Different places

Long-term plan unit:

Unit 4.

The world around us

School: № 10

Date:

05.12.2017

Grade: 2 “З”

Number present:

absent:

Theme of the lesson: Different places

Learning objectives that this lesson is contributing to

2.L4 recognize with support short basic questions relating to features such as color 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 d classroom routines

2.W3 write short phrases to identify people, places and objects

2.UE14 use basic prepositions of location and position: at, behind, between, in, in front of, near, next to, on, to

to describe where people and things are; use prepositions of time: on, in, at to talk about days and times

Lesson objectives

Learners will be able to:

To develop listening and reading comprehension skills through a story; to listen to and read a story from Kazakhstan about a greedy farmer.

Assessment criteria

Learners have met the learning objective if they can:

• Please can you give us some wheat?

• Look! The sky is falling down!

Value links

Lifelong learning

Cross - curricular links

PSHE

ICT skills

Flashcards (30-34); • Story cards; • Photocopies of the story cards from the Teacher’s Resource Pack CD-ROM, one set per pupil.

Previous learning

Our world – Time for CLIL.

Plan

Planned timings

Planned activities

Beginning

5 minutes

Teacher greets students; students respond to greeting and take their places.

Warming up

Teacher asks students “How are you?” to find out their mood at the beginning of the lesson; students choose one of the smiles they see on the slide and answer the question

- Teacher introduces lesson objectives to the students.

(Teacher should introduce)

Middle

35 minutes

The beginning of the lesson:

(An activity to revise the vocabulary from the previous module.)

Ask a pupil: Can I have your (pen), please? Encourage the pupil to do so. Say: Thank you. Repeat with other pupils and other school items.

Introduction the new words:

• Listen, point and repeat. (Track 45 CD1)

Pupils’ books closed. Put up the My House poster on the board. Present the rooms (kitchen, bedroom, garden).

Look, read and write. Talk with your friend.

Point to picture 1 and ask: Where’s Mummy? Elicit:

She’s in the kitchen. Follow the same procedure for pictures 2 and 3. Focus the pupils’ attention on the use of she for women and girls and he for boys and

men. Then ask the pupils to complete the sentences. Allow the pupils some time to complete the activity. Check the pupils’ answers.

Answer Key

1 kitchen 2 bedroom 3 garden

E

Suggested Answer Key

1 A: Where’s Mummy?

B: She’s in the kitchen.

2 A: Where’s Grandma?

B: She’s in the bedroom.

3 A: Where’s Grandpa?

B: He’s in the garden.

Warm-up

• Now, it’s time to relax… at first I’ll read the you must repeat and do it after me.

Clap, clap, clap your hand, clap your hand together

Stamp, stamp, stamp your feet, stamp your feet together.

Listen and read. (Track 47 CD1)

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

AUDIOSCRIPT

Where’s Charlie?

He’s in the house!

The house! He’s in the house!

Where’s Mummy?

She’s in the kitchen!

The kitchen! She’s in the kitchen!

Where’s Daddy?

He’s in the bedroom!

The bedroom! He’s in the bedroom!

(See the Introduction for further ideas on how to exploit

the songs.)

The End

5 minutes

Reflection/conclusion

Ask students to look at lesson objectives they set at the beginning of the lesson and think and say what they did well in the lesson and what needs improvement.

• Our lesson is over… Good bye!