Theme: In Kazakhstan
|LESSON: Unit 4 Theme: In Kazakhstan||School:|
|CLASS: 1||Number present:||absent: —|
|Learning objectives(s) that this lesson is contributing to||1.S3 pronounce familiar words and expressions intelligibly
1.UE11 use there is / there are to make short statements and ask questions
1.R1 recognise sound and name the letters of the alphabet
|Lesson objectives||All learners will be able to:
* name the animals and plants in Kazakhstan intelligibly
* recognize letters
* understand and follow instructions
* use some short from answers correctly
|Most learners will be able to:
*answer some factual questions about animals and plants
|Some learners will be able to:
*use new words correctly in narration
*be able to describe domestic animals and plants in Kazakhstan
|To make a dialogue using different pictures with different weather adjectives: hot, cold, rainy, wet, cloudy, sunny, windy about weather|
|Planned timings||Planned activities (replace the notes below with your planned activities)||Resources|
|(D)Teacher pre-teaches using large wall display visual (in) the mountains, (in) the forest, (on) the plain
(G)Teacher gives different groups different animal cut-outs e.g. monkeys, cows, tigers, foxes, sheep, ducks, camels, elephants etc. Pupils divide animals into two groups: animals in Kazakhstan/animals not in Kazakhstan. Learners given worksheet with Kazakhstan flag YES column / Kazakhstan flag NO column.
Ss look at the pictures and say what they see.
Example: This is a forest. There are trees in the forest.
· Say topic words with clear pronunciation
· Say expressions clearly
· makes up sentences using topic words;
· pronounces topic words and expressions intelligibly
Feedback with the smiles
Pictures for words monkey, tiger, fox, cow,
sheep, wolf, lion, giraffe
Ss fill in there is/ there are, is there/ are there.
… mountains in Kazakhstan
… a tiger in the park.
… rivers in Kazakhstan.
… a fox in the forest.
… any bears in the zoo?
… any forest in Kazakhstan?
· Use there is / there are in statements and questions
Descriptor: A learner
· uses there is / there are in sentences;
· asks questions using Is there/ Are there.
Feedback with thumb finger
|(W) Teacher presents 10 sound pictures: l b a m p etc. initial sound in names and places e.g. Moscow London etc.
Ss underline and name the first letter of the word.
· Identify and say letters of the alphabet
Descriptor A learner
· underlines the first letters of the words;
names first letters of the words
|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
| *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
* Communicative abilities, friendship
* through questioning and the redirecting of questioning in feedback activities
|Reflection||Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.|
|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 timings? What changes did make from my plan and why?
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 inform my next lesson?