Term:2 Week:4 Day: Tuesday Date:5/7/2022

Class/ Time/ Teaching and Learning Content Reflection

Subject
单元/课题：单元二小型运动会《2.灵巧的身体》 反思：　人达标，　
体育 人另行辅导。
一年级 内容标准：1.2，5.4
0730am –
0800am 学习标准： 1.2.4 在两个同伴重复摇动绳子时进行跳绳动作。
1.2.5 跟着节奏，进行位移动作。
5.4.1 进行双人活动

教学目标：在本课结束前，学生能够：
I. 正确地在两个同伴重复摇动绳子时进行跳绳动作。
II. 正确地跟着节奏，进行位移动作。
III. 进行双人活动。

教学活动：
1. 学生在教师的带领下进行热身。
2. 教师讲解游戏方法，并示范跳绳动作。
3. 学生练习动作。
4. 学生跟着教师的指示进行活动。
5. 学生进行小组协作游戏。
6. 学生总结课堂。

跨课程元素：１．道德价值观：合作
　　　　　　２．学习如何学习
高层次思维技能：应用、理解、分析
教具 ：跳绳
教学评估/评价：PBD
English Focus skill: Writing (Lesson 29) Reflection:
Y6 Theme: World of Stories I. Describe in
1030am – Topic: Akbar’s Dream simple
1130am Number of pupils: / 18 language a
C 5.2 Express personal responses to literary texts character’s
S actions or
4.3 Communicate with appropriate language
feeling and
form and style for a range of purposes in print explain at
and digital media least 2
L 5.2.1 Describe in simple language a character’s reasons for
S them. (
actions or feelings and explain the reasons for
/18)
them II. Spell most
4.3.2 Spell most high frequency words high
accurately in independent writing frequency
words
Learning Outcomes: accurately in
By the end of the lesson, pupils will be able to: sentences
I. Describe in simple language a character’s actions or feeling and explain at writing. (
least 2 reasons for them. /18)
II. Spell most high frequency words accurately in sentences writing.
Success Criteria: Pupil can
I. Describe in simple language
II. Spell most high frequency words
III. Complete sentences writing
Teaching Aids:
CCE: : : Language / Creativity and Innovation
Language/ Grammar focus: : Nouns: flowers, trees, building; Adjectives to
describe feelings: happy, excited, tired
Assessment: CBA
Activities:
Pre-lesson
1. Use Pre-lesson Task 7 (Beat the Teacher): Pupils take turns guessing letters
that spell a place mentioned in Akbar’s Dream before they run out of tries.
Write _ _ _ _ _ _ _ _ (place) on the board. Answer: TAJ MAHAL
Lesson delivery
2. Play a video https://youtu.be/44rTTLjZZz4 of a virtual tour of the Taj
 Mahal. In pairs, pupils discuss and describe the scenes as the video is being
played a second time.
3. Ask pupils to close their eyes and imagine themselves visiting Taj Mahal.
Ask questions to elicit responses from pupils on what they can see, hear,
smell and feel if they are actually there.
4. Distribute the worksheet from the guidebook (Appendix 2, page 41) to
each pupil. Pupils complete the worksheet.
5. Ask for volunteers to share their answers in complete sentences (e.g. I see
many people. I hear cameras clicking. I feel excited.)
Post-lesson
6. Use Post-lesson Task 6 (Make A Word Ladder): Pupils practise spelling in
groups where each pupil takes turns writing a word on the board. The
teacher will choose the topic/category based on today’s lesson (e.g. Things I
can see at the Taj Mahal or How I feel when I’m at the Taj Mahal).

English Reflection:
Y6 Focus skill: Listening (Lesson 30) I. Understand
1130am – Theme: World of Self, Family and Friends with little or
1200pm
Topic: Adventure Time no support
Number of pupils: / 18 specific
C 1.2 Understand meaning in a variety of familiar information
S and details
contexts of longer
1.3 Use appropriate listening strategies in a simple text
variety of contexts by
L 1.2.2 Understand with little or no support answering at
S least 5
specific information and details of longer questions
simple texts on a range of familiar topics correctly.
1.3.1 Guess the meaning of unfamiliar words ( /18)
from clues provided by other known words and II. Guess the
meaning of
by context on familiar topics at least 5
unfamiliar
Learning Outcomes: words from
By the end of the lesson, pupils will be able to: clues
I. Understand with little or no support specific information and details of longer provided by
simple text by answering at least 5 questions correctly. other known
II. Guess the meaning of at least 5 unfamiliar words from clues provided by words and
other known words and by context of familiar topics. by context of
Success Criteria: Pupil can familiar
I. Write two paragraphs of writing topics. (
II. Narrate factual and imagined events and experiences in writing /18)
Teaching Aids: Academy Stars, worksheets

CCE: Language
Language/ Grammar focus: Present perfect review
Assessment: CBA
Activities:
Pre-lesson
1. Pupils do warm up activities: What we can do?
Lesson delivery
2. Pupils look at the job advert. Have pupils talk to a partner before feeding
back as a whole class. Some of the vocabulary may be new to many pupils.
Ask them to try to guess the meaning from the context of the job advert.
3. Follow the instructions for Activity 2 in the Teacher’s Book, p.74. Pupils
look at the pictures to predict who is best suited to the job advertised in
Activity 1.
4. Talk to pupils about the process of applying for a job, including the need
for interview. Follow the instructions for Activity 3 in the Teacher’s Book,
p.74. Pupils listen to the interview to find specific information about the
interviewees.
5. Follow the instructions for Activity 4 in the Teacher’s Book, p.75. Have
pupils discuss the questions in small groups of three or four.
6. Conduct feedback on groups’ discussions. Ask pupils whether their
impressions of the people from the pictures were correct. Talk to pupils
about the risks of pre-judging others based on appearance (CCE: Values).
7. Follow instructions for Cooler: Hiring a new teacher. If you have time,
pupils could role play the interview in their small groups.
Post-lesson
8. Review and consolidate learning in this lesson using a post-lesson task in
Section 3 or refer to the Games Bank in the Teacher’s Book pp.14–17 for
more ideas.