|
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
|
|
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.
|
I
W
P
T
|
Worksheet
with animal outlines
“Old
Macdonald” song
http:www.youtube.com/watsh?v=7
Cards
with smiles
|
|
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.
|
·
through questioning
and the redirecting of questioning in feedback activities
·
through
observation in group and final performance activities
|
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
·
white
board is used no more than 5 minutes
·
personal
computers are used no more than 10 minutes
·
use
water based markers
·
use
mucilage glue
Values links
·
when
students work in groups, they will learn to be polite and respectful to each
other
|
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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