Сабақ жоспары 2 сынып

Lesson: The world around us

Different places

School: #47

Date: 04.01.2019

Teacher name: Kabylkanova Sh.A.

Class: 2 B

Number present:

Absent:

Learning objectives(s) that this lesson is contributing to

L2 L9

R3

S2 S4

UE5 UE7 UE14

Lesson objectives

• All learners will be able to:
  ask some questions and exchange some information accurately, read and answer some of the questions

Most learners will be able to:

• ask most questions and exchange most information accurately, read and answer most of the questions

Some learners will be able to:

• ask all questions and exchange information accurately, read and find all target in formation

Previous learning

prepositions of place in / on house Where’s ?

Plan

Planned timing

Planned activities

Resources

Start

Step 1 Listen, point and repeat.

Pupils’ books closed. Put up the My House poster on the board. Present the rooms (kitchen, bedroom, garden). Point to each room in random order. Ask individual pupils to say the word. Ask the rest of the class for verification. Pupils’ books open. 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/or individually.

(activity 1) 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.

Track 45 CD1

My House Poster

Middle

Explain the activity. The pupils, in pairs, talk about where the people in the pictures are. For weaker classes, write on the board: Where’s ...? She’s/He’s in the ... .Ask the question. Have the pupils repeat after you. Explain to the pupils that they can refer to the question and answer on the board or at the bottom of the page for help. Go around the classroom providing any necessary help. Ask some pairs to report back to the class.

Track 46 CD1

Track 47 CD1

End

Step 3 Sing the ‘Where’s Charlie?’ song! (activity 2)

Gesture with your hand and say: Where’s Charlie? Then draw a simple sketch of a house on the board, point to it and say: He’s in the house! The house! He’s in the house! The pupils repeat after you. Follow the same procedure to present the rest of the song. Play the CD. The pupils listen to the song. Divide the class into three groups and assign a verse to each group. Play the song again for the groups to sing the assigned verses. Time permitting, play the song a third time for the pupils to sing the song as a class.

Track 47 CD1

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

• extra support with modelling and drilling of question forms in weaker pairs of learners

• monitoring of correct question formation, word stress and pronoun agreement in tasks

• values links: keeping our books [notebooks] tidy. Encourage learners to make neat notes of new words matched to visuals in their notebook

Reflection

Were the lesson objectives realistic? What did the learners learn today?

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 of individuals that will inform my next lesson?