Name Date & Time Class and level No. of Sts.

RYAN THAI OCTOBER 20TH 2019 BN91 FOUNDATION B 16

Action points from previous observation Action taken
I PAUSE MY LESSON TO REMEDY MISPRONOUNCED
STUDENT ERROR CORRECTING/ PRONUNCIATION WORDS AND TEACH MY STUDENTS WHAT THE
CORRECT WAY IS.
Main aim Subsidiary aims
OBJECTIVE A: I WILL BE ABLE TO RECOGNIZE A STUDENTS WILL BE ABLE TO LEARN TO GUAGE
VARIETY OF ANIMALS AND USE THEIR NAMES. THE DIFFERENCES IN TERMS OF HABITATS AND
OBJECTIVE B: I CAN NAME SEVERAL HABITATS KNOW HOW TO USE THE VOCABULARY
AND SORT ANIMALS INTO THEM. ACCURATELY AND CORRECTLY THROUGH
OBJECTIVE C: I CAN WORK WITH MY GROUP VISUALS, AUDIOS, AND KINESTHETICS.
MEMBERS TO LISTS ANIMALS THAT LIVE
WITHIN A SPECIFIC HABITAT.
Personal aims
I WANT TO BE ABLE TO HELP MY STUDENTS LEARN EFFECTIVELY THROUGH VARIOUS MEANS,
USING DIFFERENT MATERIALS AND BEING ABLE TO SUPPORT THEM WITH THEIR ARTICULATION.
THESE STUDENTS ARE BRIGHT- THEY DESERVE THE BEST ATTENTION AND CARE. MY AIM IS TO
GIVE THEM MY UNDIVIDED ATTENTION AND TEACH THEM. VARIOUS METHODS MAY INCLUDE
BUT NOT LIMITED TO: ICQ, TPR, CCQ, PALMENISM, AND SMART SCAFFOLDING.
Class profile (expectations based on previous lessons, relevant details of the learners)

THE MAJORITY OF THE STUDENTS WITHIN BN91 ARE HIGH ENERGY, BRIGHT AND EAGER TO LEARN NEW
MATERIALS. THEY HAVE AN INSATIABLE APPETITE FOR KNOWLEDGE AND A THIRST FOR WORDS.
HOWEVER, THERE ARE A COUPLE OF STUDENTS: ROSE, AND DUKE. THEY ARE KEEN TO LEARN, BUT
SOMETIMES, THEY DO NOT PAY ATTENTION- AND SEEM AT A LOSS WHEN IT COMES TO NEW MATERIALS.
I OFTEN HAVE TO FOCUS THE CLASS AROUND THEM IN ORDER FOR THEM TO BE ABLE TO UNDERSTAND.
NEVER-THE-LESS, THEY ARE STILL GREAT STUDENTS WHO DO TRY.
Assumed problems and solutions
I ASSUME THAT THE STUDENTS MAY HAVE TROUBLE ALLOCATING SPECIFIC ANIMALS TO DIFFERENT
HABITATS BECAUSE ANIMALS CANN FALL UNDER MULTIPLE CATEGORIES. I WILL BE EXPLAINING TO THEM
IN DETAIL ABOUT WHY THEY CAN BE IN BTH CATEGORIES.
Materials
POWER POINT
PRIMARY 3A FLASH CARDS UNIT 5 ANIMAL HABITATS (SOME VISUAL IMAGES OF ANIMAL HABITATS)
WORKSHEETS (PAIR WORK)
POSTER (GROUP WORK)
NAME ALLOCATION TO HABITATS (CLASS WORK)
MATCHING NAMES TO DESCRIPTION (CLASS GROUP WORK)
 Stage and stage aims
Interaction Timing
(section of lesson and what will be Procedure
pattern
achieved during this section of the (what the teacher/students will do in this section)
lesson)
WARMER: ILLICITING STUDENTS MATERIALS: 5 MINS
UNDERSTANDING OF PAST - TEAMS (X2)
MATERIALS ON ANIMALS - MINI WHITEBOARDS (X2)
- ERASERS (X2)
- MARKERS (X2)
- WEBSITE: http://letterdice.iphonemarks.com/ T-S
RULE: WHICHEVER LETTER THAT THE DICE ROLLS ON, YOU WILL
NEED TO WRITE (1) ANIMAL THAT BEGINS WITH THAT LETTER.
- YOU CAN HELP YOUR TEAMMATE, ONLY 3 STUDENTS FROM EACH
TEAM WILL PLAY.
EXAMPLE: “L” => “LEOPARD”
CLASS DISCUSSION: A DISCUSSIONS ANIMALS: 5 MINS
ABOUT VOCABULARY AND THINGS • WE KNOW WHO THEY ARE, BUT DO YOU KNOW WHERE
STUDENTS MAY HAVE ALREADY THEY LIVE?
LEARNED. ILLICIT. • WHERE CAN YOU FIND THEM? T-S
• WHO CAN NAME ME 2 PLACES ANIMALS CAN LIVE? AND 1
PLACE WHERE YOU CAN FIND ANIMALS BUT THEY DON’T
LIVE THERE?
PARTNER ACTIVITY: STUDENTS 5 MINS
ACTIVITY WORKSHEET
WILL WORK WITH A PARTNER TO
• UNSCRAMBLE THESE VOCABULARIES AND WE WILL TAKE
UNSCRAMBLE WORDS. THIS IS TO S-S
THEM UP AFTER 5 MINUTES
BOLSTER PARTNERSHIP AND
FOSTER COOPERATIVENESS.
LANGUAGE PRESENTATION: CLASS • HALF THE CLASS WILL HAVE AN ANIMAL, THE OTHER HALF 5 MINS
ACTIVITY. STUDENTS WILL WORK OF THE CLASS WILL HAVE A DESCRIPTION. YOU WILL NEED
S-S
WITH EACH OTHER TO HELP EACH TO FIND YOUR PARTNER.
OTHER MATCH THEIR VOCABULARY EXAMPLE:
WORD TO THE DESCRIPTION
FUR, A SHORT TAIL, BIG TEETH, AND HAS SHARP CLAWS. WHAT IS
IT?
LANGUAGE PRACTICE: GROUP
ACTIVITY. STUDENTS WILL BE
WORKING TOGETHER IN A GROUP
TO THINK OF ANIMALS THAT LIVE
IN SPECIFIC HABITATS. THIS IS TO
PRODUCE LEARNING
UNDERSTANDING AND
CONFIDENCE WITH THE LANGUAGE
LANGUAGE CONSOLIDATION:
GROUP PROJECT. STUDENTS WILL
WORK AS A GROUP TO DESIGN AN
“ULTIMATE ANIMAL” TO PRESENT
TO THE CLASS. THIS IS TO HELP
BUILD THEIR SPEAKING SKILLS AND
CRITICAL THINKING.
DESCRIPTION: THIS ANIMAL LOOKS LIKE A BEAR, IT HAS WHITE
• EACH GROUP WILL SPEND ABOUT 4 MINUTES AT ONE 12 MINS
STATION WRITING A LIST OF ANIMALS/ OR FOOD.
• AFTER 3 MINUTES, YOU WILL THEN MOVE TO THE NEXT
STATION (CLOCKWISE) AND THE NEW TEAM WILL WRITE AS
S-S
MANY ANIMALS INTO THE CATEGORY. (DON’T REPEAT)
• WE WILL DO THIS UNTIL ALL TEAMS HAVE CIRCLED
AROUND AND WROTE SOMETHING.
• GOING BACK INTO YOUR GROUPS OF 3. YOU WILL NOW 15 MINS
WORK WITH YOUR TEAMMATES TO DRAW A PICTURE OF
THE ULTIMATE ANIMAL THAT LIVES IN EACH HABITAT. IF
YOU WERE WRITING ABOUT FOOD, YOU WILL DRAW THE
ULTIMATE FOOD THAT EVERY ANIMAL CAN EAT. MAKE IT S-S
CREATIVE. MAKE IT SPECIAL. IMAGINE AND DRAW IT. (10
MINUTES)
• YOU WILL THEN PRESENT YOUR WORK TO THE CLASS (5
MINUTES)