Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning of the lesson

5 min

Organization moment :

1.Greeting.

Warm-up

Pretend you are dancing and say,

dance. Get Ss to repeat the word

and mime the action at the same

time.

Do the same with the rest of the

verbs (talk and fly).

Hold up each flashcard, say the

corresponding word and get Ss to repeat.

Greet the teacher and classmates.

Introduce themselves in pairs.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Middle of the lesson

Presentation part.

10 min

Ex:1 P:56

Have Ss look at the pictures in the vocabulary section. Play the recording a few times, and have Ss point to the corresponding pictures and repeat.

Say the words again in random order and have Ss point and repeat.

Differentiation:

For weaker students: Provide sentence starters on the board:

“My favourite activity is …”

“I like …”

For stronger students: Ask confident learners to say a full sentence, e.g.:
“Girls can play football and boys can dance.”

Values Link – Adal Azamat:

Following Rules

Follow school rules.

Listen to teachers.

Obey classroom instructions.

Example:
“I raise my hand before speaking.”

Learners listen and point to the pictures.

Descriptor:

- look at the family members

- match descriptions to pictures

Point 3

Free time activity flashcards

10 min

Ex: 2 P: 56

Draw Ss' attention to the photos,

and ask them what they can see (a cat and a dog dancing, an elephant dancing and swimming and a bird).

Read the title and explain to Ss what amazing means. Ask Ss to explain why these animals are considered amazing.

Play the recording, and ask Ss

to point to the corresponding

pictures.

Play the recording again, and

encourage Ss to shadow read

(read along with the recording) Play the recording a third time, and

pause after each sentence for Ss to

repeat.

Differentiation:

For weaker students: Pre-teach key vocabulary using pictures and gestures.

For stronger students: Ask stronger Ss to read sentences aloud without the recording.

Values Link – Adal Azamat:

Fairness

Play by the rules.

Do not cheat.

Treat everyone equally.

Example:
“It’s not fair to push in line.”

Learners listen and read

Descriptor:

- Identifies information from pictures and recordings.

- Understands the meaning of key vocabulary (amazing).

Point 3

5 min

Game – Try and Say

• Teacher shows an action.

• Pupils try the action and say:

  • I can do this!

• Emphasise effort, not perfection.

Pupils listen teacher’s instruction

Descriptor:

- follow the instruction

Total: 2 point

10 min

Ex: 3 P: 57

Draw Ss’ attention to the activity and explain to Ss that they have to refer to activity 2 and put a () for the actions the animals can do.

Differentiation:

For weaker students: Allow weaker Ss to underline the relevant sentences in Activity 2.

For stronger students: Ask stronger Ss to make sentences using can / can’t (e.g. The elephant can swim.).

Values Link – Adal Azamat:

Responsibility

Take responsibility for actions.

Accept consequences.

Correct mistakes.

Example:
“I broke the rule. I will say sorry.”

Cross-Curricular Links

• PSHE: confidence and self-belief

• PE: movement abilities

• Art: drawing skills

Learners read activity 2 again and tick (4) what they can do.

Key

Kitty and Daz: dance Raja: dance, swim Blacky: fly, talk

Descriptor:

- Identifies actions animals can do based on a reference text.

- Uses information from Activity 2 to make correct choices.

Point 2

End of the lesson

5 min

Briefly ask students what they learned today (greetings, names of characters, introducing themselves).

Homework

Draw yourself doing something.

Say or write:

I can …

I can do this!

Pupils evaluate themselves using evaluation lists.

Reflection.

Self- Assessment.

Poster Success