| LESSON: My pets | School: Ekiasha Secondary school |
| Date: | Teacher name: Atutanova S.S. |
| CLASS: 1 | Number present: | absent: |
| Learning objectives(s) that this lesson is contributing to | 1.S3 pronounce basic words and expressions intelligibly 1.S5 produce words in response to basic prompts 1.L1 recognise short instructions for basic classroom routines spoken slowly and distinctly 1.L3recognise with support simple greetings 1.L3recognise the spoken form of a limited range of basic and everyday classroom words |
| Lesson objectives | All learners will be able to: |
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| Most learners will be able to: |
recognise basic intonation distinguishing questions from statements understand the meaning of new words to introduce pets with prompts |
| Some learners will be able to:
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respond appropriately to some questions use some short answer forms correctly to introduce pets without prompts |
| Previous learning | Colours, numbers |
| Plan |
| Planned timings | Planned activities (replace the notes below with your planned activities) | Resources |
| Beginning
| Prior Knowledge- Pupils recognize simple greetings Hello, children! Let's sing a song! Group 1: Hello! Hello! Hello! Hello! Hello! Hello! Hello! How are you? Group 2: Hello! Hello! Hello! Hello! Hello! Hello! Hello! I am fine! Thank you! (activities to revise the vocabulary from the previous module) Put the flashcard into one pile. Go around the classroom and ask individual pupils to choose two or three flashcards and then ask them to name them. |
CD “Hello”
Picture
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| Middle
| Presentation: Put up the My Pets! Poster on the board. Point to each animal (rabbit, fish, cat, dog and mouse), one at a time, and present them. The pupil repeat, chorally, and individually. Then point to each animal in random order. Ask individual pupils to say the word. Ask the rest of the class for verification. Elicit / Present the word pet. Pupils open the book. 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 and individually. Complete. Point and say Refer the pupils to the picture and the activity. Allow the pupils some time to complete the activity. After the pupils have completed the activity, ask them to point to each word and say it out loud. Then, pupils hold pets and present them. Demonstrate this. Then say: Suggested answer key: This is my pet. It’s a cat |
Poster My Pets, Flash cards: a dog, a mouse, fish, a rabbit, a cat
Book
Worksheet
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| Sing a song | Ask to pupils point to the dog and say: this is my dog! Woof! Woof! The pupils repeat after teacher. Play the CD. The pupils listen to the song. Play the song again. The pupils sing along. | CD My Pets! song |
| Let’s listen! | Set the scene by asking the pupils questions about what they can see in the picture. Point to the picture ask to pupils : who is in the pet shop? Class: Lilly, Liam, Charly and a girl. Teacher: what’s this? Class: a fish1 Play the CD. The pupils listen and follow the dialogue in their books. | CD |
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| MY LETTERS Put up the My ABC poster on the board. Point to the letter o,p and say [ou,pi] the pupils repeat after teacher. Point the letter and ask the pupils to say the sound Point to the picture of the orange and say O [o] TRACE letter The pupils trace and then write the letter Oo Point to the picture of the pen and say P [p] TRACE letter The pupils trace and then write the letter Pp | Poster My ABC |
| End | Put up the poster on the board My Pets! Invite the pupils to come to the front of the classroom. Ask him/her: what is this? Encourage him/her to point to on item on the poster and answer e.g. this is a fish. | Poster My Pets! |
| 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
Values links |
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