Сотникова Светлана Сергеевна
Преподаватель английского языка
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Unit |
School: |
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Term 1 |
Teacher name: Sotnikova S.S. V. V. |
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| Class: 2 | Number of present: | absent: | |||
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Lesson title |
Animals |
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Learning objectives(s) that this lesson is contributing to (link to the Subject programme) |
1.S1 make basic personal statements about people, objects and classroom routines 1.UE1 use the modal verb – to talk about people and places (Animals) 1.L1 recognise short basic instructions for a limited range of classroom routines spoken slowly and distinctly |
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Lesson objectives |
By the end of the lesson all learners will be able to: · Apply the modal verb can with considerable teacher’s support. · Make not less than 1 sentence using new words on the topic “Animals” · Follow teacher’s commands and instructions spoken slowly and distinctly By the end of the lesson most learners will be able to: · Apply the modal verb can with a teacher’s limited support. · Make not less than 2 sentences using new words on the topic “Parts of the body” · Follow teacher’s commands and instructions spoken slowly and distinctly By the end of the lesson some learners will be able to: · Apply the modal verb can with no support. · Make not less than 3 sentences using new words on the topic “Animals” · Follow teacher’s commands and instructions spoken slowly and distinctly |
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Assessment Criteria |
Follow basic classroom instructions spoken slowly and distinctly. Apply the modal verb can when describing animals. |
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Values links |
· attentive listening · collaboration skills · productive team/pair work through following group work rules · friendship values |
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Cross-curricular links |
Knowledge of the world, biology |
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Previous learning |
Shapes and colours |
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| Plan | |||||
| Planned timings | Planned activities (replace the notes below with your planned activities) | Resources | |||
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Start 7 min Middle 7 min
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Greeting: Teacher greets students. Task 1 The game “Fly swatting” Pre-teaching. Красный квадрат, синий треугольник, желтый круг, оранжевый прямоугольник и т.д. Teacher sticks cards with previous words on the blackboard and then asks students to make two teams. Then teacher says the words in Russian and Sts must find these words in English and point by ruler. Red square Blue triangle Green circle Pink rectangle Yellow square Orange triangle Green rectangle Blue circle Task 2 TPR Teacher shows students cards with animals one by one and pronounces them (fish, bird, frog, monkey). Students repeat after the teacher. Then teacher begin to show actions (what animals can do. A bird can sing, a fish can swim, a monkey can dance, a frog can jump). Sts imitiate. |
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10 min 10 min Reflection 2 min
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Task 3 Writing with beans Teacher illustrates the example. Sts must make words Myenok Fsih irBd rgoF
Task 4 Differentiation by support: students speak about animals using the modal verb can. High achieving students say sentences with teacher’s support. Middle achieving students say sentences with limited support. Low achieving students say sentences with no support. Formative assessment peer-checking: students move clockwise, check another groups by thumb (Thumb up – right, thumb down – not right). Formative assessment: students’ feedback. “Thumb up and thumb down”. Students show Thumb up (they like the lesson) and thumb down (they don’t like the lesson). Home task: learn the |
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End Evaluation 5 min Reflection 2 min
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Task 5 Differentiation by number and by support: students speak about their appearance using construction “I have”, singular and plural forms, standing in the circle and throw the ball to each other. High achieving students say not than less 3 sentences. Middle achieving students say not than less 2 sentences. Low achieving students say not than less 1 sentences. Formative assessment: students’ feedback. “Traffic lights”. Teacher students to go to the board and stick with their names to the right colour: green – easy; yellow – so so; red – hard. |
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| Additional information | |||||
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Differentiation – how do you plan to give more support? How do you plan to challenge more able learners? |
Differentiation by grouping in task 4: High achieving students give support in group work Differentiation by number in Task 5: better students make more sentences. |
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Assessment – how do you plan to check students’ learning? |
Students — to teacher’s feedback in the task 1 and 3. |
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