My favorite pets

Lesson 1. Unit 4 My pets

School: T. Aitjanov

Date: 08.12.16.

Teacher name: Nogaeva L

Class: 1a

Number present:10

absent:10

Learning objective(s) that this lesson is contributing to

1.S3 pronounce familiar words and expressions intelligibly

1.L3 recognize with support the spoken form of a limited range of basic words

1.S1 make basic personal statements and simple statements about objects

1.UE9 use basic present simple forms [positive and negative] to give basic personal information

Lesson objectives:

All learners will be able to:

Say names of some animals intelligibly

Some learners will be able to:

Understand some factual questions about animals

respond to some information questions about animals correctly

Some learners will be able to:

Use present simple forms correctly in narration without teachers support

Previous learning:

Unit 3 My room ( table, chair, TV, bed, desk, plane, doll, kite)

Plan

Planned timings

Planned activities

Resources

Beginning

5 minutes

Greeting

T: Good morning, pupils! How are you?

Ps: We are fine! And how are you?

T: I am fine too. Thanks! Say hello to your friends!

Ps: greet their peers

Warming up

Sing a song " Good morning!"

An active board

A song " Good morning!"

Middle

35 minutes

Revision of previous knowledge

1. " Can you name the colours? "

P1 shows the colours and asks what colour is it?

Ps answer in chorus " It is ...."

2. "Put the things into the box"

Teacher asks pupils to find the school things in the classroom and put them into the box

T: "brind me two pens!"

Ps find two pens in the class and put them into the box

T: bring me six pencils etc.

3. My pets

T: names the animals and pupils repeat after the teacher

4. What are there in the house?

T: shows the objects and animals Ps: say them using the structure there is/ there are

5. What is the difference?

T: shows the pictures of two different objects and asks what's the difference between the things?

Ps: answer one ... is brown and one ... is black, one ... is big and one ... is small.

6. What can you do?

T: asks the pupils to stay in the middle of the class in a circle. And says some actions.

Ps: do the actions in respond to the teacher

T: gives smiles to the pupil who did the action first

7. Colour the animals

Ps: draw their pets, show it to the class and describe it

Pictures of colours

A box, pens, pencils, rulers. books, rubbers, felt tips etc.

Active board

Pictures of objects and animals

Smiles

Papers and pencils

End

5 minutes

PHYSICAL ACTION

I’m a big big cat,

I’m a little little, mouse,

Big little, big little,

Clap! Clap! Clap!

I'm a big big dog,

I'm a little, little fish,

Big, little, big, little

Clap, Clap, Clap!

Sing a song " Good bye!"

Active board

Active board

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

Value 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 speaking

Through questioning and the redirecting of questioning in feedback activities

Through observation in group and activities

Working with an active board

Art