During the lesson I use some active learning to increase pupils’ interest to the English language. F.e. I use flash cards at the beginning of the lesson. Pupils choose some cards from the pile to name the items. More able pupils are the first to begin for other pupils to warm up and get relieved. To introduce and practise the new words I use Active learning technique Think-pair-share adapted to the peculiarities and language abilities of pupils. Pupils present pets following the example: This is my pet. It is a (dog). Firstly they think over this task individually, then they l check in pairs and later tell their sentences to the whole class.
Words connected with classroom routines are used during all stages of the lesson and during Break and physical activity(dynamic break)
I give pupils commands and orders connected with classroom routines e.g. Write! Stand up! Sit down! Read! Look! Draw! Etc. Differentiation is held through encouraging some pupils to be “a teacher”. Then they ask the others to do smth. For better understanding I mime and use gestures.
Work with an alphabet is a specilal item to be mentioned. Here I use air writing. I suggest such assessment for this task: less able pupils write the letters,and more able students name the letters and write them on the board.
To finish the lesson I take a Graphic organizer.I divide pupils into three groups of four due to the students’ wish. The board is divided into several columns as a model: name of animals, colour, size, can do, can’t do. Teacher distributes two A3 papers to two groups. The teacher names the animal or gives a picture of an animal. Students fill in the columns with corresponding words or pictures.
Lesson plan
CLASS: 1 |
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Lesson title |
Animals |
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Learning objectives(s) that this lesson is contributing to (link to the Subject programme) |
1.S3 pronounce familiar words and expressions intelligibly |
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Lesson objectives |
All learners will be able to: |
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Assessment criteria |
Say topic words with clear pronunciation |
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Language objective |
Subject-specific vocabulary and terminology. |
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Cross-curricular links |
Biology, Science, Art, Music, |
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Previous learning |
Names of colours, numbers. Using modal verbs can/ can’t. |
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Plan |
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Planned timings |
Planned activities (replace the notes below with your planned activities) |
Resources |
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Start |
Org.moment Put the flash-cards into one pile. Go around the classroom and ask pupils to choose 2 or 3 flashcards to name the items. |
Flash cards with words from previous lesson. Flashcards can be downloaded |
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6-13 min |
[D] Presentation and practice Pupils’ books closed. Put the pictures on the board. Point to each animal (rabbit, cat, fish, dog, mouse) once at a time and name them. The pupils repeat chorally, if it is necessary individually. Then point to each animal in random order. Ask individual pupils to name the words. Ask the rest of the class for vertification. Pupil’s books opened. Play the CD. The pupils listen, point to the pictures and repeat the words. Play the CD again pausing after each word. The pupils repeat chorally or individually. |
Smiles1 by Virginia Evans- Jenny Dooley, Express Publishing 2016 for Kazakhstan Ex.1 pg.46 |
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| [I] .[P],[W] Complete. Think-pair-share (this activity is adopted according to age of pupils) This activity starts with individual work: pupils look at pictures, point to an animal and try to make up sentences following an example :this is my pet. It is a (dog), Then, pupils present these sentences to each other (pair work) and to the whole class(W). Descriptors. A learner: -points to an animal -names an animal -makes two sentences following examples |
Smiles1 by Virginia Evans - Jenny Dooley, Express Publishing 2016 for Kazakhstan T 44 CD1 |
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20-24 min
25-28 min |
[W] 4. Sing the “My pets song!” T-S Point to the dog and say: This is a dog. Woof! The pupils repeat after you. Follow the same procedure to present the rest of the song. Play the CD. The pupils listen to the song. Break and physical activity [W] Give pupils commands and orders connected with classroom routines e.g. Write! Stand up! Sit down! Read! Look! Draw! Etc. Encourage some pupils to be “a teacher” and ask the others to do smth. |
Smiles1 by Virginia Evans- Jenny Dooley, Express Publishing 2016 for Kazakhstan Pg.46 |
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| [D][f] 5.Listen and read Set the scene by asking the pupils questions about what they can see in the picture. T- Who is in the pet shop? Pl-Lilly, Liam, Charlie and a girl. T-What’s this? Pl-It’s a fish. Play the CD and ask the pupils to follow in their books. Descriptors. A learner: -answers the questions about scene -understands the content of the dialogue -follow the speaker |
Smiles1 by Virginia Evans- Jenny Dooley, Express Publishing 2016 for Kazakhstan T45 CD1 |
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| 6. Tick Explain the activity. The pupils look at the pictures, read the dialogue, tick the picture of the animals that appear in the dialogue. Allow the pupils some time to complete the activity. Descriptors. A learner: -recognise the familiar words -read the familiar words -pronounce words intelligibly |
Smiles1 by Virginia Evans- Jenny Dooley, Express Publishing 2016 for Kazakhstan T 46 CD1 |
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38-40 min |
[I] 7. Work with an alphabet. (Air writing) |
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End |
Plenary. |
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