Understand classroom actions

. Listen to and understand a story using contextual clues. Understand short basic instructions for a limited range of classroom routines spoken slowly and distinctly. Make basic statements. Understand the main points of the story.

-Enjoy listening to a story.

– Understand the main points of short, slow, carefully articulated talk.

-Respond appropriately to some yes/no questions, to some information questions about pigs correctly.

-Use some short form answers correctly.

Memorize parts of a story during the lesson. Understand short narratives on a limited range of  general and some curricular  topics.    Recount very short basic story and events  on a limited range of  general topics. Use present simple forms correctly in narration. Ask questions on a limited range of general topics.

Personal pronouns:  he, you, I.

Present simple forms.

Adjectives.

The teacher spells ‘story’ by writing each letter in the air one by one. Learners guess the word.

4. Speaking.  The teacher monitors learners as they ask and answer

questions about stories. Do they use like/enjoy + _ing?

Learners ask others questions: Do you like/enjoy listening to stories/ fairy-tales?

Learners think of a story with three pigs and a wolf  in it.                           The teacher writes “Three Pigs” on board, translates  and finds out who knows and who likes this story.

5. Pre- listening.

Teacher explains the story they are going to listen  is called ‘Three little pigs’.

6. Listening.

Learners listen to the beginning of the story:

“The three little pigs are brothers. They are going into the forest. They want to build three houses”.

The teacher asks questions: Who is in the story? Are they brothers? Where are they going? What are they going to do?

Learners listen to the audio story “Three little pigs”.                               Teacher asks weak  pupils to read the text.

An audio story

multi-media presentation

8. Speaking.

Learners listen to the story again and do tasks on

worksheet. Compare answers with a partner.

9. Hot seat activity. One learner sits at front of class. Learners ask him/her questions. e.g.

How old are you? Where do you live?  Do you like stories and fairy-tales? What’s your favourite story? Do you like to be an actor?

9. Role play “Three little pigs”.

10. Reflection.

worksheets

Hot seat activity.

-Answering  the questions

– Peer-assessment

– Dynamic pauses

– ICT

Were the lesson objectives/learning objectives realistic?

 What did the learners learn today? 

What was the learning atmosphere like? 

Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why?

What two things went really well (consider both teaching and learning)? 

1: 

2: 

What two things would have improved the lesson (consider both teaching and learning)? 

1:  

2: 

What have I learned from this lesson about the class or individuals that will inform my next lesson?