Storytime. The mouse's garden

LESSON: Story time! mouse's garden

School: School-lyceum №5

Date: 19.01.2018

Teacher name: Baikenzheeva L.S.

Grade: 1 E

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

1.L1, 1.S3, 1.UE2

1. listening to a description and labeling a picture

2.developing language skills.

3. say topic words with clear and pronunciation

4. say expressions clearly

Lesson objectives

All learners will be able to:

1.L1 recognize short instructions for basic classroom routines spoken slowly and distinctly with support

1.S3 pronounce basic words and expressions intelligibly with support

1. UE1 use there is / there are to make short statements and ask questions with support

Most learners will be able to:

1.L1 recognize short instructions for basic classroom routines spoken slowly and distinctly with some support

1.S3 pronounce basic words and expressions intelligiblywith some support

1. UE1 use there is / there are to make short statements and ask questions with some support

Some learners will be able to:

1.L1 recognize short instructions for basic classroom routines spoken slowly and distinctly without support

1.S3 pronounce basic words and expressions intelligibly without support

1. UE1 use there is / there are to make short statements and ask questions without support

Success criteria

Learners have met the learning objective (L3) if they can:

Understand and recognize 5-6 words

Value links

Lifelong learning

Cross-curricularlinks

World cognition

ICT skills

Using videos& pictures, working with URLs

Previous learning

What is ..? Who is …?This is … .

Plan

Planned timings

Planned activities

Resources

Beginning

5mins

Learners are introduced with the lesson objectives

/D/ Organize the lesson

Greetings Hello, Good morning pupils!

How are you? Fine, thanks. Sit down.

Warm up. Brain storming.

Hello, hello, can you clap your hands,

Hello, hello, can you clap your hands

Can you stretch up high,

Can you touch your toes….

PPP slide 3

https://www.youtube.com/watch?v=ALcL3MuU4xQ

Middle

30mins

/D/ Teacher demonstrates and drills basic lessons, new words using visual board.

Pre-reading stage

Carrot –[ˈkærət] морковь

Corn – [kɔːn] кукуруза

Honey -[ˈhʌnɪ] мёд

Give me-[gɪv miː ] дайте мне

Thank you!- [θæŋk juː ] спасибо

Food-[fuːd] еда, пища

Reading stage

Teacher introduces the text about Mouse;s garden. At first they will see the video, then they will read, repeat the words and act out the story

1. I’ve got a lot of food!

2. Oh, no!

3. Oh, Mr Rabbit! Give me some food, please!

4. Thank you, Mr Rabbit!

5. Oh, Mrs Parrot! Give me some food, please!

6. Oh, Mr Tortoise! Give me some food, please!

7. Now, we’ve got a lot of food!

The next summer …

1. Wow! This food is all for my friends!

Individual work

Teacher distributes the handout with animal pictures and learners by the listening and colour the pictures. (Differentiation by support). Learners should write words below. Teacher checks answers as an open-class activity. Teacher focuses on pronunciation and spelling the words correctly.

Look at the pictures. Names the objects. Say what colours they are. Example:

PPP slide

Video 3

https://www.youtube.com/watch?v=_rq--QeiPuA

Worksheets

End

5mins

Reflection

Ask students to find the food of animals and learners will show to the class and say about it.

Teacher appreciate pupils with marks and gives home task Activity Book exercise 6 on page 48

Good bye song

Students listen and sing a good-bye song:

Clap your hands!

Jump up high!

Spin around! Ok

Goodbye, goodbye,

I had fun today!

PPP slide 2

https://www.youtube.com/watch?v=-EJGW7QVG2s

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

through observation

• Work with the SMART board not more than 10 minutes

• Use water based markers

• Ensure proper ventilation

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?