toylasas.blogg.se - Animal crossing text sounds unity

Answer the most relevant questions from the box on the left about your lesson. Use the space below to reflect on your lesson. What changes did I make from my plan and why? Were the lesson objectives/learning objectives realistic?ĭid all the learners achieve the lesson objectives/ learning objectives? If not, why?ĭid my planned differentiation work well? Use physical training during lesson through listening and dancing while watching video “If you are Happy | Super Simple Songs” Learners draw the outline of a brain in their exercise book and fill it with words that explain what they have learnt during that lessonįills it with words that explain what learner has learnt during the lessonĭifferentiation – how do you plan to give more support? How do you plan to challenge the more able learners?Īssessment – how are you planning to check learners’ learning?įor more learners task in which they must did it without supportįor some learners task without support and they must did without mistakes Stage objective - to highlight how learners learn.

Uses can and cannot to express ability, permission, offers and requests.

Use can/can’t to talk about ability, permission and requests. Writes rules for visitors and explains what they can/ can’t do at the Zoo. Makes a scheme of the Zoo and says what animals are there? (without support) Say what animal can or can’t do.Ĭompletes the table and says what animals can/can’t do. Learners complete the table: put a tick (v) if animal can do, and cross (x) if animal can’t do. Stage objective - to check learners’ comprehension to develop critical thinking skills. Physical training: “If You are Happy | Super Simple Songs” Teacher asks learners to: “Clap hands, stomp feet, and say “let’s go’!” Learners watch a video about animals “ Yes, I Can! | Animal Song for Children | Super Simple Songs” after that learners answer the convergent questions?Īnswer the questions: Yes, it can/No, it can’tĬlaps hands, stomps feet, says “let’s go!” Task 2 Leaners image that they going to travel to the Zoo. Ls answer the question: What can a shark do? And unscramble sentences. They are to make ‘Animals can and can’t survey’ and write about animals. Learners listen to the song ‘If you are a kid: animal sounds’, do the actions and sing animals’ sounds. They complete the worksheet with tracing letters and tell (orally) what these animals can’t do.

Listening to animal noises and writing down what the animals are doing e.g You can remind them of simple animal names/ noises prior to the activity.

Use the sounds to get learners to describe Ls listen to the sounds and guess animals. Ls are asked to guess the topic of the lesson 2.Presentation Stand up pupils go to the blackboard stand in a circle and sing a song ‘’make a circle’’. Teacher greets the class and explain lesson objectives Planned activities (replace the notes below with your planned activities) Health is not valued till sickness comes. Learners already know about wild and domestic animals, colours, numbers. Learners can speak about facilities of animals on Kazakh languages Learners can speak about facilities of animals on different languages National unity, peace and harmony in our society: Kazakh patriotism and civil responsibility, respect, cooperation, transparency Learners will work together as a group/ pair showing respect and being polite will each other respect to animals. Useful classroom language for dialogue/writing: Talk about ability, make requests and offers, and ask for permission using can and can’tĬan, can’t, climb, bark, sing, fly, swim, eat, jump, run, litter, feed, tease Talk about ability, make requests and offers, and ask for permission using can and can’t without supportĪpply a limited range of basic words, phrases and short sentences to explain rules, activities and classroom routines without mistakes Tell about ability, make requests and offers, and ask for permission using can and can’t Learning objectives(s) that this lesson is contributing to (link to the Subject programme)Ģ.UE13 use can to talk about ability and to make requests and offers use can / can’t to talk about permissionĢ.S3 use a limited range of basic words, phrases and short sentences to describe objects, activities and classroom routinesĢ.L4 recognize with support short basic questions relating to features such as colour and number