Ашық сабақ 2 сынып My clothes

LESSON: Module 8 Lesson 1 My Clothes

School: Tuyuk secondary school

Date:

Teacher name: Maksut Zere

CLASS: 2

Number present:

absent:

Learning objectives(s)that this lesson is contributing to

2.S3 use a limited range of basic words, phrases and short sentences

to describe objects, activities and classroom routines

2.L4 recognise with support short basic questions relating to features such as colour and number

Lesson objectives

All learners will be able to:

Speak about the clothes

Sing the ‘Clothes’ song!

Most learners will be able to:

say the corresponding words. The pupils repeat, chorally and/or individually.

Some learners will be able to:

spell the names of the clothes

Assessment criteria

• Make up sentences on familiar topics and classroom activities

• To talk about number and colour to ask and answer correctly

Value links:

Respect, Cooperation

Cross-Curricular Link

Art

ICT skills

Using video, SMART board

Previous learning

some clothes words words for colours Look I love my new red hat

Plan

Planned timings

Planned activities

Resources

Beginning the lesson

Middle

Organization moment:

a)Greeting

-Hello children

-How are you?

-Who is on duty today?

-Who is absent today?

-Thank you!

Warming up

Sing the ‘Clothes’ song!

Look at my new blue hat!

I’m wearing my hat today!

Look at my new blue hat!

Let’s go out and play!

Look at my new red shorts!

I’m wearing my shorts today!

Look at my new red shorts!

Let’s go out and play!

Teacher divides class into three groups with pictures

1-Hat

2- Shorts

3- Dress

Presentation and practice

Step 1 Listen, point and repeat.

Pupils’ books closed. Put up the flashcards on the board, one at a time, and say the corresponding words. The pupils repeat, chorally and/or individually. Point to each item in random order. Individual pupils 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. Play the CD again pausing after each word. The pupils repeat, chorally and/or individually

New words

Hat jeans skirt

T-shirt dress shorts

Teacher introduces new words. Learners repeat after the teacher

Activity 1

CRAFTWORK Write, Make and Talk to your Friend

Point to and elicit the items of clothing. Allow the pupils some time to write the names of the clothes. Check their answers.

Answer Key

1. Shorts 3. Dress 5. hat

2. Jeans 4. T-shirt 6. skirt

Game

Teddy Dresser

Here is a teddy. He needs some clothes. Can you find the right clothes for him? Practise words for clothes in this game.

Track 30 CD2

Pictures

Track 29 CD2

Pictures of clothes

Cards

Active board

Activity 2. Listen and read.

Set the scene by asking the pupils questions about what they can see in the pictures.

e.g Teacher: (pointing to the children in the picture 1)

The children are on holiday. What’s Liam wearing

Class: A hat, a T-shirt, and blue shorts.

Teacher: (pointing to Lilly’s hat in picture2) What’s Lilly wearing?

Class: A red hat! Etc

Descriptor

• Point to and elicit the items of clothing.

• Asking questions

Formative assessment: /Very good. Excellent.

Activity 3. Tick ()

Explain the activity. The pupils look at the pictures, read the dialogue silently and tick the clothes Liam is wearing. Check the answers. Play the CD again with pauses for the pupils to repeat, chorally and/or individually. Ask individual pupils to read the dialogue out loud.

Answer Key

The hat, the shorts and the T-Shirt

Track 31 CD2

Track 31 CD2

Ending the lesson

Hometask p61 task 4

REFLECTION “Traffic light”

Flashcards 55-59

Red – doesn’t understand anything

Yellow-understands not all the information

Green – knows everything

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

• support weaker learners with further modelling and drilling in their pairs

• stronger learners who complete activities quickly should spell new words aloud for others to copy in their notebooks

• check pronunciation of new language through group and individual drilling

• check comprehension of listening and reading text through follow-up questions

• cross curricular links: Art and Designe

Reflection

Were the lesson objectives/learning objectives realistic?

Did all the learners achieve thelesson objectives/ learning objectives? If not, why?

Did my planned differentiation work well?

Did I stick to timings?

What changes did I make from my plan and why?

All lesson and learning objectives were met. The lesson was exciting . Students were always in action and interaction.

Game style lessons prove to be very useful

Summary evaluation

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 orindividuals that will inform my next lesson?