Animals

LESSON: Unit 4
The world around us:
Animals
School:G.Karash
Date: 12.12.2020 Teacher name:Dzhumashova T.B
CLASS: 1 Number present: absent:
Learning objectives(s) 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 with support simple greetingsrecognise the spoken form of a limited range of basic and everyday classroom words
1.R1 recognise initial letters in names
Lesson objectives All learners will be able to:

• pronounce basic words denoting animals
• recognise simple greetings
• recognise basic colours
Most learners will be able to:

• produce words in response to basic prompts
• recognise basic intonation distinguishing questions from statements
• understand the meaning of new words
• participate in short conversations on a specific topic
Some learners will be able to:

• respond appropriately to some questions
• use some short answer forms correctly
Previous learning Unit “The World Around Us” is based on knowledgeand language skills from Units1, 2, 3. Studentsneed to know the names of animals aroundusin their native language.

Plan
Planned timings Planned activities (replace the notes below with your planned activities) Resources
Beginning

ORGANIZATIONAL MOMENT
Prior Knowledge- Pupils recognize simple greetings
Hello, children! Let’s sing a song!

Group 1: Hello! Hello! Hello!
Hello! Hello! Hello!
Hello! How are you?

Group 2: Hello! Hello! Hello!
Hello! Hello! Hello!
Hello! I am fine! Thank you!
Children make short dialogues in pairs using questions and words : Hello! How are you? What’s your name? How old are you? I’m fine Thank you I’m Ok I’m so-so I’m well
Teacher: The topic of our lesson is “Animals”. (Point to the pictures of animals on the board)Today we’ll name some animals in English.

Song “Hello”

Middle

SPEAKING DRILLS
All pupils pronounce basic words denoting animals.
a mouse, a rabbit, a wolf, a fox, and a bear.
Most pupils recognise basic intonation distinguishing questions from statements.
Some pupils respond appropriately to some questions.
Teacher talks to the class using puppet dolls representing animals fromthe fairy tale“The Little House”: Hello! My name is Mouse. What’s your name?
How are you? How old are you?

PLAYING
Pupils understand the meaning of words denoting animals.
Teacher divides children into two groups / colours and numbers / Colours: red,pink , blue, yellow, brown, green,black. Numbers: 1-7
Game “Guess what animal it is”
Pupils get pictures of animals and in turn go to the board and show by actions an animal from the fairy tale, without naming it. The rest of the pupils have to guess.

FORMATIVE ASSESSMENTLISTENING
Pupilsget cards with the pictures of animals,recognise basic colours and animals.

Pointand colour:
Fox is red.
Bear is brown.
Mouse is blue.
Wolf is black.
Rabbit is pink.
Dancing
CREATIVE WORK in groups
Most pupils participate inshortconversationson the topic «The Little House”.

1)Shadow shapes / Colours /a mouse, a rabbit, a wolf, a fox, a frog and a bear.

2) Staging / numbers /
Characters: a mouse, a rabbit, a wolf, a fox, a frog and a bear.

WORKING WITH CARDS
Pupils match animals with their habitats.
1) Show where theanimalslive. Match thepictures of animalstotheir habitats.

PLAYING GAMES name the letters / ball, strands/
All pupils recognise initial lettersin names of animals.
Some pupils respond appropriately to some questions.

toys, pictuers

puppets

Worksheetsof animals
http://ejka.ru/blog/zagadki/1.html

http://deti-online.com/skazki/russkie-narodnye-skazki/teremok/

Puppets or toys
End
3-5
minutes FEEDBACK
Pupils produce words in response to basic prompts.

Show your mood
 happy like a monkey
 sad like a wolf
 energetic as a lion

Hometask: draw a picture of an animal and describe it
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.

Summary evaluation
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?

Success criteria :