Открытый урок "My pets"

Date: 13.01.2017

Teacher name:

CLASS: 1

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

1. L1 recognise short basic instructions for a limited range of classroom routines spoken slowly and distinctly.

2. L3 recognise with support common names and names of places; recognize the spoken form of a limited range of every day and classroom words.

3.S3 pronounce familiar words and expressions intelligibly.

Lesson objectives

All learners will be able to:

• Pronounce basic words and expressions intelligibly.

Most learners will be able to:

• Introduce themselves

• Understand questions: What is your name? How are you?

• Introduce themselves

• Understand questions: What is your name? How are you?

• recognise short instructions for basic classroom routines spoken slowly and distinctly.

Some learners will be able to:

• use imperative forms of common verbs related to classroom routines.

Previous learning

Rabbit, fish, cat, dog, mouse

Criteria assessment

Descriptor: A learner

• follows instructions correctly.

Plan

Planned timings

Planned activities (replace the notes below with your planned activities)

Resources

5 minutes

ORGANIZATION MOMENT:

a)Greeting

b)Reporting

make an animal noise/facial expression and have the pupils guess the animal. The first pupil tp guess correctly comes to the front of the classroom and continuous with another animal.

Activities to present and activate the new language

The pictures

Middle

25 minutes

End

5minutes

MAIN:

Pupil’s book closed. Put up the My Pets! Poster on the board. Point to each animal, one at a time, and present them. The pupils repeat, chorally and\ or individually. Then point to each animal in random order. Ask individual pupils to say the word. Ask the rest of the class for verification.

Then point to big and small and have the pupils repeat after you, chorally and/ or individually. The point to various items in the classroom. Ask: What colour is it? Is it big? Is it small? Elicit the answer.

Pupil’sbooks open. Play the CD. The pupilslisten, point to the pictures and repeat the word. Play the CD again pausing after each word. The pupils repeat chorally ana/ or individually

Read and colour. Play the guessing game!

Explain the game. Think of an animal. The pupils, in teams, try to guess which animal it is by asking questions about its size and colour. Each correct guess wins a point. The team with the most points wins.

(thinks of the dog)

Team A Pupil 1: Is it small?

Teacher: No

T: Is it bif?

If you wish, you can do page 40 from the Activity book during this lesson or the next one.

(Track 42)

Pictures

Smiley stickers

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

• more support can be given during elicitation, instruction and questioning phases of the lesson by nominating learners to answer items relating to more high frequency vocabulary to build confidence through participation.

• through questioning and the redirecting of questioning in feedback activities

• through observation

• when Students choose smiley faces Teacher can know how Students feel at the end of the lesson

• Cross-curricular link with world around us

• White board is used no more than 10 minutes

• When Students work in a circle, they will learn to be polite and respectful to the other’s opinions.