School: Gymnasium № 2 named after Shokan Ualikhanov with preschool mini center
Teacher name: Yugay Alena Aleksandrovna
Number present: absent:
that this lesson is
1S5 1L1 1S3
All learners will be able to:
Say names of some animals intelligibly
Say names of places
Produce some approval\disapproval sounds
Most learners will be able to:
Understand some factual question about animals
Use some short form answers correctly
Respond to some information question s about animals correctly
Some learners will be able to:
Use present simple forms correctly in narration
Vocabulary from previous three units: there is\There are structure and use of plural form Unit 3
Planned activities (replace the notes below with your planned activities)
Start (10-15 minutes)
(D) Teacher uses visuals and puppets/toys to model and practise animal names
dog cat chicken sheep cow bee duck monkey
(W) Nominate learners in turn to do animal mimes or make animal noises. Other Learners have to shout the name of the animal.
Flashcards can be downloaded from www.esl-kids.com/flashcards
Middle (5-10 minutes)
(W) Learners listen to animal noises and write a number next to animal picture on worksheet that noise corresponds to.
Different animal sounds can be downloaded from www.findsounds.com
End (10 – 15 minutes)
(I) (f) Teacher gives learners worksheet with animal outlines to colour. Learners listen and
colour animals according to Teacher instructions e.g.
Colour the monkey blue and red. That’s right. The monkey is blue and red.
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’
Health and safety check
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 food chains to narrate.
through questioning and the redirecting of questioning in feedback activities
through observation in group and end performance activities
performance arts: making of animal shadow puppets as part of a story
environmental science: animal
Were the lesson
What did the
Use the space below to reflect on your lesson. Answer the most relevant
questions from the box on the left about your lesson.
What was the
Did my planned
Did I stick to
changes did I make
from my plan and
What two things went really well (consider both teaching and learning)?
What two things would have improved the lesson (consider both teaching and learning)?
What have I learned from this lesson about the class or individuals that will inform my next lesson?
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