Unit 4
The world around us
Animals
Date:
School: Donskaya secondary school
Teacher’s name: Yessetova M.S.
CLASS: 1
Learning
objectives(s) that
this lesson is
contributing to
Number
present:
absent:
1.S3 pronounce familiar words and expressions intelligibly
1.S5 use words in short exchanges
1.L1 recognise short basic instructions for a limited range of classroom
routines spoken slowly and distinctly
1.S3 pronounce familiar words and expressions intelligibly
1.L3 recognise with support common names and names of places;
recognise the spoken form of a limited range of everyday and classroom
words
1.R1 recognise sound and name the letters of the alphabet
Lesson objectives All learners will be able to:
pronounce basic words and expressions intelligibly
identify colours
identify things in the room: table, chair, bed, TV, desk (to make
sentences like There is a cat on the table.)
Most learners will be able to:
produce words in response to basic prompts
understand the meaning and distinguish the sounds of new words.
participate in short conversations on specific topics.
Some learners will be able to:
respond appropriately to some questions
use some short form answers correctly Previous learning Unit "The World Around Us" is based on the knowledge and language
skills of Units1, 2, 3. Students need to know the animals around us in their
native language.
Plan
Planned
timings
Beginning
35 minutes
Planned activities (replace the notes below with your
planned activities)
ORGANIZATION MOMENT
Hello, 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!
Resources
Song “Hello”
http://www.youtube.
com/watch?v=G1Q7
iacuuaE
Teacher: The topic of our lesson is “Animals”. (points
to the pictures of animals on the board). Today we’ll
call the animals in English, and talk with them.
Middle
T: (Asks the children to put their coloured pencils on
the desks. Says a colour at random.) Show me pink!
Class: (holds up the pink pencil)
(W)
Song “Where is the
rabbit?” (PB p.48)
Track 48 CD 1
2530
minutes
T: (puts up the pictures of the animals on the board and
points to each animal)
Class: (repeats chorally &/or individually)
(W/I)
Flashcards (the
pictures of the animals)
(W) Ex 9 p 50 PB
(W) PB p 51
(I)AB Ex4 p 46
(I) Flashcards (the
pictures of the
animals and the
things in the room)
Listening
T: What can you see in the pictures? What pets are
there?
Class: A rabbit, a cat, a tortoise and a dog.
(Children listen to the CD and repeat after the pause)
Listening
T: (Selects a short exchange from the dialogue)
Class: (Shows the corresponding cutout)
Singing the song
“There is a tortoise on the table!”
T: (Points to the cat and asks) What’s this?
Class: It’s a cat.
(Revise all the animals)
T: (Points to the blue chair) What colour is this chair?
Class: Blue.
T: (Reads the ss and gives the students some time to
complete the activity) There is a cat on the blue chair.
Class: Matches the cat with the blue chair.
Speaking
T: (Shows the picture of the animals and of the things in
the room) There is a cat on the table.
S1: There is a dog on the chair.
S2: There is …………………..
T: What colour is the chair?
S: Yellow.
Game “What is missing?”
End
35
minutes
Flashcards (the
pictures of the
animals
Additional information
Differentiation – how do you
plan to give more support?
How do you plan to challenge
the more able learners?
more support can be given
during elicitation,
instruction and questioning
phases of the lesson by
nominating learners to
Assessment – how are you
planning to check learners’
learning?
through questioning and
the redirecting of
questioning in feedback
activities
Crosscurricular links
Health and safety check
ICT links
Values links
performance arts: use
gestures & movements to
the animals
ICT: playing computer 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 observation in
group and end
performance activities
games
Science: habitats of
animals
Drama: staging
Art: painting
Use the space below to reflect on your lesson. Answer the most relevant
questions from the box on the left about your lesson.
Reflection
Were the lesson
objectives/learni
ng 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
Summary evaluation
What two things went really well (consider both teaching and learning)?
1: Playing technique of learning vocabulary.
2: Theatre technique.
What two things would have improved the lesson (consider both teaching and learning)?
1: Integration with Biology
2: Integration with ICT.
What have I learned from this lesson about the class or individuals that will inform my next
lesson?
Краткосрочный план урока по английскому языку на тему "The world around us. Animals" (1 класс)
Краткосрочный план урока по английскому языку на тему "The world around us. Animals" (1 класс)
Краткосрочный план урока по английскому языку на тему "The world around us. Animals" (1 класс)
Краткосрочный план урока по английскому языку на тему "The world around us. Animals" (1 класс)
Материалы на данной страницы взяты из открытых истончиков либо размещены пользователем в соответствии с договором-офертой сайта. Вы можете сообщить о нарушении.