Unit
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School:
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Term 1
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Teacher name: Sotnikova
S.S.
V. V.
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Class: 2
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Number of present:
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absent:
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Lesson title
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Animals
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Learning
objectives(s) that this lesson is contributing to (link to the Subject
programme)
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1.S1
make basic personal statements about people, objects and classroom routines
1.UE1
use the modal verb – to talk about people and places (Animals)
1.L1
recognise short basic instructions for a limited range of classroom routines
spoken slowly and distinctly
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Lesson
objectives
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By the end of the lesson all learners
will be able to:
·
Apply
the
modal verb can with considerable teacher’s support.
·
Make
not less than 1 sentence using new words on the topic “Animals”
·
Follow
teacher’s commands and instructions spoken slowly and distinctly
By the end of the lesson most learners
will be able to:
·
Apply
the
modal verb can with a teacher’s limited support.
·
Make
not less than 2 sentences using new words on the topic “Parts of the body”
·
Follow
teacher’s commands and instructions spoken slowly and distinctly
By the end of the lesson some learners
will be able to:
·
Apply
the
modal verb can with no support.
·
Make
not less than 3 sentences using new words on the topic “Animals”
·
Follow
teacher’s commands and instructions spoken slowly and distinctly
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Assessment
Criteria
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Follow basic classroom instructions
spoken slowly and distinctly.
Apply the modal verb can when
describing animals.
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Values
links
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·
attentive
listening
·
collaboration
skills
·
productive
team/pair work through following group work rules
·
friendship
values
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Cross-curricular
links
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Knowledge
of the world, biology
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Previous
learning
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Shapes and
colours
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Plan
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Planned
timings
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Planned
activities (replace the notes below with your planned activities)
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Resources
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Start
7 min
Middle
7
min
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Greeting: Teacher greets students.
Task 1 The game “Fly swatting”
Pre-teaching.
Красный
квадрат, синий треугольник, желтый круг, оранжевый прямоугольник и т.д.
Teacher
sticks cards with previous words on the blackboard and then asks students to
make two teams. Then teacher says the words in Russian and Sts must find
these words in English and point by ruler.
Red
square
Blue
triangle
Green
circle
Pink
rectangle
Yellow
square
Orange
triangle
Green
rectangle
Blue
circle
Task
2 TPR
Teacher shows
students cards with animals one by one and pronounces them (fish, bird, frog,
monkey). Students repeat after the teacher. Then teacher begin to show
actions (what animals can do. A bird can sing, a fish can swim, a monkey can
dance, a frog can jump). Sts imitiate.
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10
min
10
min
Reflection
2
min
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Task 3 Writing with
beans
Teacher illustrates the example. Sts
must make words
Myenok
Fsih
irBd
rgoF
Task 4 Differentiation
by support:
students speak about animals using the
modal verb can.
High achieving students say sentences
with teacher’s support.
Middle achieving students say sentences
with limited support.
Low achieving students say sentences
with no support.
Formative assessment peer-checking:
students move clockwise, check another groups by thumb (Thumb up – right,
thumb down – not right).
Formative
assessment:
students’ feedback. “Thumb up and thumb down”.
Students show Thumb up (they like the
lesson) and thumb down (they don’t like the lesson).
Home
task:
learn the words
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End
Evaluation
5
min
Reflection
2
min
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Task 5 Differentiation
by number and by support:
students speak about their appearance
using construction “I have”, singular and plural forms, standing in the
circle and throw the ball to each other.
High achieving students say not than
less 3 sentences.
Middle achieving students say not than
less 2 sentences.
Low achieving students say not than less
1 sentences.
Formative assessment: students’
feedback. “Traffic lights”.
Teacher students to go to the board and
stick with their names to the right colour: green – easy; yellow – so so; red
– hard.
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Additional
information
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Differentiation
– how do you plan to give more support? How do you plan to challenge more
able learners?
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Differentiation
by grouping in task 4: High achieving students give support in group work
Differentiation
by number in Task 5: better students make more sentences.
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Assessment
– how do you plan to check students’ learning?
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Students
- to teacher’s feedback in the task 1 and 3.
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