Презентация к уроку "Commands"

LESSON: Commands

School:№

Lesson

Date

Teacher name:

CLASS: 1

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

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

1L3 recognise with support common names of places; recognize the spoken form of a limited range of everyday and classroom word

1S3 pronounce basic words and expressions intelligibly

Lesson objectives

All learners will be able to:

Sing a song’’ Hello’’

To introduce the pupils to the English alphabet;

To present and prictise words

To give and follow commands

Most learners will be able to:

To practise greetings with teacher’s support

Some learners will be able to:

Make simple dialogue with teacher’s support

Success criteria

Pupils achieve if:

Can pronounce words

Can listen sounds

Previous learning

My toys

Plan

Plannedtimings

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

Resources

Beginning

5-min

Learners are introduced with the lesson objectives

/D/ Organize the lesson

Greetings Hello, Good morning pupils!

How are you? Fine, thanks. Sit down.

Warm up. Brain storming.

One, two, three, four.
Look at the window, look at the door,
Look at the ceiling, look at the floor.
One, two, three, four.

Assessments by smiles

Activity to revise the vocabulary from the previous lesson.)

Put up the My room! Poster on the board. Point to the items one at a time and say a word. Ask the pupils to say yes or no.

e.g. T: point to the bike Bike

P: yes!

T: point to the car Car.

Class: No! etc

Play the My room song from the previous lesson. Encourage the pupils to sing along.

Divide into groups:

Sticker –pictures

Sticker –pictures

CD-player

Poster

Track 35 CD1

Middle

5-min

2-min

3-min

10-min

10-min

5-min

Checking homework

Present and practice

(activities to present and activate the new language.)

Listen, point and repeat

Pupils’ books closed. Put up the flashcards one at a time and say the corresponding words. The pupils repeat, chorally or individually. Point to each flashcards in random order. Ask individual pupils to say the word. Ask the rest of the class for verification. Give a command, e.g. stand up. The pupils follow it.

Have you rest?

Double, double, this, this

Double, double that, that

Double this, double that

Double, double, this, that

Pupils’ books open. Play the CD. The pupils listen point to and repeat the letters and the words. Play the CD again pausing after each word. The pupils repeat, chorally or individually.

table

train

desk

plane

bed

car

TV

bike

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

Let’s listen!

Set the scene by asking the pupils questions about what they can see in the pictures.

e.g. T: (pointing to picture 1) Oh, silly TV! Can Nanny help?

Class: Yes!

T: Yes, (pointing to the TV in picture 2) Look! Thanks. Nanny! ( pointing to picture 3) Look at Lilly! Clap your hands! etc)

Play the CD. The pupils listen and follow the dialogue in their books.

Audio script

1 Liam: Nanny, please help!

2 Liam: Thanks Nanny!

3 Jumping Jack: Clap your hands! Stamp your feet! Jump!

4 Lilly: This is fun!

-For stronger classes: Select a short exchange from the dialogue for the pupils to act out in pairs. Allow them some time to rehearse their exchanges. Have some pairs come to the front of the class and perform their exchanges.

-For weaker cases: ask some pupils to take out their story cutouts. Ask them to shuffle them. Play the dialogue with pauses. The pupils listen and hold up the corresponding cutout.

Listen and number. Play Simon says!

Point to the pictures and elicit the commands. Explain the activity. The pupils listen and number the pictures. Play the CD twice if necessary. The pupils listen and complete the activity. Check their answers.

Audioscript

One-stamp your feet

Two-sit down

Three-clap your hands

Four-stand up

Five-jump

Six-dance

Tell the pupils you are going to play the Simon says game. Explain to the pupils that they have to follow the commands if preceded by the phrases Simon says.

T: Simon says: Clap your hands!

Stamp your feet! Etc

Sing the Come on everybody song and do!

Say and mime the following action: Come on everybody, clap your hands! Invite the pupils to repeat after you and mime the actions.

Follow the same procedure and present the rest of the song.

Play the CD. The pupils listen to the song. Play the song again and encourage the pupils to do the actions.

Audioscript

Come on everybody,

Clap your hands!

Come on everybody,

Stamp your feet!

Stand up, sit down,

Jump all around!

Come on everybody,

Dance to the beat!

(See the introduction for further ideas on how to exploit the songs )

Pre-teachingAudioscriptstamp your feet, jump, sit down, stand up, clap your hands, dance.

Count –

train –

doll –

plane –

kite –

bike –

car -

/W/ use a visual presentation of objects . work with a set of number flashcards [numerals].

/D/ Teacher demonstrates simple plus/minus sums producing written numerical answers.

/I/ /f/ learners given a worksheet with a range of jumbled numbers 1-10 to colour according to Teacher’s instructions.

/W/ /f/ Then learners make up the clusters. Learners move the characters.

• Explain the learners that they are going to describe the jobs in the following list but without saying the name of the job and explain their choices.

• A) 1Clap your hands! 2 Stamp your feet 3 Stand up 4 Dance 5 Jump 6 Sit down

Circle the odd one out.

Flashcards

Watch Slide

Flashcards 12-17

Track 37 CD1

Flashcards

Watch Slide

Song ten Little numbers

http://www.youtube.com/watch?v=BYIrkMV9uug

Clusters, flashcards

Track 38 CD1

Activity books

Track 39 CD1

End

5-min

2-min

An activity to consolidate the language of the lesson)

Go around and assign a command to each pupil. Give a command. The pupils with the assigned command perform it. Repeat with the rest of the commands.

If you wish, you can do page 38 from the Activity Book during this lesson or the next one

9-10 smiles- “5”

8-6 smiles –“4”

5-3 smiles - “3”

The song “Good bye”

picture

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.

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

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?