School: Sam secondary school
Teacher name: Rapbergenova Asel
Theme: My school
Grade: Number present: absent:
Theme of the lesson: Classroom routines
Learning objectives(s) that this lesson is contributing to 1.S3pronounce basic words and expressions intelligibly
1.UE8use imperative forms of common verbs related to classroom routines
1.L1recognise short instructions for basic classroom routines spoken slowly and distinctly
Lesson objectives Learners will be able to:
Recognize the language of classroom routines: Open, close, sit down, stand up, listen, read, write, look, go, sing, say.
Pronounce the majority of words on the topic intelligibly
Success criteria Learners have met the learning objective (L1) if they can:
give appropriate answers that are clear and intelligible in response to prompts
Value links Educationthroughout life
links Classroom discipline, the world around us
ICT skills Using videos, working with URLs
Previous learning initial letters, classroom routines
Planned timings Planned activities Resources
Teacher greets students; students respond to greeting and take their places.
Students get familiar with the lesson objectives.
Teacher shows students pictures of the simple actions verbs they learned the previous lesson:
Open, close, sit down, stand up, listen, read, write, look, go, sing, say.
Students see a picture and name a word relating to it.
A set of pictures
Modelling / guessing (10)
Students sit in circle on the carpet. Teacher calls one student and whispers him/her a word that he/she should then model in a way that other students could guess it. Teacher monitors students to identify areas that need improvement.
Teacher hands out worksheets with the following action verbs: listen read write sing say look openclose sit down stand up go sing. Students trace the words thus learning to write in English. Teacher monitors and assists if necessary.
Teacher pairs up students to peer assess their partners’ writings.
Students provide feedback to their partners by saying which words need attention and which are fine.
Miming game (5)
Teacher names any action verbs so that to check students understanding, students mime the action verb. Teacher monitors student’s understanding.
Students go back to the lesson objectives and identify what they did well as well as what needs improvement.
5 mins Good bye song
Students sing a good-bye song and danceto the tune repeating the moves shown in the video
Teacher asks students “How are you?” to find out their mood at the end of the lesson, compares it to the initial mood students had and makes conclusion how the lesson influenced students and why. https://www.youtube.com/watch?v=Xcws7UWWDEs
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? Health and safety check
Less able students – greater support by means of prompts, visuals or writing difficult words on the blackboard
More able students – independent work on definite tasks with little/no support
While group or pair work more able students can also provide less able students with additional support through observation • Work with the SMART board not more than 10 minutes
• Make a dynamic break in the middle of the lesson
• Monitor classroom space when students start moving around
• Use water based markers
• Check sockets’ safety
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?
What two things went really well (consider both teaching and learning)?
What two things would have improved the lesson (consider both teaching and learning)?
What have I learned from this lesson about the class or individuals that will inform my next lesson?