Animals and pets

Plan of the lesson

Theme of the lesson: Animals

School: №18 M. Satybaldiyev

Date: 26.11.2020

Teachers’ name: Arturkyzy A

CLASS: 1 «D»

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

1.L1 recognise short basic instructions for a limited range of classroom routines spoken slowly and distinctly

1.S3 pronounce familiar words and expressions intelligibly

1.S5 use words in short exchange

Lesson objectives:

All learners will be able to:

• Understand and follow teacher’s instructions

Most learners will be able to:

• Name the animals they know

Some learners will be able to:

• use some answer

Assessment criteria

• name the animals using the pictures

Cross-curricular links

Nature study, Art

Previous learning

Days of the week

Plan

Planned timings

Planned activities

Pupil’s activities

1min

2 min

5min

ORGANIZATION MOMENT

Teachers greet pupils.

Good morning, good morning

Good morning to you

Good morning, good morning

We are glad to see you!

Dividing into groups.

Teacher gives the box with colouful papers(monkey,rabbit,tortoise)

Warm up: Hello,hello…(song)

Pupils will greet teachers and take their sits.

Pupils will choose one colour(red, green,blue)

Pupils will sing a song and do the actions.

5 min

2 min

New theme: “Animals”

Teachers present new theme. Teacher shows the picture and names it in English and Kazakh language.

New words:

Bear-[beə]-аю

Fox-[fɒks]-түлкі

Monkey-[ˈmʌŋkɪ]-маймыл

Dog-[dɒg]-ит

Mouse-[maʊs]-тышқан

Cat-[kæt]-мысық

Rabbit-[ˈræbɪt]-қоян

Tortoise-[ˈtɔːtəs]-тасбақа

Pupils will listen and look at the teachers.

Pupils repeat

the new words.

10min

The game: “Answer the guestions”

Is it a dog? Yes it is/No it isn’t

Is it a monkey? Yes it is/No it isn’t

Is it a rabbit? Yes it is/ No it isn’t

Is it a cat? Yes it is/No it isn’t

Pupils will make up the words. (Slide p.6)

5 min

The game: “Find what they eat”

pupils will find animals with food and connects with lines

5 min

FEEDBACK

Show your mood

Pupils will stick their smiles.

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.

• more able learners will be challenged by prompting their groups to develop more elaborate types of animals to narrate.

• through questioning and the redirecting of questioning in feedback activities

• through observation in group and final performance activities

Cross-curricular links

• ICT: playing computer games

• Science: habitats of animals

• Drama: staging

• story

• the world around us

• Art: sticking, colouring

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.