{"id":126894,"date":"2018-04-20T13:23:25","date_gmt":"2018-04-20T07:23:25","guid":{"rendered":"https:\/\/45minut.biz\/?p=126894"},"modified":"2018-04-20T13:23:25","modified_gmt":"2018-04-20T07:23:25","slug":"story-time","status":"publish","type":"post","link":"https:\/\/45minut.biz\/?p=126894","title":{"rendered":"Story time"},"content":{"rendered":"

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School:<\/strong>Rubezhin secondary school<\/td>\nTraditions and folklore<\/td>\n<\/tr>\n
Date: 9.04.18<\/strong><\/td>\nTeacher name:Urazbaeva A.K.<\/strong><\/td>\n<\/tr>\n
Grade: <\/strong>1 A<\/td>\nNumber present:<\/strong><\/td>\nAbsent:<\/strong><\/td>\n<\/tr>\n
Theme of the lesson: <\/strong>Story time<\/td>\n<\/tr>\n
Learning objectives that this lesson is contributing to<\/strong><\/td>\n1.R3<\/strong>recognise some very high frequency words from local environment<\/p>\n

1.L1<\/strong> recognise short basic instructions for a limited range of classroom routines spoken slowly and distinctly<\/p>\n

1.S3<\/strong>pronounce basic words and expressions intelligibly<\/td>\n<\/tr>\n

Lesson objectives<\/strong><\/td>\nLearners will be able to: <\/strong><\/p>\n

Understand and follow teacher\u2019s instructions<\/p>\n

Recognize familiar words<\/p>\n

Pronounce words on the topic intelligibly<\/td>\n<\/tr>\n

Success criteria<\/strong><\/td>\nStudent achieved the LO (L1) if he:<\/strong><\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
do 4 or more correct actions;<\/td>\n<\/tr>\n
recognise spoken language slowly and distinctly;<\/td>\n<\/tr>\n
recognise short basic instructions<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/td>\n<\/tr>\n
Value links<\/strong><\/td>\nEducation throughout life<\/td>\n<\/tr>\n
Cross curricular links<\/strong><\/td>\nThe world around us, literature, folklore<\/td>\n<\/tr>\n
ICT skills<\/strong><\/td>\nUsing SMART board, pictures and videos, working with URLs<\/td>\n<\/tr>\n
Previous learning<\/strong><\/td>\nThis unit recycles and revisits a lot of vocabulary seen in previous units, e.g. words for colours and simple objects and animals. Learners further practice giving short answers in response to direct questions.<\/td>\n<\/tr>\n
Plan<\/strong><\/td>\n<\/tr>\n
Planned timings<\/strong><\/td>\nPlanned activities <\/strong><\/td>\nResources<\/strong><\/td>\n<\/tr>\n
Beginning<\/strong><\/p>\n

10 min<\/td>\n

Organizational moment<\/strong><\/p>\n

Teacher greets students; students respond to greeting and take their places.<\/p>\n

Warming up <\/strong><\/p>\n

Teacher asks sts \u201cWhat day was yesterday? What day is it today? What day will be tomorrow?\u201d; sts answer and choose corresponding cards with days of the week to display on board<\/p>\n

Teacher asks sts about the weather \u2013 \u201cWhat is the weather like today?\u201d<\/p>\n

Teacher asks questions about the previous lesson (Did we read or write on Monday? What is the name of the story we read? Etc.)<\/td>\n

Posters on the walls<\/td>\n<\/tr>\n
Middle<\/strong><\/p>\n

20 min<\/td>\n

Story time <\/strong><\/p>\n

Show slides and read words for sts asking them to repeat the words<\/p>\n

Nominate sts and elicit target vocabulary (as many words as they could memorize) (ask in RU and sts must answer in EN)<\/p>\n

Run a PPP quiz \u2013 show slides with multiple choice options; sts should choose the correct answer (teacher support is not excluded if sts find the task difficult)<\/p>\n

Read the story \u201cHansel and Gretel\u201d for sts asking them to follow<\/p>\n

Demonstrate a video of the same story<\/p>\n

Clarify any unclear points; answer sts\u2019 questions<\/td>\n

PPP1<\/p>\n

PPP2<\/p>\n

Handouts with stories<\/p>\n

Video1<\/td>\n<\/tr>\n

End<\/strong><\/p>\n

10 min<\/td>\n

Reflection \/ home task<\/strong><\/p>\n

Discuss what sts understood from the story and if they liked\/disliked the story and why (with great teacher support)<\/p>\n

Give home task: try to learn as many words from the story \u201cHansel and Gretel\u201d as sts can<\/td>\n

Lesson materials (if necessary)<\/td>\n<\/tr>\n
Additional information<\/strong><\/td>\n<\/tr>\n
Differentiation \u2013 how do you plan to give more support? How do you plan to challenge the more able learners?<\/strong><\/td>\nAssessment \u2013 how are you planning to check learners\u2019 learning?<\/strong><\/td>\nHealth and safety check
\nICT links<\/p>\n

<\/strong><\/td>\n<\/tr>\n

Less able students \u2013 greater support by means of visuals or writing difficult words on the blackboard<\/p>\n

More able students \u2013 independent work on definite tasks with little\/no support<\/td>\n

– check sts\u2019 understanding of classroom instructions<\/p>\n

– check sts\u2019 home task<\/p>\n

– check sts\u2019 pronunciation of new words<\/p>\n

– monitor sts\u2019 progress during while- and post- reading tasks<\/td>\n

– Usewaterbasedmarkers<\/p>\n

– Work with the SMART board not more than 10 minutes. Make short breaks.<\/p>\n

– Ensure proper ventilation<\/p>\n

– Monitor classroom space when sts start moving around<\/p>\n

– Check sockets\u2019 safety<\/td>\n<\/tr>\n

Reflection<\/strong><\/p>\n

Were the lesson objectives\/learning objectives realistic? Did all learners achieve the LO? If not, why?<\/p>\n

Did my planned differentiation work well?<\/p>\n

Did I stick to timings?<\/p>\n

What changes did I make from my plan and why?<\/td>\n

Yes or No. I learn or I dont understand today is lesson.<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n