The world around us

LESSON:

Unit 4.The world around us

around us

Gymnasium-school: 40 years of Kazakhstan

Date: 24.11.2017

Teacher name: Tasbauova A

Grade: 1 ‘V’

Number present: 12

absent:

Theme of the lesson: Animals

Learning objectives(s) that this lesson is contributing to

1.S3pronounce basic words and expressions intelligibly

1.S5produce words in response to basic prompts

1.L1recognise short instructions for basic classroom routines spoken slowly and distinctly

Lesson objectives

All learners will be able to:

• Recognise 4-5animals

Most learners will be able to:

• Recognise 6 animals

Some learners will be able to:

• Recognise 7 animals

Value links

Lifelong learning

Cross-curricular

links

Science

ICT skills

Using videos, PPT

Previous learning

Family members, classroom objects, furniture, commands, days of the week

Plan

Planned timings

Planned activities

Resources

Beginning

5 min

(I/W)

Greeting

- Good morning children! How are you?

Warming up (2)

Students watch video and song a greeting song

- Now boys and girls, let`s sing a song ”HELLO”

Students get familiar with the lesson objectives (1)

• And now, I want to introduce with our lesson objectives

Let’s begin our lesson. Now I want to divide you into two groups.

Activities to revise the vocabulary from the previous lesson (2)

Let’s check your knowledge from previous lesson

And I need two pupils from each group. Now we’ll play the game ‘who is the cleverest’. I’ll ask you some questions in English and you should answer quickly and correctly

Song “HELLO”

https://www.youtube.com/watch?v=xEnVLZ_t748

PPT Slide 4-5

Picture Flashcards.

Middle

30 min

Introduction of the topic “Animals”

Elicit from learners what animals they know, brainstorm their ideas.

ANIMALS

Whole class activity (5)

- show a video which uses choral drilling for students to learn how to pronounce these words correctly (cow, sheep, rabbit, etc.)

ask students to listen to the speaker and repeat the words

Introduce animals (cow, sheep, fox, rabbit, dog, bear, cat, mouse, horse, fish, pig ) and work out learners’ pronunciation.

Group work (3)

- provide each group with a hand-out of “Animals ” where they should match the words to the pictures

Descriptor: A learner

 names the animals;

 finds the appropriate words;

Pair work (5)

- Ask students to work in pairs and ask questions each other

- Hello! My name is cat.

-What is your name?

-How are you?

- I’m fine.

- Go from pair to pair, and if necessary to listen to the students to promote stories

- Give the students 3-5 minutes to talk to each other

- Within 5 minutes to give each student a sticker praise for their work

Descriptor: A learner

answers questions using support pictures.

Dynamic break (W) (1)

Students stand up, please and have a dynamic break “One, one, one”:

One, one, one, little dog run

Two, two, two, cats see you

Three, three, three, birds on the tree

Four, four, four, rats on the flour

Individual work: (5)

Pupils recognize basic color and animals

- Listen and color the picture

- provide each student with a worksheet for the words on the topic “Animals”

- in 5 minutes come to each student and assist his/her work with help of a sticker (a smile – stick it on students’ papers)

Descriptor: A learner

 colours animals according to the instructions.

Slide 6. Pictures

Video

Slide 7

Pictures of cow, sheep, fox, rabbit, dog, bear, cat, camel, horse, elephant

Worksheets

Hand-outs

Pictures of animals

Worksheets

End

5 min

Reflection

Ask learners to look at the lesson objectives set at the beginning of the lesson and think and say(with great teacher support) if they achieved these objectives or working towards them and why

Good bye song

Students sing a good-bye song and dance to the tune repeating the moves shown in the video

https://www.youtube.com/watch?v=Xcws7UWWDEs

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 blackboard

More able students – independent work on definite tasks with little/no support

While group or pair work more able students can also provide less able students with additional support

through observation

• Work with the SMART board not more than 10 minutes

• Make a dynamic break in the middle of the lesson

• Monitor classroom space when students start moving around

• Use water based markers

• Check sockets’ safety

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?