"In Kazakhstan"

LESSON10:

Unit 4 The world around us

around us

School:

Date:

Teacher name: Atutanova S.S

Grade:

Number present:

absent:

Theme of the lesson: In Kazakhstan

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

Lesson objectives

All learners will be able to:

• pronounce the animals

• recognize Teacher’s instructions

• sing and listen to simple songs.

Most learners will be able to:

• name the animals

• recognise basic intonation distinguishing questions from statements

Some learners will be able to:

• use there is/are to make short statements

Success criteria

Learners have met the learning objective (S3) if they can:

ICT skills

Using videos, PPT

Previous learning

There is/There are structure and use of plural forms from Unit 3.

Value links

Animals in different countries

Cross-curricular links

Animals in Kazakhstan

ICT skills

Assure you met all learners’ emotional, mental and physical needs

Previous learning

Make sure power cords/outlets are not a tripping hazard

Everyday classroom precautions

Plan

Planned timings

Planned activities

Resources

Beginning

10 min

(I/W)

Greeting/Speech drill

• Greet learners and ask them take their places;

• Hello! How are you? How is the weather today? Look out of the window.

• Let’s sing a song.

• Ask learners how they are today and what day it is today, thus, revise days of the week.

• 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

Middle

10 min

(I/W)

10 min

(I/W)

5 min

(I/W)

SINGING

1. Sing a song “Animals sounds song”

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
http://www.users. waitrose.com/~ 1stprestrainbows/ crafts.htm

Printable Colouring numbers pages and other useful number tasks

http://www.allkidsnetwork. com/coloring-pages/Numbers.html

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

www.worksheetfun.com

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?

Health and safety check
ICT links

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

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?

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?