| LESSON: UNIT 4 The world around us: Animals | School: |
| Date: | |
| CLASS: 1 | Number present: | Absent: |
| Learning objectives that this lesson is contributing to | 1.S3 pronounce basic words and expressions intelligibly 1.S5 produce words in response to basic prompts 1.L1 recognise short instructions for basic classroom routines spoken slowly and distinctly 1.L3recognise the spoken form of a limited range of basic and everyday classroom words |
| Lesson objectives | All learners will be able to: pronounce basic words denoting animals recognise simple greetings recognise basic colours
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| Most learners will be able to: produce words in response to basic prompts 2 recognise basic intonation distinguishing questions from statements 3. understand the meaning of new words |
| Some learners will be able to: 1. respond appropriately to some questions 2. use some short answer forms correctly |
| Previous learning | Learners learnt There is/There are structure and use of Plural forms |
| Plan |
| Planned timing | Planned activities | Interaction patterns | Resources |
| I.Beginning of the lesson |
| 4 min | 1.Greeting 2. Warm up (“Snow ball”) Naming the words from previous unit. Teachers instruction: - Stand up, make a circle. -What is there in our classroom? -There is a desk. Dasha you repeate ‘There is a desk” and add one more word. Next pupil repeat my words, Dashas words and add one more word.
| T – SS W |
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| II. Main part of the lesson |
| 3 min
7 min
| 1. Listening to animal noises and showing a picture of this animals. 2. Lead in. T: How do you think, what will we speak about?
2. Presenting new words: a) showing, naming words (dog, cat, chicken, sheep, cow, bee, duck, monkey), b) fonetic drill, c) T points pictures, SS names words | W
D T
T-S T-S
| 1.Flashcards of animals (dog, cat, chicken, sheep, cow, bee, duck, monkey) 2.www.findsounds. Cards with animals (A 5)
https://www.youtube.com/watch?v=qIjXYiyx6SY
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| 5 min
| 3. “Guess the animal” T nominates S in turn to do animals mimes or make animal noises. Other SS have to shout the name of the animal.
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| 4min | Physical training “People to people” SS repeat movements according to the video. | W | “People to people” song |
| 6 min
5 min
7 min
4 min | 4. “Colour the animal” T gives SS worksheets with animals outlines to colour. SS listen and colour animals according to teacher instruction e.g. Colour the monkey blue and red. That`s right. The monkey is blue fnd red.
5. Listening and singing along with the song “Old Macdonald”
6. WORKING WITH CARDS Pupils match animals with their habitats.
1) Show where the animals live. Match the pictures of animals to their habitats.
Conclusion. Teacher gives learners smiles for their good job.
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W
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T
| Worksheet with animal outlines
“Old Macdonald” song http:www.youtube.com/watsh?v=7
Cards with smiles |
| 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, 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. | | Cross-curricular links performance arts: use gestures and movements imitating animals ICT: playing computer games Science: habitats of animals Drama: staging story the world around us Art: sticking, colouring Health and safety check Values links
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| 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.
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