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20 Қазан 2020
317
Ашық сабақ:"My clothes and things". Grade 2
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Long term plan unit: |
Secondary School No.3 named after Y.Gagaryn |
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Date: |
Teacher name: Laura Rysbaeva |
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Grade:2 |
Number present: |
Absent: |
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Theme of the lesson: My clothes and things |
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Learning objectives (s) that this lesson is contributing to |
2.L1 understand a range of short basic supported classroom instructions 2.S1 make basic statements related to personal information, people and objects on familiar topics and classroom routines 2.UE3 use common adjectives in descriptions and to talk about simple feelings |
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Lesson objectives |
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Assessment criteria |
Follow a range of short basic supported classroom instructions Make up basic statements related to personal information, people and objects on familiar topics and classroom routines Apply common adjectives in descriptions and to talk about simple feelings |
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Value links |
Mangilik Yel’s 6th value: Common history, culture, and language |
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Cross cirricular links |
Art, Technology |
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ICT skills |
Using SMART board |
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Previous learning |
Clothes vocabulary |
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Plan |
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Time |
Planned activities |
Resources |
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5 min 8 min 8 min 7 min 6 min 6 min |
Greeting/ Warm up/Pre-learning(Whole class activity) "Hello!"/"Good morning!"/"Good afternoon!"
Basketball questioning (Whole class activity) I will ask everyone to sit in a circle around and I will throw (or roll) a ball to each student randomly. I will throw the ball to the learners and ask simple questions like “How are you today?”, “What is the date of the day?”. In this way I will create positive learning atmosphere. Differentiation by support: I will try to involve my passive learners. Formative assessment: orally by Excellent, Good job, etc.
Flash (Whole class activity) A teacher shows pictures of clothes quickly and learners find what that clothes is Introduce the following items of clothing jacket, coat, dress, boots, shirt, jeans:
Differentiation by learning style: in this task I am planning differentiation by learning style. My visual learners will see the pictures of clothes, my audial learners will hear their pronunciation. Formative assessment:A teacher motivates all active and silent learners with giving stickers”. Descriptor A learner: - identifies names of clothes; - practices new vocabulary; What’s missing? (Whole class activity) I will show all the flashcards on the blackboard. Then I will give commands to my learners to close their eyes. Next tell everyone to close their eyes and remove one of the flashcards from the board. Then I will shout "Open your eyes" – everyone will shout out the missing flashcard. Play this until all the flashcards have been elicited.
Differentiation by learning style: this activity is again good for visual learners, because they memorise the information when they see. Formative assessment: I will give Star A learner: -identifies missing clothes What colour is the dress? (Pair work) I will ask students what colors different items of clothing are. They will work in pairs. They will see the worksheet and say the colour of the clothes. Questions: What colour is this shirt? - It is pink What colour are these shoes? - They are green
Differentiation by interaction patterns: I will ask my learners to work in pairs. During the previous tasks my learners worked in groups and as a whole class. Formative assessment:I will give feedback orally to each active learner as “Well done”,”Right”,”Very nice”. Descriptor: A learner: -say the colour of the clothes. Craft Activity: Best Designer (Group work) I will give these worksheets to groups. My learners will dress up a man and a woman working in groups.
Differentiation by task: One group will dress up the man, another group will dress up the woman. Formative assessment: I will assess my active learners showing thumbs. A learners: -dress up a man and a woman. |
http://go.mail.ru/redir?src=79a164&via_page=1&t |
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Additional information |
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Differentiation – how do
you plan to give more support? How do you plan | ||||||
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