My school тақырыбында 2 сыныпқа арналған сабақ жоспары
Дана Жәнібек
Lesson plan
| LESSON: Module 3 Lesson 1 My School | School: | ||||
| Date: | Teacher name: | ||||
| CLASS: | Number present: | absent: | |||
| Learning objectives(s) that this lesson is contributing to | L9
S2 S3 S7 R2 W2 UE4 UE5 UE6 |
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| Lesson objectives | All learners will be able to: | ||||
| respond correctly to some prompts about classroom objects, identify some words in reading and listening tasks and spell some words correctly | |||||
| Most learners will be able to: | |||||
| respond correctly to most prompts about classroom objects, identify most words in reading and listening tasks and spell most words correctly | |||||
| Some learners will be able to: | |||||
| ask and answer questions correctly, with correct word stress and identify all words in reading and listening tasks and spell most words correctly with very little support | |||||
| Previous learning | What’s …. This …. It’s a ….. pen pencil bag | ||||
| Plan | |||||
| Planned timings | Planned activities | Smiles Resources |
Teacher Notes |
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| Beginning the lesson
W2 |
Name an item from the previous module, e.g. table. Ask a pupil to come to the board and write it. Ask the rest of the class for verification. Repeat with the rest of the items and other pupils. | ||||
| Presentation and practice
S3 S7
UE4 UE5 UE6
S2 S3
L9
R3 |
Step 1 Listen, Point and Repeat. Poster
Pupils’ books closed. Put up the School Days poster on the board. Point to the schoolbag, pen, pencil, book, ruler and rubber one at a time, and say the corresponding words. The pupils repeat, chorally and/or individually. Point to each item in random order. Ask individual pupils to name the item. Ask the rest of the class for verification. Pupils’ books open. Play the CD. The pupils listen, point to the pictures and repeat the words. Play the CD again pausing after each word. The pupils repeat, chorally and/or individually.
Match, talk to your friend. (activity 1) Point to number 1 and ask: What’s this? Elicit: It’s a book. Follow the same procedure and elicit the rest of the items. Then ask the pupils to complete the activity. Allow the pupils some time to do so. Check their answers. Write on the board: What’s this? It’s a … . Ask the question. Have the pupils repeat after you. Explain the activity. The pupils, in pairs, talk about the items (1-6). They can refer to the question on the board or at the bottom of the page for help. Go around the classroom, providing any necessary help. Ask some pairs to report back to the class.
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Track 31 CD1
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| Step 2 Sing the ‘I’m ready for school’ song
Point to school items and say: a book, a pencil, a pen. Put them in my bag today! The pupils repeat after you. Follow the same procedure and present the rest of the song. Play the CD. The pupils listen to the song. Play the CD again. The pupils listen and sing along. |
Track 32 CD1 |
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| Step 3 Listen and Read (activity 3)
Set the scene by asking the pupils questions about what they can see in the pictures. Play the CD and ask the pupils to listen and follow along in their books. |
Track 33 CD1 | ||||
| Step 4 Circle
Allow the pupils some time to complete the activity. Play the CD again pausing for the pupils to repeat, chorally and/or individually. Assign roles and ask individual pupils to read the dialogue out loud. Complete the activity. Check the pupils’ answers. |
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| Ending the lesson
S3 |
Collect some school items, e.g. a pencil case, pen, pencil, book, etc. Ask a pupil to come to the front and close his/her eyes. Give him/her one of the objects to identify. Repeat with as many pupils as you think is necessary. | ||||
| 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? | Cross-curricular links Health and safety check ICT links Values links |
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| · provide extra modelling and drilling to pairs of learners in pair work task
· ask stronger learners to check spellings in a picture dictionary |
· monitoring pair work activity to check question formation and pronunciation | · ICT links: use an interactive picture dictionary to check spellings | |||
| Reflection
Were the lesson objectives/learning objectives realistic?
Did I stick to timings?
What changes did I make from my plan and why?
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Answer the most relevant questions from the box on the left about your lesson. |
