Open lesson "English around us" Grade 1

LESSON Unit 4 The world around us

School: Gymnasium №8 named by Tole bi

Date: 10/12/2019

Teacher name: Utegeeva Zh.

CLASS: 1 E

Number present:

absent:

Theme of the lesson: English around us

Learning objectives(s) that this lesson is contributing to

1.S3 pronounce basic words and expressions intelligibly

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

1.L4 recognise basic intonation distinguishing questions from statements

Lesson objectives

All learners will be able to:

• pronounce the animals

• recognize Teacher’s instructions

• sing and listen to simple songs.

Most learners will be able to:

• point the animals

• recognise basic intonation distinguishing questions from statements

Some learners will be able to:

• use there is/are to make short statements

Previous learning

There is/There are structure and use of plural forms from Unit 3.

Plan

Planned timings

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

Resources

Beginning

5-10 minutes

GREETING

Teacher greets students; students respond to greeting and take their places.

Hello, children! How are you?

«Puzzle method». Divide class into two groups. Teacher suggests to make the picture and to guess the topic of the lesson. (Pupils show their pictures and name the animals)

1 group:COW

2 group:BIRD

WARMING UP

Pupils watch the video and sing a song about animals.

Jigsaw pictures

What Do You See? Song | Animals and Sounds | Learn English Kids

http://youtube.com/watch?v=MCjhynvMunE

Middle

50-60 minutes

DEMONSTRATION

1.Repeat in chorus the words of animals:

BRAINSTORMING

1.Teacher gives different groups different animal cut-outs e.g. monkeys, cows, tigers, foxes, wild dogs, sheep, ducks, camels, elephants etc. Learners divide animals into two groups: animals in Kazakhstan/animals not in Kazakhstan. Learners given worksheet with Kazakhstan flag YES column / Kazakhstan flag NO column.

2.Teacher asks, projecting visuals, e.g. Are there monkeys in Kazakhstan? Groups with visuals say: Yes, there are, No, there aren’t.

Pupils watch the video

Please fill in the gaps with either

There is / There are

There ______________ a cow.

There ______________ a dog.

There ______________ ducks.

There ______________ monkeys.

There ______________ rabbits.

There ______________ a cat.

1 . Match.

2 .Match animals with their foods.

SPEAKING

Learners take turns to come to display wall and say something about it e.g. There are foxes in the mountains.

Pictures “Animals”

Flashcard animals

Printable Colouring numbers pages and other useful number tasks

http://www.allkidsnetwork. com/coloring-pages/Numbers.html

There is, there are

There_Is_–_There_Are_-_Grammar_Grade_1_-_Periwinkle

End

10

minutes

FEEDBACK. BLOB TREE

Evaluation of the lesson by means of oral feedback from students – thumbs up or down and why.

T eacher asks guiding questions to less able students such as:

Worksheets

www.worksheetfun.com

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

• more support can be given during elicitation and instruction phases of the lesson by nominating learners to answer items relating to more high frequency vocabulary to build confidence through participation.

• more able learners will be challenged by elaborating types of animals.

• Through colouring the animals according to Teacher’s instructions.

• through summarizing in feedback activities

• through observation of brainstorm activities

• through observation of speaking activities

• Art : painting the animals

• Science: habitat of animals, geography of places

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?