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LESSON: Unit 2 My
school
Colours
and size
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School:
Narkyzyl
Secondary middle school
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Date:
10.01.2020
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Teacher name: Konekbayeva
F.M
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CLASS: 5
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Number
present:
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absent:
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Learning objectives(s) that
this lesson is contributing to
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1.S3 pronounce basic words and expressions
intelligibly
1.S5 produce words in response to basic
prompts
11.L3recognise the spoken form
of a limited range of basic and everyday classroom words
UE3
use basic adjectives and
colours, size
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Lesson objectives
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All learners will be able
to:
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Most learners will be able
to:
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Some learners will be able
to:
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-
respond appropriately to some
questions
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use some short answer forms
correctly
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recognize basic colours and
size
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Previous
learning
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Pets, colours
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Plan
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Planned timings
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Planned activities (replace the notes
below with your planned activities)
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Resources
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Beginning
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Prior Knowledge- Pupils
recognize simple greetings
(activities to revise
the vocabulary from the previous module)
Ask the students listen
to the animal noises and guess the animal. The first pupil to guess
correctly comes to the front of the classroom and continues with
another animal.
Play the My
Pets song from the previous lesson. Encourage the pupils to sing
along.
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Video CD “Hello”
Animal sounds
CD track 45
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Middle
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Presentation: Put up the flashcardsone at a time on the board and name the
colours. (black, brown, white and pink) The pupil repeat, chorally,
and individually. Then point to each flashcards in random order.
Ask individual pupils to name the colours. Ask the rest of the
class for verification.
Then point to big and small and have the
pupils repeat after you chorally, and individually. Then point to
various items in the classroom. Ask: What colour is it? Is it big?
Is it small? Elicit the answers.
Pupils open the book. 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
individually.
READ AND COLOUR. Play the
guessing game!
Refer the pupils to the
pictures and elicit the words, i.e. what animal it is, if it is
small or big. Explain the activity. The pupils read the sentences
and colour in animals accordingly. Allow the pupils some time to
complete the activity. Check the pupil’s answers.
Explain the game. Think of an
animal. The pupils, in teams, try to guess which animal it is by
asking questions about its size and colour. Each correct guess wins
a point. The team with the most points wins. E.g.: teacher (thinks
of the dog)
Pupils: is it small?
Teacher: No
Ppupil: is it big
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Poster My Pets, Flash cards: a
dog, a mouse, fish, a rabbit, a cat
Book, CD 47
Worksheet
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Sing a
song
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Ask to pupils point to the rabbit and say:
this is my rabbit! Where is the rabbit? Look around! The pupils
repeat after teacher.
Play the CD. The pupils listen
to the song. Play the song again. The pupils sing along.
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CD My Pets! song
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Let’s
listen!
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Set the scene by asking the pupils
questions about what they can see in the picture. Point to the
picture ask to pupils :look! A magic school! What are these?
Rabbits!
Play the CD
and ask the pupils to listen and follow along in their
book.
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CD
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MY LETTERS
Put up the My ABC poster on the board.
Point to the letter o,p and say [ou,pi] the pupils repeat after
teacher. Point the letter and ask the pupils to say the
sound
Point to the picture of the queen and say
Qq [ku:]
TRACE letter
The pupils trace and then write the letter
Qq
Point to the picture of the rabbit and say
Rr [a:]
TRACE letter
The pupils trace and then write
the letter Rr
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Poster My ABC
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End
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Activity 2. in the activity book at page
45. Ask pupils look at the animals. Then circle the same size
animals and tick small or big.
Answer key:
1 big dog
2 small fish
3 Big cat
4 small mouse
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Activity book at page
45
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Additional
information
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Differentiation – how do you
plan to give more support? How do you plan to challenge the more
able learners?
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Assessment – how are you
planning to check learners’ learning?
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Cross-curricular links
Health and safety check
ICT links
Values links
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24 Қараша 2020
544
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