My favourite toy

LESSON: 15

Date:

CLASS:

Theme of the lesson: Toys

Learning objectives(s) that this lesson is contributing to

1.S3, pronounce basic words and expressions intelligibly

1.L1,recognise short instructions for basic classroom routines

spoken slowly and distinctly

1.UE11, use there is / are to make short statements

1.UE3use basic adjectives and colours to say what someone

/something is or has

1.S1, make basic personal statements and simple statements

aboutobjects

Lesson objective:

To talk about toys

Success criteria

Students will be able to….

All learners will be able to:

• Identify toys with their colours

Most learners will be able to:

• Use the expressions “I’ve got”.

Some learners will be able to:

• Use the expressions “I’ve got” and say it’s colour.

• Complete the sentences .

Cross-curricular links

ICT-links

Previous learning

Furniture.

Plan

Planned timings

Planned activities

Beginning

5 minutes

• (Activities to revise the vocabulary from the previous lesson.)

Ask the pupils to tell you two things they have in their rooms.

e.g.Teacher: What is in your room?

Pupil 1: A bed and desk. Etc.

Play the My room song from the previous lesson. Encourage the pupils to sing alone.

Middle

15 -25

minutes

• Presentation and practice (Activities to present and activate the new language.)

Poster

Pupil’s book closed. Put up the my room posteron the board. Point to the items (doll, kite, bike, car, plane, train), one at a time , and say the corresponding words. The pupils repeat, chorally and/or individually. Point to each item in random order. Ask individual pupils to say the words. Ask the rest of the class for verification. Name an item, e.g. bike. Ask a pupil to mine a corresponding action, e.g. riding it.

• Pupils books open. Play the CD. The pupils listen, point to the pictures and repeat the words. Play the CD again pausing after each word. The pupils repeat , chorally and/or individually.

• AUDIOSCRIPT .doll, kite, bike, car, plane, train

• Draw. Colour. Point and say.

Refer the pupils to the pictures and elicit the items. Explain the activity. The pupils draw and colour the pictures. Allow the pupils some time to complete the activity. Then, the pupils point to the items and present them. Demonstrate this yourself first. For weaker classes, the pupils can simply point to the items and name their colour.

Suggested answer key:

(I’ve got a doll) It’s yellow

(I’ve got a train) It’s blue

• Sing the My toys song

Point to the doll and the bike and say: I’ve got a doll, and I’ve got a bike! The pupils repeat after you. Follow the same procedure and present the rest of the song.

Play the CD. The pupils listen to the song. Divide the pupils into two groups and assign a verse to each group. Play the song again and encourage the groups to sing the designated verses. Time permitting, play the song a third time for the pupils to sing the song as a class.

• Let’s listen

Set the scene by asking the pupils questions about what they can see in the pictures.

e.g.Teacher: (point to the picture 1) Look at Lilly’s room! What colour is Lilly’s bed?

Class: Pink!

Teacher: (Pointing to Lilly’s toys) Lilly’s got a lot of toys! (pointing to the doll in the picture 3) What’s this?

Class: A doll!ect.

Play the CD. The pupils listen and follow the dialogues in their books.

AUDIOSCRIPT

• Hold up your book to the class. Say the dialogue and point to the pictures in turn. Repeat , this time inviting the pupils to complete your sentences.

E .g. Teacher: Look at my…. Andy!

Class: Room ect.

Ending

5 minutes

(An activity to consolidate the language of the lesson)

• Poster

Put up my room poster on the board. Invite a pupil to come to the front of the classroom. Ask him/her: What have you got? Encourage him/her to point to an item on the poster and answer, e.g . I’ve got a (bike) Repeat with as many pupils.

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?

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:

What have I learned from this lesson about the class or individuals that will inform my next lesson?