Планирование урока по английскому языку в 1 классе по учебнику "Smiles 1"

Terentyeva N.A.

School# 35

Themes

1 четверть

2 четверть

Все обо мне

Моя семья и друзья

3 четверть

Моя школа

4 четверть

Путешествие

Мир вокруг нас

Еда и напитки

Традиции и фольклор

В здоровом теле –

здоровый дух!

Term 1

Term 2

1 All about me

Term 3

• Greetings and names
• Colours
• 1 to 10

3 My family and friends

2 My school

4 The world around us

Term 4

• Family and friends
• In my house
• Days of the week

5 Travel

• Classroom objects
• Initial letters
• Classroom routines
• Describing things

6 Traditions and folklore

• Animals
• Hot and cold
• In Kazakhstan

• Getting to school
• This is the way...
• Where is it?
• The big red bus

7 Food and drink

• Things I like
• Hot or cold
• Animals like
• Nice or nasty

• Happy Birthday
• Springtime in Kazakhstan
• Hats and masks
• Story time

8 Health and body

• Hands and Head
• Let’s move
• Making a puppet
• A special dance

#

Units

TERM 1

1.

Topics, content

Learning objectives

All about me

Greetings and names

2.

1.L3, 1.S1, 1.S3, 1.UE3, 1.UE6, 1.S6

Colours

1.UE3, 1.L3, 1.S3, 1.UE6, 1.S1

1 - 10

My school

1.L3, 1.UE2, 1.L1, 1.S3

Classroom objects

1.UE1, 1.UE4, 1.UE6, 1.S1, 1.L1,

Classroom routines

1.S3, 1.L3

Describing things

1.S1, 1.UE3

№

Тема урока

Сабақ тақырыбы

I term – 17 hours

сағат

All about me

Сроки

Mep з i м i

1

Лексические структуры и единицы

Лексикалық материалдары

Greetings and names

2

1

Енгізуле

Корректировка

Greetings and names

3

01.09-03.09

Colours

1

4

1.L3, 1.S1, 1.S3, 1.UE3,

5

1

Colours

05.09-10.09

Hello/Goodbye

I’m…

05.09-10.09

1.UE6, 1.S6

1

6

1 - 10

What’s your name?

7

1

1 - 10

1.UE3, 1.L3, 1 .S3, 1.UE6, 1.S1

13.09-17.09

1.UE3, 1.L3, 1.S3, 1.UE6,1.S1

13.09-17.09

8

What colour is it?

1

1 - 10

Revision

1

Project: My favourite colour!

19.09-24.09

1.L3, 1.UE2, 1.L1, 1.S3

1.L3, 1.UE2, 1.L1, 1.S3

19.09-24.09

Numbers 1-10

1

Numbers 1-10

1.L3, 1.UE2, 1.L1, 1.S3

26.09-01.10

Craft work

1.L3, 1.UE2, 1.L1, 1.S3

Voc-ry, reflection task

Strand 1: Listening

Working towards A1

Strand 1: Speaking

Working towards A1

1.L1 recognise short instructions for basic classroom routines spoken slowly and distinctly

Strand 3: Reading

Working towards A1

1.S1 make basic personal statements and simple statements about objects

1.L2 recognise with considerable support a few basic personal questions spoken slowly and distinctly

Strand 5: Use of English

Working towards A1

1.R1 recognise initial letters in names and places

1.S2 begin to use intonation to signal questions in basic exchanges

1.UE1 use common singular and plural nouns to say what and where things are

1.UE2 use cardinal numbers 1 – 10 to count

Theme:

Classroom objects

Learning objectives

1.UE1, 1.UE4, 1.UE6, 1.S1

1.UE1

use common singular and plural nouns to say what and where things are

1.UE4

use determiners a, an, this, these to indicate what something is

1.UE6

use demonstrative pronouns this, these to indicate things

1.S1

make basic personal statements and simple statements about objects

Theme:

Classroom objects

Learning objectives

that this lesson is contributing to

1.S1 - make basic personal and simple statements about

Classroom objects

1.UE1 - use common singular and plural nouns to say what and where Classroom objects are

1.UE6 - use demonstrative pronouns this, these to indicate Classroom objects

Language objective

Learners can : Pronouns the words and simple sentences correctly; say and use words to make simple sentences describing Classroom objects

Key words and phrases: It’s a pen. This is a pen. These are pens.

School things: bag, book, pen, pencil, pencil case, rubber

colours: red, yellow, green, blue, orange

Useful classroom language for dialogue/writing:

Discussion points: What colour is it? What is it?

Can you say why…? not used

Writing prompts: not used

Previous learning

Colors and numbers 1 - 5

Planned timings

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

Start

Resources

Organization moment:

The T greets the learners and present the lesson objectives. After that the teacher asks the Ss to make a circle and sing a song - “Hello”

Then they chose the cards with school things and sit at the tables according colours ( yellow, green, blue, orange )

Time

PB, AB, TB, CD

a song

“ Hello” PB p. 4

a song “Numbers”

PB p. 18

a song

“ Get your pencil”

PB p. 20

Lead in: Learners revise some key words from a previous topics (colours and numbers)

cards Worksheets, glue, scissors

Time :

Pre- teaching: 1. the learners pronouns phrase: adjective + noun ( a red pen, a green pen…)

Time:

Middle

Time

Cards on the desk

Drilling: Learners pronouns the words PB p. 21, then sentences: It’s a pen. This is a pen. These are pens. all together first with the teacher’s support, then with some support.

Practice: 1. Learners pronouns the words PB p. 21, then sentences It’s a pen. This is a pen. These are pens. Individually, using the cards on the tables.

Cards

PB p. 21

Cards

PB p. 21

Pupils sing a song “Get your pencil”

Pupils do the task in AB p. 29

a song

“ Get your pencil”

PB p. 20

AB p. 29

Learners do the Craft activity .They put the school things into the bag. Each group make the presentation of the work using new knowledge.

End

Time

Worksheets, glue, scissors

Concept checking: bingo game. Learners work individually with the own cards trying find out the correct school thing and cross it out. One of the learners (one by one) take the card and say the sentence like: It’s a pen. This is a pen. These are pens.

Cards “Bingo”

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?

Differentiation can be by task, by outcome, by individual support, by selection of teaching materials and resources taking into account individual abilities of learners

Differentiation can be used at any stage of the lesson keeping time management in mind

Cross-curricular links Health and safety check ICT links

Values links

Use this section to record the methods you will use to assess what students have learned during the lesson

Health promoting techniques

Breaks and physical activities used.

Points from Safety rules used at this lesson.

Monitor classroom space when sts start moving around

Reflection

• Were the lesson objectives/learning objectives realistic?
• What did the learners learn today?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

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?

Thank you for attention!