LESSON: Unit 4The world around us:Animals
| School:55 |
| Date: | Teacher name: Adkhamova M |
| CLASS: 1 | Number present: | absent: |
| Learning objectives(s) that this lesson is contributing to | 1.S3 pronounce basic words and expressions intelligibly1.S5 produce words in response to basic prompts1.L1 recognise short instructions for basic classroom routines spoken slowly and distinctly1.L3recognise with support simple greetings1.L3recognise the spoken form of a limited range of basic and everyday classroom words |
| Lesson objectives | All learners will be able to:
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| pronounce basic words denoting animalsrecognise simple greetingsrecognise basic colours
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| Most learners will be able to:
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| produce words in response to basic promptsrecognise basic intonation distinguishing questions from statementsunderstand the meaning of new wordsparticipate in short conversations on a specific topic |
| Some learners will be able to:
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| respond appropriately to some questionsuse some short answer forms correctly |
| Previous learning | Unit "The World Around Us" is based on knowledge and language skills from Units1, 2, 3. Students need to know the names of animals around us in their native language. |
| Plan |
| Planned timings | Planned activities (replace the notes below with your planned activities) | Resources |
Beginning
| ORGANIZATIONAL MOMENTPrior Knowledge- Pupils recognize simple greetingsHello, children! Let's sing a song!
Group 1: Hello! Hello! Hello!Hello! Hello! Hello!Hello! How are you?
Group 2: Hello! Hello! Hello!Hello! Hello! Hello!Hello! I am fine! Thank you!Teacher: The topic of our lesson is “Animals”. (Point to the pictures of animals on the board)Today we’ll name some animals in English.
| Song “Hello”
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Middle
| SPEAKING DRILLSAll pupils pronounce basic words denoting animals.Most pupils recognise basic intonation distinguishing questions from statements.Some pupils respond appropriately to some questions.Teacher talks to the class using puppet dolls representing animals from the fairy tale “The Little House": Hello! My name is Mouse. What’s your name?How are you? How old are you?
PLAYINGPupils understand the meaning of words denoting animals.
Game "Guess what animal it is" Pupils in turn go to the board and describe an animal from the fairy tale, without naming it. The rest of the pupils have to guess.
FORMATIVE ASSESSMENT LISTENING Pupils recognise basic colours and animals.Point and colour: Fox is red.Bear is brown.Mouse is blue.Wolf is black.Rabbit is pink.
CREATIVE WORKMost pupils participate in short conversations on the topic «The Little House".1) Watch the cartoon "The Little House". 2) Staging Characters: a mouse, a rabbit, a wolf, a fox, a frog and a bear.
WORKING WITH CARDSPupils match animals with their habitats.1) Show where the animals live. Match the pictures of animals to their habitats.
PLAYING COMPUTER GAMESAll pupils recognise basic words denoting animals.Most pupils recognise basic questions.Some pupils respond appropriately to some questions.1) Open your personal computers. Choose the right answer for each of the questions about animals by clicking it. | Puppets
Worksheetsof animals
CD |
| End3-5minutes | FEEDBACKPupils produce words in response to basic prompts.
Show your mood happy like a monkey sad like a wolf energetic as a lion |
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| 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 |
| more support can be given during elicitation, instruction and questioning 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 prompting their groups to develop more elaborate types of animals to narrate. | through questioning and the redirecting of questioning in feedback activitiesthrough observation in group and final performance activities | Cross-curricular linksperformance arts: use gestures and movements imitating animalsICT: playing computer gamesScience: habitats of animalsDrama: staging story the world around usArt: sticking, colouringHealth and safety checkwhite board is used no more than 5 minutespersonal computers are used no more than 10 minutesuse water based markersuse mucilage glueValues linkswhen students work in groups, they will learn to be polite and respectful to each other
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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)?
What two things would have improved the lesson (consider both teaching and learning)?
What have I learned from this lesson about the class or individuals that will inform my next lesson?
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01 Желтоқсан 2018
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