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LESSON: 14
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School:
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Date:
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Teacher`s name:
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CLASS:
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Number present:
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absent:
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Theme of the lesson: Furniture
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Learning objectives(s) that this
lesson is contributing to
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1.S3,
pronounce basic words and expressions intelligibly
1.UE11
use This is my… to make short statements
1.L3,
recognise with support simple greetings
recognise
the spoken form of a limited range of basic and everyday classroom words
1.S1,
make basic personal statements and simple statements about objects
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Lesson objective:
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To
teach students to use the vocabulary of Furniture intelligibly.
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Success criteria
Students will be able to….
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All learners will be able to:
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Recognize
Teacher’s instructions
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Name
things in a room: bed, chair, TV, table, desk.
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Most learners will be able to:
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Recognize
Teacher’s instructions
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Name
things in a room: bed, chair, TV, table, desk.
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Name
things in a room: with their colours
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Some learners will be able to:
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Recognize
Teacher’s instructions
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Name
things in a room: bed, chair, TV, table, desk.
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Name
things in a room: with their colours
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Identify
things in a room
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Ask
and answer questions around the room.
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Cross-curricular links
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Math, art
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ICT-links
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Poster, story cutouts, CD
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Previous learning
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Colours , numbers, school
objects.
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Plan
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Planned
timings
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Planned
activities
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Resources
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Beginning
5 minutes
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Organization
moment:
Greeting: Hello
children!
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Pre-learning
Ask
a pupil to come to the board. Say a school subject. The pupil draws a rough
sketch of the object on the board. Ask the rest of the class for
verification.
Review the
number by saying a number and having a pupil write it on the board. Ask the
rest of the class for verification. Repeat with as many as pupils as
necessary.
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Middle
15
-25
minutes
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Listen, point
and repeat.
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Pupils’
book closed. Put the My room poster on the board. Point to the things inside
a room (bed, chair, TV, table, desk). One at a time, and say corresponding
words. The pupils repeat, chorally and/or individually. Pont to each item in
random order. Ask individual pupils to say the word. Ask the rest of the
class for verification. Name on item, e.g. bed. Ask a pupil to mime an action
connected with it, e.g. sleeping. Repeat with as many as pupils.
Colour. Point.
And say.
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Point
to and elicit the colours. Then say: look at my room. This is my bed. It’s
blue. Ask the pupil to repeat. Elicit the rest of the item in the picture.
The pupils use the colour code and colour in the item. The pupil the point to
and present them.(I)
Sing the My room
song!
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Point
to the Chair
in Ex. 1and say: this is my chair. It’s just for me! The pupil repeat. Follow
the same procedure to present the rest of the song.
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Play
the CD. The pupils listen to the song. Divide the pupils onto three groups
and assign a verse to each group. Play the song again for groups to sing the
assigned verses. Time permitting, play the song a third time for the pupils
to sing the song as a class.(G)
Let’s listen.
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Say
the scene by asking the pupils questions about what they can see in the
pictures.
e.g.
(point to the pictures) who are they?
Class:
Liam and Andy.
Teacher:
( point to Liam’s bed in picture 2) this is Liam’s bed. What colour is it?
Class:
Blue etc
Play
the CD. The pupil listen and follow the dialogue.
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CD 1 Track31
CD1 Track32
CD 1 Track33
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Ending
5
minutes
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Focus
the pupils’ attention on the picture illustrating Ex.1. have them look at the
picture for two minutes before they close their eyes. Divide the class in two
teams, ask A and B. Ask individual pupils from both teams questions about the
picture. Each correct answer gets one point. The term with most points
wins.(G)(I)
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Additional information
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Differentiation – how do you plan
to give more support? How do you plan to challenge the more able learners?
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Assessment – how are you planning
to check learners’ learning?
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Cross-curricular links
Health and safety check
ICT links
Values links
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Art,
math
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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?
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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 individuals that will inform my
next lesson?
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