or for partner work in many bags) One student looks in the bag, while the other learner must guess what it is, using-What toy have I got? -Have you got a doll? -No, I have not./Yes, I have. -Is it blue? -Yes it is/No it isn’t W) After game learners listen to the dialogue several times using CD or DVD. G) Learners make up their own dialogue, act out it in groups

Song: My toys ,

CD,DVD players, picture dictionaries, toys, grammar cards,

a worksheet with a picture of toys ,

notebook

End5 min

Criteria based assessmentAssessment criteria:Talk about toys using have gotPeer assessment: Oral comments

Additional informationDifferentiation – 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 students’

learning?

Cross-curricular linksHealth and safety check

ICT linksValues links

Long-term planning and preparation – draft document-looking at the individual pupil’s interests -previous knowledge and experiences in the area of learning -level of motivation- the pace of learning

The S-s will be assessed by their answers at the lesson.Different techniques of formative assessment: traffic lights, smiles, hand signals, оral feedback, voice prompts

Learners work in pairs

Math’sRespectAcademic honestyArt and Music

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?

Summary evaluationWhat two things went really well (consider both teaching and learning)?1:

What two things would have improved the lesson (consider both teaching and learning)?1:

What have I learned from this lesson about the class or individuals that will inform my next lesson?

Approved by:

Lesson plan

Lesson: Commands School: 81. Ulugbek

Date: Teacher name: Sh. Yuldasheva

Class: Grade 1 Number present: absent:

Learning objectives(s) that this lesson is contributing to

1.L3 recognize with support common names and names of places; recognize 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.UE8 use simple imperative forms [positive] for basic commands or instructions

Lesson objectives All students will be able: gives command to classmates; follows instructions correctly.

Success criteria Students achieve if:- give commands using stamp your feet, jump, sit down, stand up, clap your hands, dance- sing the song Come on everybody! with the help of teacher

Value links RespectAcademic honesty

Cross curricular links Math’s ,Art and Music

ICT skills PPT

Previous learning The whole class listens and sings along to the song My toys. Learners dance to music.

PlanPlannedtimings Planned activities Resources

Beginning

5 min

Greeting the SS.Setting the aims of the lesson.Use pair work and group work-Use toys-Ask more questions

Middle20 min

5 min

D) Teacher pre-teaches the words using gestures and mimes: stamp your feet, jump, sit down, stand up, clap your hands, dance. Asks the learners to help her. Teacher asks learner to pay attention to sounds. Ex: stamp ‘s’ [sound].Teacher takes feedback using mimes, gestures.W) Learners listen to the dialogue for two times.D) Teacher demonstrates a mime gesture from the dialogue to go with each of the actions above.G) Class is divided into two lines facing each other. Teacher gives random instructions, e.g. clap your hands and all learners perform the mime. Teacher gradually speeds up with instructions.W) Learners listen to and sing the song Come on everybody! with the help of teacher.W) Learners dance to music and sing the song with pleasure.

Song: Come on everybody!,

CD,

DVD players,

picture dictionaries,

a worksheet with an empty room outline ,

room object flashcards,

notebook

End5 min

Criteria based assessmentAssessment criteria:Give classroom instructions or commands using imperative formsSelf-assessment: Traffic lights

Additional informationDifferentiation – 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 students’

learning?

Cross-curricular linksHealth and safety check

ICT linksValues links

Long-term planning and preparation – draft document-looking at the individual pupil’s interests -previous knowledge and experiences in the area of learning -level of motivation- the pace of learning

The S-s will be assessed by their answers at the lesson.Different techniques of formative assessment: traffic lights, smiles, hand signals, оral feedback, voice prompts

Learners work in pairs

Math’sRespectAcademic honestyArt and Music

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?

Summary evaluationWhat two things went really well (consider both teaching and learning)?1:

What two things would have improved the lesson (consider both teaching and learning)?1:

What have I learned from this lesson about the class or individuals that will inform my next lesson?

Approved by:

Lesson plan

Lesson: Craftwork School: 81. ulugbek

Date: Teacher name: Sh. yuldasheva

Class: Grade 1 Number present: absent:

Learning objectives(s) that this lesson is contributing to

1.L4 recognize with support short basic questions about what something is1.S1 make basic personal statements about people, objects and classroom routines1.UE2 use cardinal numbers 1-10 to count1UE10 use have got to make short statements and ask questions

Lesson objectives All students will be able: makes up3-4 correct sentences about his/her room objects; says what he/she friend has got

Success criteria Students achieve if:- count and say the number and colour of things;- present their craftwork in groups : My room

Value links RespectAcademic honesty

Cross curricular links Math’s ,Art and Music

ICT skills PPT

Previous learning Learners listen to and sing the song Come on everybody! with the help of teacher.

PlanPlanned timings Planned activities Resources

Beginning

5 min

Greeting the SS.Setting the aims of the lesson.Learners listen commands and act according to teacher instructions using mimes, gestures.

Middle20 min

5 min

P) Learners are given toys, cars and room object pictures. Each pair has to count and say the number and colour of things Ex: six red cars, five yellow dolls, seven blue bikes.G) Learners are given an empty worksheet and cut-outs of many colourful room objects and toys. Boys are given cars while girls are given dolls and other toy pictures. They have to glue them in the flip chart and make a model of their own room. makingD) Groups present their models, ask questions and assess one another.W) Learners give their scores to one best group. Explain why?

Empty worksheets and cut-outs of many colourful room objects and toys,

toys,

grammar cards cars and room object pictures,

flip charts. posters

End5 min

Criteria based assessmentAssessment criteria:Make a model from toys and describe his/her room using room objects, their number and coloursTechnique of FA: Voice prompts

Additional informationDifferentiation – 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 students’

learning?

Cross-curricular linksHealth and safety check

ICT linksValues links

Long-term planning and preparation – draft document-looking at the individual pupil’s interests -previous knowledge and experiences in the area of learning -level of motivation- the pace of learning

The S-s will be assessed by their answers at the lesson.Different techniques of formative assessment: traffic lights, smiles, hand signals, оral feedback, voice prompts

Learners work in pairs

Math’sRespectAcademic honestyArt and Music

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?

Summary evaluationWhat two things went really well (consider both teaching and learning)?1:

What two things would have improved the lesson (consider both teaching and learning)?1:

What have I learned from this lesson about the class or individuals that will inform my next lesson?

Approved by:

Lesson plan

Lesson: Letters Aa –Bb (activity book)School: 81. Ulugbek

Date: Teacher name: Sh. Yuldasheva

Class: Grade 1 Number present: absent:

Learning objectives(s) that this lesson is contributing to

1.L9 recognise the names of letters of the alphabet1.S2 ask questions in basic exchanges about people, objects and classroom routines1.S4 respond to basic supported questions about people, objects and classroom routines1.R2 recognize initial letters in names and places1.UE5 use interrogative pronouns which, what, where, how to ask basic questions

Lesson objectives All students will be able:pronounces the A, B letters and sounds correctly ; asks and answers the questions using the structure: What is this? It is ….

Success criteria Students achieve if:- recognize sound and name the letters of the alphabet;- use interrogative pronouns what and demonstrative pronoun this in speaking

Value links RespectAcademic honesty

Cross curricular links Math’s ,Art and Music

ICT skills PPT

Previous learning Groups present their models, ask questions and assess one another.

PlanPlannedtimings Planned activities Resources

Beginning

5 min

Greeting the SS.Setting the aims of the lesson.W) Teacher uses total physical response to teach sounds and letters and words. Ex: “apple” pretends to chew an apple, or for “ball” pretends to throw a ball. Learners have to say what it is.

Middle20 min

5 min

D) Teacher presents initial letters of objects: A, B, C, D. Takes feedback from the learners.Learners cut out pictures of objects and stick them in ABC books and pronounce the letters.D) I) Teacher walks along and says "I spy with my little eye something that begins with letter A “apple , or “...” something that begins with letter B (blue)." Teacher encourages learners to participate in the game.P) Teacher hands out each pair two pictures which begin with letters A, B or C, D. Teacher presents a dialogue using her own pictures. What is this? It is an apple. What is that? That is a desk.P) Each pair acts out the dialogue before class.W) Learners listen and sing the song together with the teacher: English alphabet. Learners dance to music.

Song: English alphabet, CD,

DVD players,

picture dictionaries,

notebook,

phonic cards,

grammar cards

End5 min

Criteria based assessmentAssessment criteria: Recognize letters A and B and soundsPeer assessment: Oral comments

Additional informationDifferentiation – 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 students’

learning?

Cross-curricular linksHealth and safety check

ICT linksValues links

Long-term planning and preparation – draft document-looking at the individual pupil’s interests -previous knowledge and experiences in the area of learning -level of motivation- the pace of learning

The S-s will be assessed by their answers at the lesson.Different techniques of formative assessment: traffic lights, smiles, hand signals, оral feedback, voice prompts

Learners work in pairs

Math’sRespectAcademic honestyArt and Music

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?

Summary evaluationWhat two things went really well (consider both teaching and learning)?1:

What two things would have improved the lesson (consider both teaching and learning)?1:

What have I learned from this lesson about the class or individuals that will inform my next lesson?

Approved by:

Lesson plan

Lesson: Project time School: 81. Ulugbek

Date: Teacher name: Sh. Yuldasheva

Class: Grade 1 Number present: absent:

Learning objectives(s) that this lesson is contributing to

1.S1 make basic personal statements about people, objects and classroom routines1.L3 recognize with support common names and names of places; recognize the spoken form of a limited range of everyday and classroom words1UE10 use have got to make short statements and ask questions1.UE4 use determiners a, an, some, the, this, these to indicate what /where something is

Lesson objectives All students will be able: makes up3-4 correct sentences about his/her favourite toys; says what toy he/she friend has got.

Success criteria Students achieve if:-demonstrate their project: My favourite toys to class;- use have got to make short statements and ask questions

Value links RespectAcademic honesty

Cross curricular links Math’s ,Art and Music

ICT skills PPT

Previous learning Learners listen and sing the song together with the teacher: English alphabet. Learners dance to music.

PlanPlanned timing Planned activities Resources

Beginning

5 min

Greeting the SS.Setting the aims of the lesson.Consolidation

My Favourite Toys!

I have got three toys. I have got a car, a doll and a ball. The ball is red. ……

picture dictionaries,

Middle20 min

5 min

I) f) Two objects (car, doll, train, bike, plane,) from the bags are placed in front of every learner. Every learner stands. Teacher nominates one to begin. Learner says what objects are. If correct, sits down. If not, remains standing and passes object[s] he/she could not describe to next learner.I) Learners listen and make actions according to teacher instructions.G) Learners are given flipcharts and cut-outs of many colourful toys as well as objects not related to the topic ex: doll, ball, rabbit, car ... They have to choose their favourite ones, glue them and make a collage about their favourite toys. They also may draw their own favourite ones.

G) D) Groups present their models, ask questions and assess one another.

picture dictionaries,

memory game,

school objects

flip charts, posters,

room object cutouts,

stickers

End5 min

Criteria based assessmentAssessment criteria: Demonstrate the project My favourite toys appropriately to the classSelf-assessment: Traffic lights

Additional informationDifferentiation – 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 students’

learning?

Cross-curricular linksHealth and safety check

ICT linksValues links

Long-term planning and preparation – draft document-looking at the individual pupil’s interests -previous knowledge and experiences in the area of learning -level of motivation- the pace of learning

The S-s will be assessed by their answers at the lesson.Different techniques of formative assessment: traffic lights, smiles, hand signals, оral feedback, voice prompts

Learners work in pairs

Math’sRespectAcademic honestyArt and Music

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?

Summary evaluationWhat two things went really well (consider both teaching and learning)?1:

What two things would have improved the lesson (consider both teaching and learning)?1:

What have I learned from this lesson about the class or individuals that will inform my next lesson?

Approved by:

Lesson plan

Lesson: Our world – Time for CLIL School: 81. ulugbek

Date: Teacher name: Sh. Yuldasheva

Class: Grade 1 Number present: absent:

Learning objectives(s) that this lesson is contributing to

1.S1 make basic personal statements about people, objects and classroom routines1.L3 recognize with support common names and names of places; recognize the spoken form of a limited range of everyday and classroom words1.UE14 use basic prepositions of location and position e.g. in, at, next to, near, on, to describe where people and things are; use basic prepositions of time: on to talk about days

Lesson objectives All students will be able: describes pictures using basic prepositions: in, on, at; makes up sentences correctly; pronounces topic words and expressions intelligibly.

Success criteria Students achieve if:- describe pictures using basic prepositions: in, on, at;- find mistakes and circle them in wrong picture.

Value links RespectAcademic honesty

Cross curricular links Math’s ,Art and Music

ICT skills PPT

Previous learning Learners listen and make actions according to teacher instructions.

PlanPlanned timing Planned activities Resources

Beginning

5 min

Greeting the SS.Setting the aims of the lesson.bus, boat, train, in the air, on land, at seaPrepositions of place: in, on , atThis is a bus from the UK.This is a train…..

flashcards,

Middle20 min

5 min

D) Teacher pre-teaches the words using pictures: bus, boat, train, demonstrates prepositions by gestures and mimes: in the air, on land, at sea. Takes feedback from learners.(D) Teacher models pronunciation and accompanying head gestures for yes and no.D) Teacher pre-teaches learners how to pronounce the sounds in the words: land, sea, train… by showing mimics and gestures.G) Three groups are given three pictures to describe: a bus from the UK, a train from Kazakhstan and a boat from Russia.G) Groups work and present their work before class. Assess one another using smiles.P) Learners are given a worksheet with a wrong picture. They have to find mistakes and circle them.

flashcards,

grammar cards,

a worksheet with a wrong picture,

phonic cards

End5 min

Criteria based assessmentAssessment criteria: Use prepositions of place: in, on , at correctly in sentencesTechnique of FA:Oral feedback

Additional informationDifferentiation – 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 students’

learning?

Cross-curricular linksHealth and safety check

ICT linksValues links

Long-term planning and preparation – draft document-looking at the individual pupil’s interests -previous knowledge and experiences in the area of learning -level of motivation- the pace of learning

The S-s will be assessed by their answers at the lesson.Different techniques of formative assessment: traffic lights, smiles, hand signals, оral feedback, voice prompts

Learners work in pairs

Math’sRespectAcademic honestyArt and Music

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?

Summary evaluationWhat two things went really well (consider both teaching and learning)?1:

What two things would have improved the lesson (consider both teaching and learning)?1:

What have I learned from this lesson about the class or individuals that will inform my next lesson?

Approved by:

Lesson plan

Lesson: Story time! The Little Engine that Could…

School: 81. Ulugbek

Date: Teacher name: Sh.Yuldasheva

Class: Grade 1 Number present: absent:

Learning objectives(s) that this lesson is contributing to

1L1 recognize short basic instructions for a limited range of classroom routines spoken slowly and distinctly1.S1 make basic personal statements about people, objects and classroom routines1.UE13 use can / can’t to describe ability1.UE1 use singular nouns, plural nouns – to talk about people and places

Lesson objectives All students will be able: describes their ability correctly, using can/can’t; acts out the story in short;

Success criteria Students achieve if:- use can / can’t to describe ability- understand the meaning of story The Little Engine that Could…

Value links RespectAcademic honesty

Cross curricular links Math’s ,Art and Music

ICT skills PPT

Previous learning Teacher pre-teaches learners how to pronounce the sounds in the words: land, sea, train… by showing mimics and gestures.

PlanPlanned timings Planned activities Resources

Beginning

5 min

Greeting the SS.Setting the aims of the lesson.W) Learners listen the story The Little Engine that Could… using CD.

CD

Middle20 min

5 min

D) Teacher retells the story and then using flashcards asks a range of yes/no questions.G) Groups act out the story using familiar word expressions with the help of the teacher.D) Teacher models use and meaning of can / can’t to talk about ability through video presentation and demonstration with learners in grammar cards front of class. P) Teacher asks a learner “Can you open the window?” If the learner replies "Yes, I can" then say "Ok, go!" and the learner does the action. If the learner says "No, I can't»” Teacher says «Well, can you sing?". Each pair talks English using can/can’t and gives total physical response.

Story: The Little Engine that Could…,

CD,

DVD players,

picture dictionaries,

notebook,

grammar cards, flashcards

End5 min

Criteria based assessmentAssessment criteria: Use can/can’t , have got in statements and questions correctly.Peer assessment: Oral comments

Additional informationDifferentiation – 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 students’

learning?

Cross-curricular linksHealth and safety check

ICT linksValues links

Long-term planning and preparation – draft document-looking at the individual pupil’s interests -previous knowledge and experiences in the area of learning -level of motivation- the pace of learning

The S-s will be assessed by their answers at the lesson.Different techniques of formative assessment: traffic lights, smiles, hand signals, оral feedback, voice prompts

Learners work in pairs

Math’sRespectAcademic honestyArt and Music

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?

Summary evaluationWhat two things went really well (consider both teaching and learning)?1:

What two things would have improved the lesson (consider both teaching and learning)?1:

What have I learned from this lesson about the class or individuals that will inform my next lesson?

Approved by:

Lesson plan

Lesson: Checkpoint 3 School: 81. Ulugbek

Date: Teacher name: Sh.Yuldasheva

Class: Grade 1 Number present: absent:

Learning objectives(s) that this lesson is contributing to

1.S2 ask questions in basic exchanges about people, objects and classroom routines1.S4 respond to basic supported questions about people, objects and classroom routines1UE10 use have got to make short statements and ask questions.1.S5 use words in short exchanges

Lesson objectives All students will be able: makes up a model of their own room using topic words; pronounces topic words and expressions intelligibly

Success criteria Students achieve if:- use have got to make short statements and ask questions;- demonstrates their model: My toys using the structure: I have got a …. It is ….

Value links RespectAcademic honesty

Cross curricular links Math’s , Art and Music

ICT skills PPT

Previous learning Teacher retells the story and then using flashcards asks a range of yes/no questions.

Plan

Planned timings Planned activities Resources

Beginning

5 min

Greeting the SS.Setting the aims of the lesson.W) Memory game Coming closer to every learner teacher shows a picture for a minute where 6 dolls, 7 kites, 3 planes, 2 trains are given or other things related to the topic.. Then teacher hides the picture and asks learners to name things appropriately.

picture dictionaries,

Middle20 min

5 min

P) Each pair is given a worksheet with an empty room. Learners listen to teacher’s instructions and draw room objects and toys in different colours.I) Each learner demonstrates his/her model: This is my room. This is my doll. it is yellow. /I have got a …. It is ….D) Teacher models pronunciation and accompanying head gestures for yes and no.W) Teacher asks a range of questions after learners’ project presentation, encourages learners to ask questions and answer related to the topic.W) I) Gallery strategy: After presentation of posters learners fix them on the walls. Each learner assesses the work going around the classroom. Gives his or her score to the best group. Learners give reflection.

picture dictionaries,

a worksheet with an empty room,

stickers,

markers,

grammar cards,

phonic cards

End5 min

Criteria based assessmentAssessment criteria: Applying have got and adjectives correctly in statements and questions.Technique of FA:Oral feedback

Additional informationDifferentiation – 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 students’

learning?

Cross-curricular linksHealth and safety check

ICT linksValues links

Long-term planning and preparation – draft document-looking at the individual pupil’s interests -previous knowledge and experiences in the area of learning -level of motivation- the pace of learning

The S-s will be assessed by their answers at the lesson.Different techniques of formative assessment: traffic lights, smiles, hand signals, оral feedback, voice prompts

Learners work in pairs

Math’sRespectAcademic honestyArt and Music

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?

Summary evaluationWhat two things went really well (consider both teaching and learning)?1:

What two things would have improved the lesson (consider both teaching and learning)?1:

What have I learned from this lesson about the class or individuals that will inform my next lesson?

Approved by:

Lesson plan

Lesson: Pets School: 81 Ulugbek

Date Teacher name: Sh.Yuldasheva

Class: Grade 1 Number present: absent:

Learning objectives(s) that this lesson is contributing to

1.L4 recognize with support short basic questions about what something is1.S2 ask questions in basic exchanges about people, objects and classroom routines

1.R1 recognize sound and name the letters of the alphabet1.UE7 use personal subject and object pronouns to give basic personal information

Lesson objectives All students will be able: uses topic words in statements correctly; describe his/her pet clearly; pronounces words and expressions clearly.

Success criteria Students achieve if:- recognize sounds, words, pronounce them correctly;-describe their pictures using the structure: This is my pet. It is a …..

Value links RespectAcademic honesty

Cross curricular links Math’s ,Art and Music

ICT skills PPT

Previous learning Each learner demonstrates his/her model: This is my room. This is my doll. it is yellow. /I have got a …. It is ….

PlanPlanned timings Planned activities Resources

Beginning Greeting the SS.Setting the aims of the lesson.

5 min

Teacher pre-teaches using realia / visual aids rabbit, fish, cat, dog, mouse.

Middle20 min

5 min

D) Teacher uses visuals and puppets/toys to model and practise animal names. Asks a learner to give sounds of animals.I) Learners find and pronounce which sound is hidden in the words ex: c..t, ra…it ……W) Learners listen to and sing the song My pets. Learner dance to music around the classroom. I) Each learner is given a picture or a toy to present his/her work before class This is my pet. It is a cat. It is white.W) Learners listen to the dialogue very attentively several times.G) Learners role play using their toys and phrases from the dialogue or make up their own dialogues.-Hi! I am Meg. This is my pet. It is a fish. -What is its name? -Fin.

Song: My pets,

flashcards,

phonic cards,

puppets/toys,

game, CD,

DVD discs,

grammar cards notebook

End5 min

Criteria based assessmentAssessment criteria: Identify names of pets. describe his/her pets;Self-assessment: Traffic lights

Additional informationDifferentiation – 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 students’

learning?

Cross-curricular linksHealth and safety check

ICT linksValues links

Long-term planning and preparation – draft document-looking at the individual pupil’s interests -previous knowledge and experiences in the area of learning -level of motivation- the pace of learning

The S-s will be assessed by their answers at the lesson.Different techniques of formative assessment: traffic lights, smiles, hand signals, оral feedback, voice prompts

Learners work in pairs

Math’sRespectAcademic honestyArt and Music

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?

Summary evaluationWhat two things went really well (consider both teaching and learning)?1:

What two things would have improved the lesson (consider both teaching and learning)?1:

What have I learned from this lesson about the class or individuals that will inform my next lesson?

Approved by:

Lesson plan

Lesson: Colours and size School: 81. Ulugbek

Date: Teacher name: Sh.Yuldasheva

Class: Grade 1 Number present: absent:

Learning objectives(s) that this lesson is contributing to

1.L3 recognize with support common names and names of places; recognize the spoken form of a limited range of everyday and classroom words1.S4 respond to basic supported questions about people, objects and classroom routines1.R1 recognise sound and name the letters of the alphabet1.UE3 use basic adjectives to describe people and things

Lesson objectives All students will be able: uses big/small adjectives correctly to describe things ; asks and answers the questions on the topic.

Success criteria Students achieve if:- use basic adjectives big/small to describe things;-recognise sound and name the letters of the alphabet

Value links RespectAcademic honesty

Cross curricular links Math’s ,Art and Music

ICT skills PPT

Previous learning Learners listen to and sing the song My pets. Learner dance to music around the classroom.

PlanPlanned timings Planned activities Resources

Beginning

5 min

Greeting the SS.Setting the aims of the lesson.D) Teacher demonstrates big/small, black, brown, white, pink using projected visual images. Teacher models: e.g. It’s a big brown dog. It is a small pink fish. Pronounces sounds: b ,i, g r, o d

flashcards,

Middle20 min

5 min

W) Teacher nominates a sound to say what is projected.W) Learners listen to and sing the song Where is the rabbit? Learners dance to music.W) Learners play the guessing game. Teacher puts toys in a bag beforehand. One learner looks in the bag. Other learners ask questions using learned adjectives -Is it big? -No it is not. Learners must guess what it is. If there are many words, the guessing learner may feel object.W) Learners listen to the dialogue very attentivelyG) Learners role play using their toys and phrases from the dialogue.

Song: Where is the rabbit?,

flashcards,

phonic cards,

puppets/toys

game, CD,

DVD discs, notebook

End5 min

Criteria based assessmentAssessment criteria: Apply colour and size words correctly in question/answer statements.Self-assessment: Hand signals

Additional informationDifferentiation – 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 students’

learning?

Cross-curricular linksHealth and safety check

ICT linksValues links

Long-term planning and preparation – draft document-looking at the individual pupil’s interests -previous knowledge and experiences in the area of learning -level of motivation- the pace of learning

The S-s will be assessed by their answers at the lesson.Different techniques of formative assessment: traffic lights, smiles, hand signals, оral feedback, voice prompts

Learners work in pairs

Math’sRespectAcademic honestyArt and Music

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?

Summary evaluationWhat two things went really well (consider both teaching and learning)?1:

What two things would have improved the lesson (consider both teaching and learning)?1:

What have I learned from this lesson about the class or individuals that will inform my next lesson?

Approved by:

Lesson plan

Lesson: Pets and wild animals School: 81. Ulugbek

Date: Teacher name: Sh. Yuldasheva

Class: Grade 1 Number present: absent:

Learning objectives(s) that this lesson is contributing to

1.L3 recognize with support common names and names of places; recognize the spoken form of a limited range of everyday and classroom words1.S3 pronounce familiar words and expressions intelligibly1.UE14 use basic prepositions of location and position e.g. in, at, next to, near, on, to describe where people and things are; use basic prepositions of time: on, to talk about days

Lesson objectives All students will be able: names pets and wild animals appropriately;make correct 2-3 statements related to the topic asks and answers the questions clearly.

Success criteria Students achieve if:-name pets and wild animals;- understand the dialogue, by listening to it;-use preposition of place: on and there is in their sentences.

Value links RespectAcademic honesty

Cross curricular links Math’s ,Art and Music

ICT skills PPT

Previous learning Learners listen to and sing the song Where is the rabbit? Learners dance to music.

PlanPlanned timings Planned activities Resources

Beginning

5 min

Greeting the SS.Setting the aims of the lesson.Teacher demonstrates tortoise, parrot, spider using projected visual images. Teacher models: e.g. There is a green tortoise.

worksheet,

Middle20 min

5 min

D) Teacher demonstrates and drills basic prepositions of place: on using visuals at boardI) Learners are given a worksheet with pictures (toys on the table, on the desk …. ). They have to tick the correct option of two according to teacher’s descriptions. e.g. There is a parrot on the bed.G) Learners in the first group take the roles of tortoise, parrot, spider and show where they are. Other group says in English using there is: There is a tortoise on the chair. There is a spider on the table.

W) P) Learners listen to the dialogue very attentively. Then role play with the help of teacher.

W) Listening to and singing along with the song. Teacher pre-teaches any unknown animals in the version of the song. Learners dance to music.

Let’s sing a song! song,

grammar cards,

phonic cards,

worksheet,

puppets/toys,

game,

CD,

DVD discs,

notebook

End5 min

Criteria based assessmentAssessment criteria:Talk about pets and wild animals using preposition of place onTechnique of FA: Voice prompts

Additional informationDifferentiation – 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 students’

learning?

Cross-curricular linksHealth and safety check

ICT linksValues links

Long-term planning and preparation – draft document-looking at the individual pupil’s interests -previous knowledge and experiences in the area of learning -level of motivation- the pace of learning

The S-s will be assessed by their answers at the lesson.Different techniques of formative assessment: traffic lights, smiles, hand signals, оral feedback, voice prompts

Learners work in pairs

Math’sRespectAcademic honestyArt and Music

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?

Summary evaluationWhat two things went really well (consider both teaching and learning)?1:

What two things would have improved the lesson (consider both teaching and learning)?1:

What have I learned from this lesson about the class or individuals that will inform my next lesson?

Approved by:

Lesson plan

Lesson: Craftwork School: 81. Ulugbek

Date: Teacher name: Sh. Yuldasheva

Class: Grade 1 Number present: absent:

Learning objectives(s) that this lesson is contributing to

1.L3 recognize with support common names and names of places; recognize the spoken form of a limited range of everyday and classroom words1.S3 pronounce familiar words and expressions intelligibly1.UE3 use basic adjectives to describe people and things

Lesson objectives All students will be able: makes up a model of their own pet using topic words; pronounces topic words and expressions intelligibly.

Success criteria Students achieve if:- make a model of their own pet shop using animal cut outs;- use have got / basic adjectives to describe people and things.

Value links RespectAcademic honesty

Cross curricular links Math’s ,Art and Music

ICT skills PPT

Previous learning -Scaffold learners if necessary-Ask more questions-Get learners to think before answering

PlanPlanned timings Planned activities Resources

Beginning

5 min

Greeting the SS.Setting the aims of the lesson.Teacher holds up initial letter (Cc) to elicit from learners the word beginning with it. Ex: cat

worksheets,

Middle20 min

5 min

G) Each group is given a bag and blindfold. In the bag are some ‘feely’ objects [above] common objects [rabbit, fish, cat, dog, mouse, doll, kite, bike, car, plane, train]. These items are in different sizes [big or small].W) Learners take turns to be blindfolded and pull out a few objects and say what they are e.g. It’s big, ‘b’ (sound) b (letter). It’s a big plane etc.P) Learners are given room object and animal cut outs. They have to make a model of their own pet shop using them and present to class.D) Teacher models pronunciation and accompanying head gestures for yes and no.P) Teacher teaches learners how to make a question and answer it.W) Teacher asks a range of questions after learners’ presentation, encourages learners to ask questions and answer related to the topic.

toys,

worksheets,

flashcards,

cut outs,

phonic cards,

grammar cards,

pictionary

End5 min

Criteria based assessmentAssessment criteria: Applying have got and adjectives correctly in everyday lifeSelf-assessment: Traffic lights

Additional informationDifferentiation – 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 students’

learning?

Cross-curricular linksHealth and safety check

ICT linksValues links

Long-term planning and preparation – draft document-looking at the individual pupil’s interests -previous knowledge and experiences in the area of learning -level of motivation- the pace of learning

The S-s will be assessed by their answers at the lesson.Different techniques of formative assessment: traffic lights, smiles, hand signals, оral feedback, voice prompts

Learners work in pairs

Math’sRespectAcademic honestyArt and Music

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?

Summary evaluationWhat two things went really well (consider both teaching and learning)?1:

What two things would have improved the lesson (consider both teaching and learning)?1:

What have I learned from this lesson about the class or individuals that will inform my next lesson?

Approved by:

Lesson plan

Lesson: Project time School: 81. Ulugbek

Date: Teacher name: Sh. Yuldasheva

Class: Grade 1 Number present: absent:

Learning objectives(s) that this lesson is contributing to

1S2 ask questions in basic exchanges about people, objects and classroom routines1.S6 make introductions and requests in basic interactions with others

1.UE7 use personal subject and object pronouns to give basic personal information

Lesson objectives All students will be able: uses colours, adjectives, articles in statements correctly; pronounces topic words and expressions intelligibly.

Success criteria Students achieve if:-say names and colours of their pets in real life;-present their project work in groups.- use personal subject pronouns to give basic personal information.

Value links RespectAcademic honesty

Cross curricular links Math’s ,Art and Music

ICT skills PPT

Previous learning ConsolidationPets, sizes, colours Have gotI’ve got a spider in my pet shop. It is small.

PlanPlanned timings Planned activities Resources

Beginning

5 min

Greeting the SS.Setting the aims of the lesson.Puzzle pieces Hand out puzzle pieces of wild and domestic animals. Learners talk about their pieces, put together and say their names and colours.

picture dictionaries,

Middle20 min

5 min

G) There are different pictures on the table. They come to the table and choose the pictures. Remember! They must choose the pictures related to the topic: My pet. Learners make groups and glue their puzzle pictures on their flipcharts. They may draw their favourite ones in the flip chart. I) Learners listen and make actions according to teacher instructions.G) D) Groups present their models, ask questions and assess one another. Learners fix their posters on the wall.I) f) Learners take turns to come to display wall and say something about it e.g. This is a dog. It is big. It is brown.W) I) Gallery strategy: After presentation of posters learners fix them on the walls. Each learner assesses the work going around the classroom. Gives his or her score to the best group. Learners give reflection as feedback.

memory game,

school objects,

flip charts,

posters,

room object cutouts,

stickers

End5 min

Criteria based assessment Assessment criteria:Technique of FA:Oral feedback

Additional informationDifferentiation – 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 students’

learning?

Cross-curricular linksHealth and safety check

ICT linksValues links

Long-term planning and preparation – draft document-looking at the individual pupil’s interests -previous knowledge and experiences in the area of learning -level of motivation- the pace of learning

The S-s will be assessed by their answers at the lesson.Different techniques of formative assessment: traffic lights, smiles, hand signals, оral feedback, voice prompts

Learners work in pairs

Math’sRespectAcademic honestyArt and Music

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?

Summary evaluationWhat two things went really well (consider both teaching and learning)?1:

What two things would have improved the lesson (consider both teaching and learning)?

1:

What have I learned from this lesson about the class or individuals that will inform my next lesson?

Approved by: