Материалдар / The world around us. Animals

The world around us. Animals

Материал туралы қысқаша түсінік

бұл материалды мен мектептепте 1 сыныптар үшін колдыдым. бұл олар үшін өте тімді тақрып болды. Олар мен осы ертегіні қойдық. Олар ағылшынша ертегіні көріп қызығушылығы артты. Ертегінің сөздерін дұрыс дыбысталауын есітіп және 2 - 3 рет қайталадық. және сал болсада ағылшынша қысқаша диалогтар мен ертегіні сыныпта койдық. Оларға ағылшынша ертек және ағылшынша сөйлеу өте үнады.

Шамшиметова Маргуба Муратжановна

Автор материалды ақылы түрде жариялады. Сатылымнан түскен қаражат авторға автоматты түрде аударылады. Толығырақ

07 Қаңтар 2019

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LESSON10:Unit 4 The world around usaround us	School:№ 113
Date:8.12.2017	Teacher name: Shamshimetova M
Grade: 1 E	Number present: 12	absent:
Theme of the lesson: Animals
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 distinctly
Lesson objectives	All learners will be able to: Recognise 4-5 animals 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	Initial letters; Days of the week
Plan
Planned timings	Planned activities	Resources
Beginning10 min(I/W)	Greeting/Speech drill Greet learners and ask them take their places; Ask learners how they are today and what day it is today, thus, revise days of the week. Go through the lesson objectives. Warming up Have learners remember the alphabet letters from the previous lesson (Vv;Ww;) – Ask learners what words they remember which start with these two letters. Practice three more letters Xx;Yy;Zz; Ask learners what new words they remember.	White board/markersDays of the week Learners’ ABC books Worksheet #1; Paddles/ markers
Middle5 min(W) 10 min(I/W) 10 min(W)	Introduction of the topic “Animals” Elicit from learners what animals they know, brainstorm their ideas. Introduce animals (cow, sheep, fox, rabbit, dog, bear, cat, camel, mouse, horse, elephant) and work out learners’ pronunciation. Hand out the worksheets with animals to cut and glue into learners’ ABC books; Dynamic break: Ask learners to come to the middle of the class.Действующие лица:Лягушка-a frog, мышка- a mouse, петушок-a cock, , волк-a wolf, лиса- a fox,медведь-a bear.На сцену “выпрыгивает” лягушкаA frog:How it is fine to walk..Yes to walk , yes to walkI am a little, little frog I am a frog I am a frog ( видит теремок, подходит)It is a nice little house. Who lives in the house? (стучится)Open the door please (никто не открывает, лягушка заходит в домик)Идёт мышка, собирает зёрна в ладошкуA mouse:It is a nice little house. Who lives in the house? I am a little mouse.A frog: I am a frog and who are you?A mouse: I am a mouse let me live in your houseA frog: Come in, please!(на сцене появляется петух, видит теремок )A cock: It is a nice little house. Who lives in the house?A frog, a mouse:I am a frog .I am a mouse. And who are you?A cock:I am a cock.I am a little boyI want some joy. Let me live in you house.A frog, a mouse:Come in, please. ( дети исполняют песню “ Hello”)Hello, hello, helloI am a frog, I am a cock, I am a mouseWe like to live in our house(на сцене появляется заяц)A hare: What can I see? Who lives in the house?Children:I am a little mouseI am a frog, who likes to walk I am a cock and who are you?A hare: I am a hare I like to play. Let me in your house stay.Children: Come in, please.A frog: Now it is high time to cook, what shall we cook?A mouse: I think soup(под музыку готовят суп и поют песенку)I can jump and I can flyI can run and I can tryTo cook a very tasty soup(на сцене появляется волк)A wolf:I am a wolf I like to move (танцует рэп, подходит к терему, стучится)Who lives in the house?Children:I am a mouse, I am a frog,I am a hare,I am a cock. And who are you?A wolf: I am a hungry wolf. I want some soupChildren: Come in, please.(на сцене появляется лиса, танцует)A fox:Such a fine little house.I am a fox I have a box. Open the door, pleaseChildren: Come in little foxy. Let us play. You may in the house stay.(под музыку появляется медведь, видит терем, стучится)A bear:Who is there in the house?I am a bear Clouse.Let me come into your house.Children: Oh no, bear Clouse. You are too big for our house.(медведь пытается влезть в домик через окно, но у него ничего не получается и уходит со сцены )Все актёры выходят на сцену и поют песню “Who are you?” “Who are you?”Who are you-I am a fox.Who are you-I am wolf.Who are you-I am a frog.Who are you-I am a cock.Who are you-I am a hare.Who are you-I am a bear.Who are you-I am a mouse.We all like our house. Learners are suggested to watch a cartoon “little house”. Pre-watching: Ask learners to watch and remember all the animals. While-watching: Stop the cartoon and ask what they have understood; After-watching: Learners are given worksheets where they are to circle all the animals which were in the cartoon. Whole class feedback.	White board/markers PPT Slide 2-12 Worksheet #2Pictures of cow, sheep, fox, rabbit, dog, bear, cat, camel, horse, elephantBreak song Video/ little houseWorksheet #3
End5 min(W)	Reflexion/Good bye song Ask learners to draw an animal which was difficult/easy to remember.Students sing a good-bye song and dance to the tune repeating the moves shown in the video
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 checkICT links
Less able students – greater support by means of prompts, visuals or writing difficult words on the blackboardMore 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
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?
Summary evaluationWhat 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?

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