Animals. Ағылшын тілі, 1 сынып, сабақ жоспары.
LESSON10: Unit 4 The world around us around us | School: Kokshetau | ||||||
Date:29.11.2016 | Teacher name: Kim L., Abdulmanova A. | ||||||
Grade: 1bc | Number present: | absent: | |||||
Theme of the lesson: Animals | |||||||
Learning objectives(s) 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 | ||||||
Lesson objectives | All learners will be able to:
Most learners will be able to:
Some learners will be able to:
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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 | |||||
Beginning 10 min (I/W) | Greeting/Speech drill
Warming up
| White board/markers Days of the week http://www.eslgamesplus.com/days-of-the-week-esl-vocabulary-game/ Learners’ ABC books Worksheet #1; Paddles/ markers | |||||
Middle 5 min (W) 10 min (I/W) 10 min (W) | Introduction of the topic “Animals”
Introduce animals (cow, sheep, fox, rabbit, dog, bear, cat, camel, mouse, horse, elephant) and work out learners’ pronunciation.
Dynamic break: Ask learners to come to the middle of the class.
| White board/markers PPT Slide 2-12 Worksheet #2 Pictures of cow, sheep, fox, rabbit, dog, bear, cat, camel, horse, elephant Break song Video/ little house Worksheet #3 | |||||
End 5 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 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 |
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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? | |||||||
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? |
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