Урок по английскому языку на тему Days of the week

LESSON 7: Unit 3 Days of the week

2A. Classroom objects

School: 25

Date: 24.11.2016

25.11.2016

Teacher`s name: Imasheva Sh

CLASS: 1

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

1.L3

recognize the spoken form of a limited range of basic and everyday classroom words

1.R1 recognize initial letters in names and places

1.S3 pronounce basic words and expressions intelligibly

Lesson objectives

All learners will be able to:

pronounce basic words and expressions intelligibly

Most learners will be able to:

• listen to simple songs and sing.

• introduce their friends using he/she is.

Some learners will be able to:

• name some days of the week

Previous learning

Days of the week

Plan

Planned timings

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

Resources

Beginning

10 minutes

WARMING UP

1. Listening to and singing along to a 'Days of the Week' song.

Is it Monday today? No.

What day is it today? Today is …….

Let`s look at our train! Find and name the days of the week with colours.

Train 1 Monday is yellow.

Train 2 Wednesday is green.

Train 3 Thursday is orange.

Train 4 Tuesday is white

Train 5 Saturday is pink

Song "Days of the Week"

www.youtube.com/watch?v=941e6RnP4EQ

Worksheet "Days of the week"

www.worksheetfun.com

Middle

25 minutes

OVERWRITING

1. Focusing on the initial letter sound of the days of the week. Learners practice overwriting capital letters M T W Th F S S [upper case letters] - initial day of week letters.

2. Teacher holds up initial letter to elicit day of week from learners that it stands for.

M is for Monday.

3. Learners given jumbled initial letter cards of days of week and have to put them in order.

GROUPWORKING

Learners make a "Days of the Week" collage. Teacher provides learners with a week calendar, glue/tape and a range of different images to cut out and stick on different days [images e.g. school subjects/activities, shopping, special foods, football, cinema, cleaning, TV etc.].

Criteria for making a collage.

Worksheets

https://www.google.ru/search?newwindow=1&noj=1&biw=1887&bih=957&tbm=isch&oq=+worksheets+English+letters+to+overwrite+for+kids</</p>

Posters, crayons, glue stick

End

5 min

FEEDBACK

Do you like your collage? Why?

Goodbye, goodbye, goodbye you all.

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 can be given during elicitation, instruction and questioning phases of the lesson by nominating learners to answer items relating to more high frequency vocabulary to build confidence through participation.

• through questioning and the redirecting of questioning in feedback activities

• through observation

• Аrt

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.

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?