сабақ жоспары Our body 2 сыныптарға арналған

LESSON: Our body

School: Abai secondary school

Date:10.01

Teacher name: Zhonelbayeva.N

CLASS: 2

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

L5 L9

S1 S5

R2 R6

UE3 UE 11

Lesson objectives

All learners will be able to:

recognise and use some target language in response to prompts with some correct spelling and pronunciation of individual sounds

Most learners will be able to:

recognise and use most target language in response to prompts with mostly correct spelling and pronunciation of individual sounds, with some correct use of contractions

Some learners will be able to:

recognise and use target language with correct spelling and pronunciation of individual sounds with mostly correct subject verb agreement and contracted forms.

Previous learning

He’s got colours names of toys

Plan

Planned timings

Planned activities

Smiles
Resources

Teacher
Notes

Beginning the lesson

S1

Write some words on the board, e.g. kitchen. Ask a pupil to come to the board, mime a corresponding action and say the word. Ask the rest of the class for verification. Repeat with other pupils and other words

Presentation and practice

L9

S1

L5

R2

S5

UE11

L9

R3

R6

UE3 UE11

Step 1 Listen, point and repeat.

Pupils’ books closed. Put up the My Face poster on the board. Point to and name the parts of the face. The pupils repeat after you. Then point to the parts of your face and ask the pupils to call out the appropriate word. Name a part of the face. Ask a pupil to point to it on his/her face. 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.

Track 61 CD1

My Face Poster

Step 2 Complete. Draw, colour and say. (activity 1)

Explain the activity. Ask the pupils to read and complete the sentences. Check the pupils’ answers. The pupils then read the sentences and complete the face of the teddy bear. Go around the classroom providing any necessary help. Write the following on the board: It’s got. Explain its meaning. Ask the pupils to come to the front and present their completed drawing.

Step 3 Sing the ‘Teddy Bear’ song!
(activity 2)

Draw a simple sketch of a teddy bear on the board. Point to it and say: I’m a very funny teddy bear. The pupils repeat after you. Then show two fingers, point to your eyes and say: I’ve got two eyes. 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 pupils into four groups and assign a verse to each group. Play the song 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 62 CD1

Step 4 Listen and read. (activity 3)

Set the scene by asking the pupils questions about what they can see in the pictures. Play the CD and ask the pupils to listen and follow the dialogue in their books.

Track 63 CD1

Step 5 Circle. (activity 4)

Explain the activity. The pupils look at the pictures, read the dialogue silently and circle the right word. Check the pupils’ answers. Play the CD again pausing for the pupils to repeat, chorally and/or individually. Ask individual pupils to read the dialogue out loud.

Ending the lesson

S1

Ask the pupils to draw and colour a face. Explain to them that it can be a teddy bear, an alien, a monster, etc. Go around the classroom providing any necessary help. Upon completion of the activity, the pupils present it to the class and describe it.

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

• support weaker learners with further modelling and drilling in their pairs

• stronger learners who complete activities quickly should spell new words aloud for others to copy in their notebooks

• check pronunciation of new language through group and individual drilling

• check comprehension of listening and reading text through follow-up questions

• Health and safety check: talk to children about safety with toys

LESSON: Let’s measure

School: Abai secondary school

Date:11.01

Teacher name:Zhonelbayeva.N

CLASS: 2

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

L6 L9

S1 S3 S6

R6

W3

UE3 UE11

Lesson objectives

All learners will be able to:

follow some text in reading and listening tasks and use some target language to initiate and respond correctly in exchanges

Most learners will be able to:

follow most text in reading and listening tasks and use most target language correctly to initiate and in exchanges

Some learners will be able to:

understand all written and audio text and initiate independently and respond with clear

pronunciation in most exchanges

Previous learning

has / hasn’t got parts of the face short answers big / small

Plan

Planned timings

Planned activities

Smiles
Resources

Teacher
Notes

Beginning the lesson

S1

Ask a pair of pupils to come to the board. One pupil names a part of the face and the other touches the corresponding part on his/her own face. Ask the rest of the class for verification. Resume the activity with as many pairs as you think is necessary. Play the Teddy Bear song from the previous lesson. Invite the pupils to sing along.

Track 62 CD1

Presentation and Practice

L9

S1

L6

UE11

S3

UE3

L9

S3

L6

R6

S6

Step 1 Listen, point and repeat.

Pupils’ books closed. Put up the flashcards on the board, one at a time, and say the corresponding words. The pupils repeat, chorally and/or individually. Point to each flashcard in random order. Ask individual pupils to name the item. Ask the rest of the class for verification. Stretch out your arms and say: big. Encourage the pupils to mime your action and repeat after you. Then point to the elephant and say: a big elephant. The pupils repeat after you. Then point to the mouse and say: a small mouse, bringing your hands closer together to explain small. Encourage the pupils to mime your action and repeat after you. Say big or small and ask the pupils to show the difference in size by miming. Pupils’ books open. Play the CD. The pupils listen, look at the pictures and repeat the phrases. Play the CD again pausing after each phrase. The pupils repeat, chorally and/or individually.

Flashcards 38-39

Track 64 CD1

Step 2 Listen and number. (activity 5)

Talk with your friend. Read the instructions and explain the activity. Prompt the pupils to give you a description of each toy. Tell the pupils they are going to listen and number the toy that is being described. Play the CD, twice if necessary. Check their answers. Write on the board: It’s got ... . It hasn’t got ... . It’s number ... .Explain their meaning. The pupils then work in pairs. They take turns saying what a toy has/hasn’t got for their partner to guess the toy. Explain to the pupils that they can refer to the sentences on the board or at the bottom of the page in their Pupil’s books for help. Go around the classroom, providing any necessary help. Ask some pairs to report back to the class.

Track 65 CD1

Step 3 Sing the ‘I’m Big’ song! (activity 6)

Show the pupils the elephant flashcard and say: I’m big, I’m big! I’m very, very big! The pupils repeat after you. Then point to your ears, mime and say: My ears are big. 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 pupils into two groups and assign a verse to each group. Play the song and the groups sing the assigned verses. Time permitting, play the song a third time for the pupils to sing the song as a class.

Track 66 CD1

Elephant flashcard

Step 4 Listen and read. (activity 7)

Set the scene by asking the pupils questions about what they can see in the pictures. Play the CD and ask the pupils to listen and follow the dialogue in their books.

Track 67 CD1

Step 5 Circle. (activity 8)

Explain the activity. The pupils look at the pictures, read the dialogue silently and circle the right word. Check the pupils’ answers. Play the CD again pausing for the pupils to repeat, chorally and/or individually. Ask individual pupils to read the story out loud.

Ending the lesson

S6

Ask the pupils to choose one facial feature e.g. nose. The pupils draw and colour as many different shapes and sizes of that facial feature as they can think of. Go around the classroom providing any necessary help. Display their work somewhere in the classroom.

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

• work with weaker groups in read and circle task providing support e.g. by prompting them to sound out initial letters

• give stronger groups the task of making up more questions for others about the text using has got..

• check learner pronunciation in eliciting, drilling and drawing presentation activities

• check comprehension following comprehension tasks with open questions/prompts asking learners to point e.g. show me a big nose.. Who’s got yellow hair?

• ICT links: provide learners a link to an interactive game on matching facial features to do at home on a computer on their own or with support

LESSON: Foods

School: Abai secondary school

Date:15.01-17.01

Teacher name:Zhonelbayeva.N

CLASS: 2

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

L9

S3 S7

R5

W3

UE3 UE7

Lesson objectives

All learners will be able to:

respond correctly to some parts of reading comprehension task and produce some correct language in final writing task with support

Most learners will be able to:

respond correctly to most parts of reading comprehension task and produce mostly correct language in final writing task with support

Some learners will be able to:

understand reading comprehension tasks with little support and produce correct language at phrase and sentence level in the final writing task

Previous learning

It’s good/ bad names of foods

Plan

Planned timings

Planned activities

Smiles
Resources

Teacher
Notes

Beginning the lesson

S3 S7

Ask the pupils to draw an elephant or a mouse, then describe it. e.g. Pupil: Look at my elephant! It’s blue. It’s got big ears and a big mouth. Play the ‘I’m big’ song from the previous lesson. Invite the pupils to sing along.

Track 66 CD1

Presentation and practice

L9

S3

R5

R5

Step 1 Look, read and match. Listen and check

Pupils’ books closed. Put up the Health and Body poster on the board. Point to the items, one at a time, and say the corresponding words. The pupils repeat after you. Point to each item in random order. Ask individual pupils to name them. Ask the rest of the class for verification. Pupils’ books open. Explain the activity. Allow the pupils some time to complete the activity. Play the CD. The pupils listen and check their answers.

Track 68 CD1

Step 2 Look, read and colour. Explain the (activity 8)

Explain to the pupils, in L1 if necessary, that the Eatwell Plate shows how much of these food items we should eat. The pupils look at the colours of the Eatwell Plate and colour the food items accordingly. Go around the class and help where necessary.

Eatwell Plate

Ending the lesson

W3

Ask the pupils, in groups, to design a sticker encouraging people to eat healthily. Go around the classroom, providing any necessary help. Then the groups present their stickers. Make sure you display their work somewhere in the classroom.

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

• provide intensive prompting in Writing task and support with decoding and comprehension for weaker groups in Reading tasks.

• Extend stronger learners in writing task by highlighting errors in drafts and then asking them to rewrite for final versions of badges

• monitor extent to which learners need support with reading tasks in terms of decoding words and comprehension tasks

• monitor control of use of caps, spelling and punctuation in final writing task and plan for remedial support

• Health and safety: eating healthily

LESSON: Craft work

School: Abai secondary school

Date:18.01

Teacher name: Zhonelbayeva.N

CLASS: 2

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

L6

S1 S3 S4

W3 W7

UE2 UE3 UE11 UE12 UE15 UE16

Lesson objectives

All learners will be able to:

recognise and use some key language from the unit in response to prompts and, with support, mostly correct spelling and pronunciation of individual sounds

Most learners will be able to:

recognise and use a range key language from the unit in response to prompts and, with support, mostly correct spelling and pronunciation of individual sounds

Some learners will be able to:

recognise and use most key language from the unit in response to prompts and independently use most language with correct spelling and pronunciation of individual sounds

Previous learning

big/small parts of faces types of food action verbs : touch they are good for I like

Plan

Planned timings

Planned activities

Smiles
Resources

Teacher
Notes

Beginning the lesson

S4

Name a food item, e.g. eggs. Use visuals of food items. Ask a pupil to say it if is good/bad for us. Repeat with other food items, and pupils.

Collect a variety of food pictures or draw some.

Presentation and practice

W7

UE2 UE3 UE12

S1

L6

W3 W7

UE11 UE15

UE16

Step 1 Big or small? Look and write.

Explain the activity. Go through the pictures and elicit the facial features and whether they are big or small. Allow the pupils some time to complete the activity. Check the pupils’ answers.

Step 2 CRAFTWORK

Tell the pupils that they are going to make a funny face book. Hand out the photocopies. Tell the pupils to draw eyes and hair in the top part, a nose and ears in the centre and a mouth in the bottom section. Then ask the pupils to colour their funny face. When the pupils have finished, gather the pages and stack them together. After that, staple them together at the left hand side. Then cut through the pages along the dotted lines and the funny face book is ready! If you wish you can divide the class into groups and each group can produce its own funny face book. While the pupils are doing the craftwork, feel free to play any song from the module.

Photocopy the funny face template from the Teacher’s Resource Pack CD-ROM, one per pupil. Also, have scissors, coloured pencils, stapler ready to use or ask pupils to bring their own in the previous lesson.

Step 3 Let’s play!

Tell the pupils they are going to play a game called Simon Says. Explain to the pupils that they are to follow the commands only if they are preceded by Simon Says. Pupils are out of the game if they follow a command that’s not preceded by the phrase Simon Says.

Step 4 PROJECT

Refer the pupils to the project and the drawing. Ask the pupils to tell you what they can see. Explain to the pupils that they will do a project about healthy food. Assign the project as homework. During the next lesson, ask the pupils to present their projects to the class. Make sure you display their work somewhere in the classroom. Then help them file their projects in their Language Portfolios.

Ending the lesson

S1

Explain to the pupils that you are going to describe a face and they have to draw and colour it in their notebooks. Accompany the description with mime, if necessary.

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

• give weaker learners intensive group support in preparation for presentations

• challenge stronger learners to use conjunctions [UE16 and or but] in presentations and written display work.

• check learner grasp of vocabulary during group and plenary tasks

• check learner written work [spelling punctuation sentence forms] to be used in display

• Health and Safety: Healthy food

LESSON: Our world-Time for CLIL

School: Abai secondary school

Date:22.01

Teacher name:Zhonelbayeva.N

CLASS: 2

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

S1 S3

R2 R3

W3 W7 W8

UE6 UE9

Lesson objectives

All learners will be able to:

respond to some prompts in elicitation and project activities and produce some words and short sentences correctly in their writing and short presentations with support

Most learners will be able to:

respond to most prompts in elicitation and project activities and produce most words and short sentences correctly in their writing and short presentations with some support

Some learners will be able to:

respond to prompts in most activities appropriately and produce most words and short sentences correctly in writing and short presentations independently

Previous learning

Types of food names of countries it’s good for his/her favourite

Plan

Planned timings

Planned activities

Smiles
Resources

Teacher
Notes

Beginning the lesson

S3

Ask the pupils to present their project from the previous lesson to the class.

Presentation and practice

S1

R2 R3

W3 W7 W8

S1

UE9

Step 1 Listen and read. (activity 1)

Pupils’ books closed. Refer the pupils to the world map. Point to the UK, Italy and Kazakhstan. Say the name of each country out loud. The pupils repeat after you. Ask the pupils, in L1 if necessary, to tell you what they know about these countries, e.g. capital cities, flags, famous people, food, etc. Explain to the pupils that in this section they will be learning about food from these three countries.

Pupils’ books open. Refer the pupils to the first pictures and ask: Where is Brian from? Elicit: He’s from the UK. Next ask: What’s his favourite food? Say: His favourite food is fish and chips. Why is fish good for us? etc. Do the same for the remaining children. Play the CD. The pupils listen and follow in their books. Then ask individual pupils to read part of the text out loud.

Track 69 CD1

World Map

Step 2 Draw, write and present.

Ask the pupils to draw their favourite food from their country. Then they come to the front of the classroom and talk about it. Tell them to use the texts in Ex. 1 as an example. If you wish, you can assign it as written homework. The pupils can find pictures online. Make sure you display their drawings somewhere in the classroom.

Step 3 Look and tick. (activity 2)

Pupils’ books closed. Put up the ‘Sound it Out!’ poster on the board. Point to the title and say: Sound it out! The pupils repeat after you. Explain what it means. Now, point to the bee and say: Sound it out! Encourage the pupils to make a buzzing sound. Repeat for the remaining pictures. Pupils’ books open. Refer the pupils to the first picture and ask the pupils to tell you if it’s a sound we make or other things make. Point to the tick and say: Sounds we make. Allow the pupils some time to look at the remaining pictures and place a tick in the appropriate column. Check their answers.

Sound it Out! Poster

Ending the lesson

S1 UE6 UE9

Ask the pupils to close their eyes. Make different sounds and ask the pupils to say if they are sounds we make or sounds other things make.

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

• give extra support with modelling and drilling for presentations and support for writing projects with weaker students in small groups

• get stronger learners to check each other’s spellings in written work

• check handwriting, spelling and sentence formation in writing task and decide on any remedial follow-up tasks

• cross curricular links: culture around the world / awareness of sounds in the environment

LESSON: Blonde Carrie and Brunette Carrie

School: Abai secondary school

Date:29.01

Teacher name:Zhonelbayeva.N

CLASS: 2

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

L1 L3 L8 L9

S1 S3

R2

UE8 UE12

Lesson objectives

All learners will be able to:

follow and understand most of the story and produce most language in response to prompts with some correct pronunciation

Most learners will be able to:

follow and understand most of the story and produce most language in response to prompts with mostly correct pronunciation

Some learners will be able to:

follow and understand the story and produce most language in response to prompts with

mostly correct pronunciation

Previous learning

parts of face has got pretty I can make let’s

Plan

Planned timings

Planned activities

Smiles
Resources

Teacher
Notes

Beginning the lesson

S1

Tell the pupils they are going to read a story about two sisters, Blonde Carrie and Brunette Carrie. The two sisters love each other, but the people in the town make fun of Brunette Carrie. They don’t see her the way her sister does. Blonde Carrie sees the beauty in her sister because Brunette Carrie is very kind and loving. Have a discussion, in L1 if necessary, about what is more important: beauty on the outside or beauty on the inside.

Presentation and practice

R2

L9

L3 L8

UE8 UE12

S3

Step 1 Listen, point and repeat.

Pupils’ books closed. Put up the flashcards on the board, one at a time, and say the corresponding words. The pupils repeat, chorally and/or individually. Point to each flashcard 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.

Flashcards 40-43

Track 70 CD1

Step 2 Listen and read. Act out the story. (activity 3)

Use the story cards to present the story.

Play the CD. The pupils listen and follow along in their books. Play the CD again. The pupils repeat, chorally and/or individually. Ask individual pupils to choose a role from the story and read it out loud. Read the Smiles Values! and have a discussion, in L1 if necessary, with the pupils about the moral of the story. Tell pupils that beauty is in our hearts. If you love someone, you don’t pay attention to their looks. In this case, Blonde Carrie’s love even transformed her sister! Put up the story cards on the board in random order. Ask the pupils to come and put the cards in the right order. Play the CD for verification. Assign roles and allow the pupils, in groups, some time to rehearse. Ask the groups to act out the story. They can use the story cards for help. Hand out the story cards. Ask the pupils to colour them and use them to make their own story books.

Track 71 CD1

Story Cards

Photocopy the story cards from the Teacher’s Resource Pack CD-ROM, one set per pupil.

Ending the lesson

L1

Ask the pupils, in L1 if necessary, if they liked the story. Tell them to draw a happy face or a sad face, depending on whether they liked the story or not. Ask them to tell you what they liked most or did not like.

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 with weaker groups of learners as they rehearse

• Ask stronger learners to justify answers in final task.

• Note areas of improvement in retention of language and pronunciation of sounds in learner performances

• Values links: accepting others