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LESSON10: Unit 4 The world around us around us
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School: |
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Date: |
Teacher name: |
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Grade: |
Number present: |
absent: |
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Theme of the lesson: In Kazakhstan |
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Learning objectives(s) that this lesson is contributing to |
1.S3 pronounce familiar words and expressions intelligibly 1.UE11 use there is/are to make short statements 1.L4 recognise with support short basic questions about what something is |
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Lesson objectives |
All learners will be able to: · pronounce the animals · recognize Teacher’s instructions
Most learners will be able to:
Some learners will be able to: · use there is/are to make short statements |
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Success criteria |
Learners have met the learning objective (S3) if they can:
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ICT skills |
Using videos, PPT |
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Previous learning |
There is/There are structure and use of plural forms from Unit 3. |
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Value links |
Animals in different countries |
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Cross-curricular links |
Animals in Kazakhstan |
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ICT skills |
Assure you met all learners’ emotional, mental and physical needs |
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Previous learning |
Make sure power cords/outlets are not a tripping hazard Everyday classroom precautions |
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Plan |
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Planned timings |
Planned activities |
Resources |
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Beginning 10 min (I/W)
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Greeting/Speech drill ü Greet learners and ask them take their places; ü Hello! How are you? How is the weather today? Look out of the window. ü Let’s sing a song. ü Ask learners how they are today and what day it is today, thus, revise days of the week. ü Go through the lesson objectives.
Warming up Teacher shows pictures with different weather (in) the mountains, (in) the forest, (on) the plain.
How’s the weather in the mountains (in the forest, on the plain)? Can you see it in Kazakhstan? What animals can you see here? Today we are going to learn the animals in Kazakhstan. |
How’s the weather? song http://www.youtube .com/watch?v=b18TDfk5Ppw
Pictures |
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Middle 10 min (I/W)
10 min (I/W)
5 min (I/W) |
SINGING
DEMONSTRATION 1.Circle in a round & teacher holds up a picture to elicit the names of the animals from learners that it stands for. 2.Repeat in chorus the words of animals: monkeys, cows, tigers, foxes, wild dogs, sheep, ducks, camels, elephants
BRAINSTORMING 1. Teacher gives different groups different animal cut-outs e.g. monkeys, cows, tigers, foxes, wild dogs, sheep, ducks, camels, elephants etc. Learners divide animals into two groups: animals in Kazakhstan/animals not in Kazakhstan. Learners given worksheet with Kazakhstan flag YES column / Kazakhstan flag NO column. 2. Teacher asks, projecting visuals, e.g. Are there monkeys in Kazakhstan? Groups with visuals say: Yes, there are, No, there aren’t. Differentiation by support: Less able learners work with teachers` assistance.
COLOURING 1. Learners then colour animal cut-outs, cut-out initial letter of animal name and decorate with anything they choose to cut out and stick from Kazakh magazine pages each group has been provided with.
SPEAKING 1. Learners then bring animals to display wall. Teacher asks Are there sheep in Kazakhstan? [Yes] Where? In the forest? [No, on the plain]
2. Learners take turns to come to display wall and say something about it e.g. There are foxes in the mountains. Dynamic break: Ask learners to come to the middle of the class and repeat movements and sing a song.
Differentiation by support: Less able learners work with teachers` assistance. |
Animals sounds song http://www.youtube .com/watch?v= t99ULJjCsaM http://www.youtube .com/watch?v=V7R _M52EAkI pictures “Animals” Flashcards & Stickers animal finger
puppets cut outs
Printable Colouring numbers pages and other useful number tasks http://www.allkidsnetwork. com/coloring-pages/Numbers.html
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End 5 min (W) |
Feedback Colour orange your favourite animal Colour blue the animal which you know and use Colour red the animal that is difficult for you to remember and you should learn it. |
Worksheets
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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 the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Health and
safety check |
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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 colouring the animals according to Teacher’s instructions. · through summarizing in feedback activities · through observation of brainstorm activities · through observation of speaking activities |
· Work with the SMART board not more than 10 minutes · Make a dynamic break in the middle of the lesson · Monitor classroom space when students start moving around · Use water based markers · Check sockets’ safety |
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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? |
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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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