Date:
Teacher
name:
Grade
Number
present:
absent:
Theme of
the lesson: Animal Song and
Dance
Learning
objectives that this lesson is contributing
to
3.1.2.1
understand a limited range of short supported questions which ask
for personal information
3.1.9.1 recognise short basic words that are spelt
out
3.5.4.1 use determiners a, an, the, some, any, this,
these, that, those to refer to things on a limited range general
and some curricular topics
Learners will be able
to:
-
practice
learned vocabulary with support.
-
use most
of the words in the speech;
-
ask
questions and answer questions with basic words, phrases and
short sentences using visuals, complete most of tasks about
the animals correctly
Assessment criteria
ask
questions and answer questions with basic words, phrases and
short sentences using visuals, complete most of tasks about
the animals correctly with no
support
Value
links
Respect
(through collaborating with each
other)
Cross-curricular links
Lesson
is connected Introduction to
Science
ICT
skills
Usage of
presentation of classroom rules;
review
Previous
learning
Animal
Song and Dance
Plan
Planned
timings
Planned
activities
Resources
Beginning
5 mins
Warming
up Game
Write
the word ANIMALS on the board with letters in random order around
the board.
Show
slide 1 and the letters on the board and ask to guess the topic of
the lesson
Learners
learn a song about animals and sing
it.
Give
students 30 seconds to silently glance around the room
and find any images of animals in the classroom
(copybooks,posters)
The
topic and Los are presented.
PPT
slides 1, 2
http://www.youtube.com/watch?v=fv4kp4ZnSuE&list=SP86DFB681262D75CA
Middle
30mins
Warm
up
Learners
are suggested to play an ‘Animal Guessing Game - What animal is
this?’
- Learners name the
animals.
For
further extension T-r can ask questions like the
following
- Should
we help animals? - Why?
-What
animals do you know that we 've got in
Kazakhstan?
-Name/read the animals from the
pictures.
Teacher
will then use animal flashcards. Before the class, Teacher puts the
flashcards in a bag.
Then
bring out the bag and make surprised noises to get the full
attention of your students. Slowly, inch by inch, pull out the
animals – elicit /teach/chorus the animal name "e.g. What's this?
It's a (saiga antelope, red bear, snow leopard and golden
eagle).Then teach/chorus the animal noise (E.g. "What noise does a
saiga antelope make?" "Roar!").
Teacher
will demonstrate and drill the new vocabulary on PPT, let Ls spell
and copy on their vocabulary
notebooks.
Present
more names of animals from the
worksheet.
Training
Play
"Animals Walk" game
Have
everybody stand at one end of the classroom. Teacher models first:
hold up a flashcard of a saigaantelope and command - "Jump like a
saigaantilope!" – Then get down and crawl across the room like an
antilope all the time roaring. Then have everyone do this. Then do
for all the other animals (e.g. "Stomp like a bear!" “Run like a
snow leopard!” “Fly like a golden
eagle).
Practice
Learners
are suggested to write names of animals under the
pictures.
Teacher explains and writes on the board the
assessment criteria before completing the task: complete the tasks
(about 70-80 %) correctly.
“Formative assessment”
Name at
least 5 animals from the lesson including the new
ones.
Extra-time: Animal domino game. Read the description and
match to the picture(T can prepare pictures and words for matching
in the domino)
https://www.youtube.com/watch?v=lU3t91UUgF0
PPT, slide 3
PPT, slides 4,5
DIDACTIC
MATERIAL 1
PPT, slides 5-9
FA
DIDACTIC
MATERIAL 2
End
5
mins
Reflection
Learners
reflect on their learning:
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?
Health
and safety check
ICT links
Less
able students – greater support by means of prompts, visuals or
writing difficult words on the
board
More
able students – independent work on definite tasks with little/no
support
Allow
for flexible groupings and cooperative learning, depending on the
appropriateness to the task
Allow
for extra time for students needing it, when
appropriate
Give
extra text or visual support to students needing extra English
support
Create
small learning groups for students needing extra support or
enrichment with the co-teacher, when
appropriate
through
observation
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?
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:
19 Қырқүйек 2020
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