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Short term plan
| LESSON: Story time! The fox and Stork. | School: №13 | Lesson: 7 | ||||||||
| Date: 29.01 | Teacher name: Мавланова Д, Алханова Х | |||||||||
| CLASS:1г
| 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 | |||||||||
| 1.L2 recognize with support a limited range of basic common personal questions spoken slowly and distinctly 1.S3 pronounce familiar words and expressions intelligibly 1.R3 recognize and identify some familiar sight words from local environment 1.UE4 use determiners a, an, some, the, this, these to indicate what /where something is | ||||||||||
| Lesson objectives | All learners will be able to: pronounce topic words clearly | |||||||||
| Most learners will be able to: -listen and make up their own story using Come to my house. I’ve got some …. for you; | ||||||||||
| Some learners will be able to: - act out a story in groups with great enthusiasm. | ||||||||||
| Language objectives: Тілдің мақсаттары: Языковая цель: | Learners can: By the end of the lesson learners will be able to -listen and make up their own story using Come to my house. I’ve got some …. for you; - act out a story in groups with great enthusiasm. | |||||||||
| Key words and phrases: Consolidation house, come, fox, stork. Come to my house. I’ve got some milk for you! Come to my house. I’ve got some …. for you! | ||||||||||
| Useful classroom language for dialogue/writing: oral | ||||||||||
| Discussion points: | ||||||||||
| Can you say what is your favourite food? Why ? | ||||||||||
| Writing prompts: | ||||||||||
| Assessment for Teaching Оқу барысындағы бағалау Оценивание при обучение | Criteria based assessment Assessment criteria: Making up and acting out a story using word combinations house, come, fox, stork Descriptor: A learner ?listens and makes up his/her own story using Come to my house. I’ve got some …. for you; ? acts out a story in groups with great enthusiasm. Oral feedback | |||||||||
| How to overcome barriers in learning English
Ағылшын тілін үйренудегі кедергілерді жою Как преодолеть барьер при изучении английского языка | -Scaffold learners if necessary -Ask more questions -Smile, create a favorable atmosphere in class | |||||||||
| Value links | A secular society with high spirituality Development of the national system of education and training | |||||||||
| Cross curricular links | English and Russian | |||||||||
| ICT skills | Pictures, slides, CDs | |||||||||
| Success criteria | Pupils achieve if: Can pronounce new words Can listen history | |||||||||
| Previouslearning | Where is …? What is …? | |||||||||
| 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! Dividing groups – pupils are divided into two groups. Half the group will be called a fox, and half a stork. | CD-player
Story cards | ||||||||
| Middle
15-min
10-min
| Checking Homework. /D/ Teacher demonstrates and drills basiclessons, prepositions of place using visual at board. Pre-teaching Come to my house. I’ve got some milk for you! I’ve got some fish for you!
Listen and read
Play the CD. The pupils listen point to and repeat the words. Play the CD again pausing after each word. The pupils repeat, chorally or individually. Summary: The fox invited the Stork for some milk, but he plays a cruel trick: he serves the milk in a shallow dish and the Stork cannot drink it using it is long beak. The Stork gets its revenge by inviting the Fox for supper and serving it inside a tall, thin jar into which the fox cannot put his snout to get the fish. The Fox apologises for having played a trick and they become friends again. Put up the story cards in random order. Ask the pupils to come and put the cards in the right order. Play the CD for verification. Assign roles and allow the pupils, in groups, some time to rehearce. Ask the groups to act out the story. They can use the story cards for help. Have a discussion, in L1 if necessary, about the moral of the story. Tell the pupils that through other people may treat us badly, we shouldn’t treat them the same way. Explain that a selfish act can often backfire. Extension activity (optional) Before going into class Photocopy the story cards, from the Teacher’s Resource Pack CD-ROM, one set per pupil. Hand out the story cards. Ask the pupils to colour them and use them to make their own story books /D/ Teacher demonstrates simple plus/minus sums producing written numerical answers. /W/ /f/ Then learners make up the clusters. Learners move the characters.
PB Ex 3 p 70-71 Listen and read. Story time! The fox and Stork. /A story from Greece/
Fox: Come to my house.I’ve got some milk for you! Stork: Yummy!
Stork: Mmm, I’m hungry!
Stork: Come to my house. I’ve got some fish for you!
Fox: Mmm, I’m hungry!
Fox: I’m sorry! Stork: I’m sorry, too! We are friends now.
AB Ex 5 p 56 Look, read and match. Talk with your friend.
Come to my house.I’ve got some milk for you!
2 I’m sorry, too! We are friends now. 1
Come to my house. I’ve got some fish for you!
3
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Flashcards Watch Slide
Track 12 CD2
Flashcards Watch Slide
Photocopies of the story cards from the TRP CD-ROM
Clusters, flashcards
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| End 15-min
2-min | (An activity to consolidate the language of the lesson) Tell the pupils to choose their favourite character from the story and make a drawing of him her. Allow the pupils some time to finish their drawings. Display the pupils’ drawings around the classroom. Activity book (optional) If you wish, you can do page 56 from the activity Book during this lesson or the next one. At the end of the lesson, the T asks the P to assess the lesson using a technique 9-10 smiles- “5” 8-6 smiles –“4” 5-3 smiles - “3” The song “Good bye” | cards
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 | ||||||||
| More support: Provide less ablelearners with the foursentences written on aworksheet so they canlisten and read.
More able learners: | Monitor learners to checkthey can pick up specificdetails when listening tofacts reported from map,facts about naturaldisasters; detail fromvideo. Note those who | 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; | ||||||||
| 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.
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| 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?
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Story time! The Fox and the Stork. (17.08 MB)
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