Ашық сабақ Different Places 2 сынып

Unit 4 The world around us

School: №60 by Zhaksylyk Tumenbaev

Date: 10.12.2018 year

Teacher name: Ermekbaeva Zhaukazyn Bolatbekkyzy

Grade: 2

Number present: 11

absent:

Theme of the lesson: Different Places

Learning objectives that this lesson is contributing to

2.L3 understand the main points of short, slow and carefully articulated talk on routine and familiar topics features such as colour and number

2.L5 identify missing phonemes in incomplete words

2.S3 use a limited range of basic words, phrases and short sentences to describe objects, activities and classroom routines

All learners will be able to:

• Design a poster of their dream house and describe it in written form (write a story of 5-7 grammatically correct sentences)

Most learners will be able to:

• Write a story of 7-10 grammatically correct sentences, describing their dream house, know new words

Some learners will be able to:

• Write a story of 10-12 grammatically correct sentences, describing their dream house

Assessment criteria

Learners have met the learning objective,if they can:

Value links

Education throughout life, cooperation

Cross - curricular links

Lesson is connected Science, Math

ICT skills

Using SMART board, pictures and videos,

Previous learning

Different Places

Plan

Planned timings

Planned activities

Resources

Beginning

5 mins

Greeting & Objectives

Warm Up:

Greet students and let them take their places. Ask some lesson-opening questions.

e. What date is it today? What day is it today? What is the topic of the lesson? Etc

• Teacher introduces with the aims of the lesson and golden rules

-Listening to the teacher;

-Helping each other;

-Encourage each other

-Listening to each other

Teacher asks the homework by the method “Unscrambled words”

Play a game “Unscrambled words” and learners describe their own pictures.

Feedback and reflection

Dividing the class into groups

Now you can divide it into 2 groups. First group “House”, second group “Rooms”

Books, stick paper

DIDACTIC MATERIAL

Middle

30mins

Main:

Video “Rooms in the home. What’s this?”

Presentation

Teacher suggests learners to work with Picture dictionary (rooms flashcards), teacher distributes handouts (rooms flashcards) and elicit from learners names of the rooms (bathroom , living room, bath, etc)

TPA: Living room, bathroom, bath. Learners repeat after the teacher the new words.

GROUP WORK

Ex 5 Listen and draw the lines. Talk with your friend

Women: Where’s the dog?

Girl: It’s in the kitchen

Woman: Where?

Girl: In the kitchen. The dog’s in the kitchen.

Woman: Where’s the parrot?

Girl: It’s in the bathroom

Woman: Where?

Girl: In the bathroom

Woman: Where’s the cat?

Girl: It’s in the living room

Woman: Where?

Girl: In the living room. The cat’s in the living room

Woman: Where’s the rabbit?

Girl: It’s in the bedroom

Woman: Where?

Girl: In the bedroom. The rabbit’s in the bedroom.

FA. Give each other smiles and say their opinions (Learners evaluates the group)

PAIR WORK Exercise 7 Listen and read

-Is Charlie in the living room?

-No, he isn’t

-Is he in the kitchen?

-No, he isn’t.

-Is he in the bedroom?

-No, he isn’t

-Is he in the bathroom?

-Yes, he is. Look! He’s in the bath.

WARM UP Physical training

GAME: “Find the rest”

1. Living room, room, bathroom, dog, pencil

2. Bedroom, table, dog, bed, mummy

3. Book, pen, living room, bathroom, bag, pencil

4. Desk, garden, pen, bedroom

INDIVIDUAL WORK

Exercise 2 (page 29) Read and draw. Then colour

Video “Rooms in the home. What’s this?”

flashcards

Flashcards (cat, dog, parrot, rabbit)

End

5 mins

ZZReflection:

• I know and understand

• I can speak

• I need a help

Homework: Exercise 6 (page 48) read, new words

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?

Health and safety check
ICT links

Less able students – greater support by means of prompts, visuals or writing difficult words on the board

More able students – independent work on definite tasks with little/no support

Allow for flexible groupings and cooperative learning, depending on the appropriateness to the task

Allow for extra time for students needing it, when appropriate

Give extra text or visual support to students needing extra English support

Create small learning groups for students needing extra support or enrichment with the co-teacher, when appropriate

through observation

• Work with the SMART board not more than 10 minutes

• Use water based markers

• Ensure proper ventilation

• Check sockets’ safety

Reflection

Were the lesson objectives/learning objectives realistic?

What did the learners learn today?

What was the learning atmosphere like?

Did my planned differentiation work well?

Did I stick to timings? What changes did I make from my plan and why?

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 or individuals that will inform my next lesson?