Learning objectives that this lesson is contributing to 2.S3pronounce familiar words and expressions intelligibly
2.L3 recognize with support common names and names of places recognize the spoken form of a limited range of everyday and classroom words
2.UE13 use can / can’t to describe ability use can to make requests

Lesson objectives All learners will be able to:
- name the main vocabulary words;
Most learners will be able to:
-write names and actions of animals;
-use them in their speech.

Some learners will be able to:
-say and all the words correctly;
-use them in their speech;
- understand and follow instructions
Success criteria Student achieved the LO (S3) if he can:
pronounce more than 7 words intelligibly

Value links Education throughout life
Cross curricular links The world around us
ICT skills Using SMART board, pictures and videos
Previous learning Learners are able to use modal verb “can” and talk about the weather
Plan
Planned timings Planned activities Resources
Beginning
3 min Teacher greets students; students respond to greeting and take their places.
- How are you?

Speaking drill
5 min

Middle
30 min - teacher demonstrates sts some flashcards with the new words and tell the aims of the lesson.
- we get to know some new words. (showing cards)
- but first we’ll speak about months, weather, and animals

(W) Students are to answer the question of the teacher.
- What month is it now?
- What season is it?
- How is the weather today?
- When is your birthday?
- Name the months beginning with the letter M
- Name months beginning with the letter J
- Name months beginning with the letter A
- Name me spring months
- Name me winter months
- Name me autumn months
- What color are the trees in winter?
- What color are the trees in autumn?
- What color are the trees in summer?
The teacher shows flashcards of animal words to revise. The students name some animals given on the cards.
Example: It is a an elephant. The elephant can stamp.

Presenting new words. The teacher shows the cards with the words written.
1. Pronounce the words in chorus.
- We are going to speak about the sea (card).
- There is a whale in the sea. (starfish, jellyfish, dolphin, shark, crab, turtle, seahorse)
The students pronounce the words and answer the question: What is it? What color is the …?
2. Match the words with the flashcards. The students come up to the board and find the matching cards.
Warm – up. “Baby shark” video.
3. Guessing game. One of the students comes out holding a card with the new word behind and the others are to find it asking questions: Is it an octopus? – Yes, it is. No, it isn’t.
4. Fishing game. The sts come up one by one and do fishing using a magnet. The “fish” caught has a new word card. The sts are to name it in English.

(P) 5. Listen to the teacher. Put the cards in correct order as you listen.
1. Hello, my name is Leo. I can swim, swim and swim in a blue sea.
2. I am going to sleep, says Grandpa. Be a good boy, don’t go far away.
3. Hello, says green Timmels, the Turtle. Let’s go.
4. Oh, no! It’s a Black shark! It will eat us!
5. Dori comes and helps her friends. Thank you, Beautiful Dori!
First sts make out descriptors for the task with the teacher.
Act out the story in groups of four.

flashcards

Letter cards

Tree cards

Animal cards

A picture of a sea scene

flashcards

video

flashcards

magnet with a rope and fish cards

cards

watching a video
End
2 min REFLECTION/FEEDBACK
Teacher provides each student with a smiles. They should put down their smiles after each step of the lesson. (revision of the previous material, new words, pair work). They estimates their achievements on each stage.
smiles
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 visuals or writing difficult words on the blackboard
More able students – independent work on definite tasks with little/no support - Monitor sts’ work, listen to discussions, check sts’ understanding of classroom instructions
- Consider results of peer assessment - Usewaterbasedmarkers
- Make short breaks while working with SMART-board
- Ensure proper ventilation
- Monitor classroom space when sts start moving around
- Check sockets’ safety
Reflection
Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO? If not, why?
Did my planned differentiation work well?
Did I stick to timings?
What changes did I make from my plan and why?