Grades English Teacher

Socio-cultural: to raise awareness of domestic and wild animals, insects, their colours, sizes and parts of body
Competence: SC4, LC and SC in speaking about animals, insects, their colours, sizes and parts of body
Learning outcomes: By the end of the lesson, pupils will be able to: – talk about domestic and wild animals, their sizes, colours, parts of body; – talk about what the animals can do; – use plural nouns in sentences; – say connected sentences.
Type of the lesson: non-standard, mixed
Method of the lesson: group work, pair work
Equipment: Textbook; the DVD of the book; a spider toy

The Procedure of the lesson:

1. 
   Organizing moment: - Greeting.
   

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  Checking the register
  
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  Checking and asking homework
  

2. 
   Pre-Activity
   

Activity 1 Look, listen and sing. Objective: to warm up
Repeat all the animals. Ask the pupils to speak about each animal all the things they remember and can say. Further say that there are animals with 8 legs, and ask if they know any animal that has 8 legs. If no one knows,
you can say that insects can have eight legs. However, they also belong to the family of animals. For example, a spider. And introduce the pupils the word “spider”. Then have the pupils repeat it in chorus and individually.
Next, ask the pupils to listen to the song of the game Incy-Wincy spider. While reading the poem, show the movements with your fingers and hands.

3. 
   Main Part
   

Activity 2 Look and say.
Objectives: to recycle the domestic animals; to teach the pupils how to use the tables
Say that we must talk about the animals the boy and the girl have on the farm. We have the pictures of the girl and the boy but no pictures of their farm. Instead, we have here a table. What shall we do? Let‟s see what we have in the table: the animal pictures and ticks. Next, show the table and explain that the ticks say the boy has a rooster. However, the girl does not have a tick which means that she does not have a rooster. Let‟s see who has a sheep and who does not. That is right, the girl has a sheep but the boy does not.
Then ask the pupils to look at the remaining animals and say what animals they have and do not. After taking some answers, ask them to say why they think so. Thus, the pupils must learn the technique of using tables.

	Picture of a rooster	Picture of a sheep	Picture of a goat	Picture of a cow	Picture of a chick	Picture of a horse
Picture of a boy						
Picture of a girl					

Then ask the pupils to remember how we say the fact that the girl or the boy has something.
She‟s got ... He‟s got ...
After that, ask the pupils to speak about the girl and what animals she has on the farm.
This is a girl. She‟s got a sheep. She‟s got a goat. She‟s got a chick.
Then ask the pupils to speak about the boy and what animals he has on the farm.
This is a boy. He‟s got a rooster. He‟s got a cow. He‟s got a horse.