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 greetingsrecognise the spoken form of a limited range of basic and everyday classroom words1.S3 pronounce basic words and expressions intelligibly1.S1 make basic personal statements and simple statements about objects |
| Lesson objectives | All learners will be able to:
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| listen and repeat the names of all animalsrecognise with support simple greetings |
| Most learners will be able to: |
| recognise and name some animalsrecognise the everyday classroom words
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| Some learners will be able to:
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| recognise and name all animalsmake 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 momentPre-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 orangeIce-cream is white.Taxi is yellow
| PPT
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Middle
| DemonstrationPupils 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 supportPupils listen and recognise colours.PAINTINGTeacher: 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-SONGPupils pronounce basic words and expressions intelligibly.Pupils sing a “Colour Song” to revise the colours.
PAINTINGTeacher: 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.READINGPupils recognise and name colours.Teacher: You can see colours in the Library.1.Introduce the BookLibrarian shows the learners the cover of the story and introduces the title, the author and the illustrator.2.Picture WalkTake 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-AloudLibrarian 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 bookASSESSMENTPupils colour the rabbits according to the teacher’s instructions.
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VideoLearn Colours with Animal Erasers!
Crayons, worksheets
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End
| REFLECTIONWhat 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 linksHealth and safety checkICT linksValues links |
Tasks were formulated at all levels according to Bloom’s Taxonomy levelsSupport:Questions that do not have right or wrong answersChallenging: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 activitiesthroughobserving how pupilscolour objects that are featured in the songthrough formative taskthroughobserving how pupilsidentify the coloured animals from the book | Cross curricular link with Art and Music, LiteratureLearners will be safely arranged and seated in front of the monitor away from electrical outlets and cables.Use water based markersUse water based paintsEnsure proper ventilation for paintingPotentially hazardous components include graphite and some pigments in colored pencilsE-book: White Rabbit’s Color Bookby Alan BakerStudents learn to be patient and helpful through pair work
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ReflectionWere 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. |
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Summary evaluationWhat 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?
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ҚР Білім және Ғылым министірлігінің стандартымен жасалған
12 Қазан 2018
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