Animals form 3

LESSON: Unit 1.Animals

School: A.Karsakbaeva

Date:05.09.18

Teacher name: Duzelbaeva K

CLASS: 3"б,в"

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

1.L3 recognise with support simple greetings

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

1.S3 pronounce basic words and expressions intelligibly

1.S1 make basic personal statements and simple statements about objects

Lesson objectives

All learners will be able to:

• listen and repeat the names of all animals

• recognise with support simple greetings

Most learners will be able to:

• recognise and name some animals

• recognise the everyday classroom words

Some learners will be able to:

• recognise and name all animals

• make basic simple statements about objects

Previous learning

Learners were introduced to colours in their English subject area class.

Plan

Planned timings

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

Resources

Beginning

Organizational moment

Pre-teaching.

Teacher: How are you today?

Children: We are fine, thank you!

Teacher: Look at the picture and guess the topic of the lesson.

The topic of the lesson is... 

Which colours canyou already say in English?

Can you recognize them?

Children: Apple is green

Orange is orange

Ice-cream is white.

Taxi is yellow

PPT

Middle

Demonstration

Pupils pronounce basic words.

Teacher: Watch! Listen! Repeat!Teacher presents the names of colors through a short video presentation purple, blue, yellow, pink, green and pupils repeat .

2.Teacher shows the colours and the pupils name them without the Teacher’s support

Pupils listen and recognise colours.

PAINTING

Teacher: You can see colors in the Art room.

1. Art teacher invites pupils to sit at the tables. Teacher explains how to use paints and brushes.

2. Pupils are given worksheets with words of colours.

3. Pupils recognize colours and paint.

Teacher: 1, 2, 3! Stop!

SING- A-SONG

Pupils pronounce basic words and expressions intelligibly.

Pupils sing a “Colour Song” to revise the colours.

PAINTING

Teacher: Colour in and describe the pictures which you hear and see in the song.

Teacher: Now we are going to practice to say colours.

Repeat after me first:

The apple is red.

The tree is green.

The ball is blue.

The lemon is yellow.

The hat is black.

The juice is orange.

Pupils come to the board one by one and describe their pictures.

READING

Pupils recognise and name colours.

Teacher: You can see colours in the Library.

1.Introduce the Book

Librarian shows the learners the cover of the story and introduces the title, the author and the illustrator.

2.Picture Walk

• Take the learners on a picture walk through the book.

• Challenge the learners to look carefully at the pictures.

• Point out to the learners that on each page a new coloured rabbit is featured.

• Say the English names of each coloured rabbit and have the learners repeat it.

3.Read-Aloud

• Librarian reads the story using props (all of the colored rabbits)

• Have the children sit in a circle and give each child a coloured animal to hold.

• Direct each learner with a prop to bring his prop to the middle of the circle when each colored rabbit is introduced in the story.

• After reading the entire book, together as a class, say all of the names of the colored animals in the book

ASSESSMENT

Pupils colour the rabbits according to the teacher’s instructions.

Video

Learn Colours with Animal Erasers!

Crayons, worksheets

End

REFLECTION

What is your favorite colour?

How many colors do you know?

Where did we see colours today?

Can you paint pictures with different colours?

Crayons, worksheets

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

• Tasks were formulated at all levels according to Bloom’s Taxonomy levels

Support:

• Questions that do not have right or wrong answers

Challenging:

• Evaluative questions which promote further discussion.

• Application questions that allow students to relate the topic to their own lives and experiences.

• through questioning and the redirection of questioning in feedback activities

• throughobserving how pupilscolour objects that are featured in the song

• through formative task

• throughobserving how pupilsidentify the coloured animals from the book

• Cross curricular link with Art and Music, Literature

• Learners will be safely arranged and seated in front of the monitor away from electrical outlets and cables.

• Use water based markers

• Use water based paints

• Ensure proper ventilation for painting

• Potentially hazardous components include graphite and some pigments in colored pencils

• E-book: White Rabbit’s Color Bookby Alan Baker

• Students learn to be patient and helpful through pair work

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?