Discribing Appearance. My favourite food.

LESSON: Describing Appearance p. 72-73

School: №13

Lesson: 9

Date: 06.02/07.02

Teacher name:Мавланова Д

CLASS: 2 двге/а

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

1. listening to a description and labeling a picture

2.developing language skills.

3. say topic words with clear and pronunciation

4. say expressions clearly

2.L5 identify missing phonemes in incomplete words

2.S4 respond to basic supported questions giving personal and factual information

2.R3 read and follow with considerable support simple, words, phrases and sentences on familiar topics

2.W3 write short phrases to identify people, places and objects

2.UE13 use can to talk about ability and to make requests and offers; use can / can’t to talk about permission

Lesson objectives

All learners will be able to:

Sing a song’’ Hello’’

To introduce the pupils to the English alphabet.

To say numbers, colours and names of animals

To find the parts of body

Most learners will be able to:

To practise greetings with teacher’s support

To answer the simple question

Some learners will be able to:

Differences between small and big

Assessment for Teaching

Criteria based assessment. Assessment criteria: Introduce himself/herself clearly.

Descriptor:

A learner

 greets himself/herself correctly;

 says “I’m eating ……. I can see …..” 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.

Value links

A secular society with high spirituality

Development of the national system of education and training

Cross curricular links

English

ICT skills

Pictures, slides, CDs

Success criteria

Pupils achieve if:

Can pronounce words

Can listen sounds and teacher’s words

Previouslearning

Revision, Check point

Plan

Planned timings

Planned activities (replace the notes below with your planned activities)

Resources

Beginning

3-min

Learners are introduced with the lesson objectives

/D/ Organize the lesson

Greetings T: Hello, Good morning pupils!

P: Good morning teacher!

T: How are you?

P: Fine, thanks.

T: What dates is it today?

P: Today It is the ___ of __________.

T: What the weather is it now?

P: The weather is fine.

T: Sit down.

Warm up. Brain storming.

Come on, everybody,

Stand up, stand!

Stamp your feet

And clap your hands!

Come on, everybody,

Sit down, sit!

Clap your hands

And stamp your feet!

CD-player

Middle

35-min

/D/ Teacher demonstrates and drills basiclessons, prepositions of place using visual at

board

Flashcards

Watch Slide

Flashcards

Watch Slide

Pictures and papers

Clusters, flashcards

End

2-min

At the end of the lesson, the T asks the P to assess the lesson using a technique

- “5”

–“4”

- “3”

The song “Good bye”

CD - player

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 links
Values links

More support:

Provide less ablelearners with the foursentences written on aworksheet so they canlisten and read.
Create mixedability groups fordiscussion. Ensure they
are not always in the roleof timekeeper.

More able learners:
 At start of lesson, theythink of several reasonswhy pictures could be theodd one out.
They sharefurther facts about naturaldisasters.

 Monitor learners to checkthey can pick up specificdetails when listening tofacts reported from map,facts about naturaldisasters; detail fromvideo. Note those who
found listening for detailhard.
 Observe learners whenparticipating in discussion.Did the group dynamicswork? Did each learnercontribute to thediscussion? If not, whynot? (e.g. didn’tunderstand what to do; not
so confident speakingEnglish; not interested intopic; other)
 Record what theyconsidered they hadlearned from the lesson.
Could they express whatthey had learned aboutcontent and language?
Could they express whichskills they had developed?

Learners work in groups apply skills and knowledge to a practical and cooperative task, and produce their own materials. All of these lesson correlate with the aims of critical and creative communication set out .

Job and work: developingvocabulary range tocommunicate knowledgeof natural disasters;
looking at a interview for jobs showing recentnatural disasters andinterpreting information onit.
 Respecting diversity ofopinion

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 box on the left about your lesson.

All lesson and learning objectives were met.

The lesson was exciting. Learners were always in action and interaction.

Game style lessons prove to be very useful.

Simulation game created this opportunity for them.

Summary evaluation

What two things went really well (consider both teaching and learning)?

1: Simulation game

2: Video and vocabulary prior to the game

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

1: Better level of English language of learners. Inability of communication in English language of some learners keeps behind more able ones as well.

2:Learners came late after flash mob break. This usually happens.

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