Краткосрочное планирование по английскому языку на тему Аnimals

LESSON: UNIT 4 The world around us: Animals

GRADE: 1st

Date:

CLASS: 1

Number present:

Absent:

Learning objectives 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

1.L3recognise the spoken form of a limited range of basic and everyday classroom words

Lesson objectives

All learners will be able to:

1. pronounce basic words denoting animals

2. recognise simple greetings

3. recognise basic colours

Most learners will be able to:

1. produce words in response to basic prompts

2 recognise basic intonation distinguishing questions from statements

3. understand the meaning of new words

Some learners will be able to:

1. respond appropriately to some questions

2. use some short answer forms correctly

Previous learning

Learners learnt There is/There are structure and use of Plural forms

Plan

Planned timing

Planned activities

Interaction patterns

Resources

I.Beginning of the lesson

4 min

1.Greeting

2. Warm up (“Snow ball”)

Naming the words from previous unit. Teachers instruction:

- Stand up, make a circle.

-What is there in our classroom?

-There is a desk. Samal you repeate ‘There is a desk” and add one more word. Next pupil repeat my words, Samal’s words and add one more word.

T – SS

W

II. Main part of the lesson

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. [link]

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?

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.