Human body and exercise 2

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Ұстаз тілегі сайтында материал жариялап тегін сертификат, алғыс хат және құрмет грамотасын алуға болады. Ол үшін сайтқа тіркеліп материал жариялау керек. Сайт бойынша барлық сұрақтарды 8-771-234-5599 номеріне ватсап арқылы қоюға болады




Human body and exercise 2

Автор: Мубаракова Фарида Жұманқызы

Бағыты: Шет тілі Бөлімі: Сабақ жоспары Сыныбы: 5 сынып

Жарияланған уақыты: 2019-01-20


Материал туралы қысқаша түсінік

Human body and exercise 2




LESSON: 1 Let’s startSchool:
Date:Teacher name:
CLASS: Number present: absent:
Learning objectives(s) that this lesson is contributing toS1 make basic personal statements and simple statements about objectsL3 recognize with support simple greetings
Lesson objectivesAll learners will be able to:
  • Pronounce their names
  • Recognize simple greetings
  • Most learners will be able to:
  • Recognise and pronounce basic greetings
  • Some learners will be able to:
  • Recognise and pronounce basic greetings without mistakes
  • Previous learning——–
    Plan
    Planned timingsPlanned activities (replace the notes below with your planned activities)Resources
    10 minutes

    ORGANISATION MOMENT: Write my name on the board and introduce myself: Hello! I`m Aigerim. Encourage the pupils to say Hello!Repeat their names as: My name`s …

    20minutes

    PRE-LEARNING

  • Work with a poster. Put up the Smiles poster on the board. Point to Lilly and say Lilly. The pupils repeat chorally and individually. Follow the same procedure and present the rest of charactersLiam, Charlie, Nanny, Rose
  • Ask them if they would like to have a pet chimp. Whywhy not? Nanny Rose is their nanny. Explain what a nanny is and ask them if they have or ever had one.
  • Pupil`s book open. Play the CD. The pupils listen and point to the characters.
  • Adioscript
  • -Hello, I`m Nanny Rose.-Hello, I`m Liam-Hello, I`m Lilly…. Hello, Charlie!

  • Sing a song. Ask pupils to hold up their Smiles. Say: Smile, we`re the smile. Explain what smile means. Play the CD. The pupils
  • Pictures of Liam, Charlie, Nanny,Rose

    Music

    CD. Track 03

    5 minutes

    ENDING THE LESSON:To ask the pupils to introduce themselves to their classmates: e.g. Pupil 1: Hello, I`m Berik. Pupil 2: Hello, I`m Dana

    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 linksHealth and safety checkICT linksValues links
  • Create mixed ability pairs for speaking activity.
  • through questioning and the redirecting of questioning in feedback activities
  • through observation in pair work
  • Art
  • ReflectionWere 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?Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.
    Summary evaluationWhat 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?

    LESSON: 2 Greetings. School: Titova secondary school
    Date:Teacher name: Sailaukyzy Aigerim
    CLASS: Number present: absent:
    Learning objectives(s) that this lesson is contributing toL2 recognise with considerable support a few basic personalquestions spoken slowly and distinctlyS3 pronounce basic words and expressions intelligibly
    Lesson objectivesAll learners will be able to:
  • Say “Hello. I`m… “
  • Ask “What`s your name?”
  • Most learners will be able to:
  • Ask and answer the question “What`s your name?”
  • My name is… and greet smb`s.
  • Some learners will be able to:
  • Greet, ask and answer the questions without mistakes
  • Previous learningLet’s start
    Plan
    Planned timingsPlanned activities (replace the notes below with your planned activities)Resources
    10 minutes

    ORGANISATION MOMENT: Hello, boys and girls! Let`s revise the language from the previous lesson. Pat a pupil on the shoulder. The pupil introduce himherself and rest of the class greet him.E.g. Hello, I`m Kanat. Hello, Kanat

    20minutes

    PRE-LEARNING

  • Work with flashcards. Put the flashcards on the board. Point to them, one at a time and name them.the pupils repeat them chorally, individually.
  • Pretend that you are living the classroom. Ask pupils to greet you.
  • Play CD. The pupils listen, point to the pictures and repeat the greetings.
  • Make the following short conversation with the help of pupils.
  • Let`s listen! Play CD again with pauses for the pupils to repeat: Hello, I`m Nanny. Rose…
  • Ask the pupils to leave while waving and saying goodbye.
  • flashcards

    CD track 04

    CD track 05CD track 06

    5 minutes

    ENDING THE LESSON:Revision Sing the song Hello song.Activity Book. P.20

    Activity book

    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 linksHealth and safety checkICT linksValues links
  • Create mixed ability pairs for speaking activity.
  • through questioning and the redirecting of questioning in feedback activities
  • through observation in pair work
  • Art
  • ReflectionWere 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?Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.
    Summary evaluationWhat 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?

    LESSON: 3 About myself. School: Titova secondary school
    Date:Teacher name: Sailaukyzy Aigerim
    CLASS: Number present: absent:
    Learning objectives(s) that this lesson is contributing toL2 recognise with considerable support a few basic personalquestions spoken slowly and distinctlyS3 pronounce basic words and expressions intelligibly
    Lesson objectivesAll learners will be able to:
  • Say “Hello. My name’s… “
  • Ask “What`s your name?”
  • Most learners will be able to:
  • Ask and answer the question “What`s your name?”
  • My name is… and greet smb`s.
  • Some learners will be able to:
  • Greet, ask and answer the questions without mistakes
  • Previous learningGreetings
    Plan
    Planned timingsPlanned activities (replace the notes below with your planned activities)Resources
    10 minutes

    ORGANISATION MOMENT: Hello, boys and girls! Let`s revise the language from the previous lesson. Pat a pupil on the shoulder. The pupil introduce himherself and rest of the class greet him.E.g. Hello, my name’sAlibek. Hello, Alibek.

    20minutes

    PRE-LEARNING

  • Work with flashcards. Put the flashcards on the board. Point to them, one at a time and name them.the pupils repeat them chorally, individually.
  • Pretend that you are living the classroom. Ask pupils to greet you.
  • Play CD. The pupils listen, point to the pictures and repeat the greetings.
  • Make the following short conversation with the help of pupils.
  • Let`s listen! Play CD again with pauses for the pupils to repeat: Hello, I`m Nanny. Rose…
  • flashcards

    CD track 04

    CD track 05CD track 06

    5 minutes

    ENDING THE LESSON:Revision

  • Sing the song Hello song.
  • Ask the pupils to leave while waving and saying goodbye.
  • Activity book

    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 linksHealth and safety checkICT linksValues links
  • Create mixed ability pairs for speaking activity.
  • through questioning and the redirecting of questioning in feedback activities
  • through observation in pair work
  • Art
  • ReflectionWere 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?Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.
    Summary evaluationWhat 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?

    LESSON: 4 My familySchool: Titova secondary school
    Date:Teacher name: Sailaukyzy Aigerim
    CLASS: Number present: absent:
    Learning objectives(s) that this lesson is contributing toS6 exchange simple greetings and sayplease, sorry andthank youL2 recognise with considerable support a few basic personalquestions spoken slowly and distinctly
    Lesson objectivesAll learners will be able to:
  • Name the family members
  • Recognize simple words
  • Most learners will be able to:
  • Name the family members without mistakes
  • Ask about family members
  • Some learners will be able to:
  • Name the family members and talk about them
  • Previous learning About myself
    Plan
    Planned timingsPlanned activities (replace the notes below with your planned activities)Resources
    10 minutes

    ORGANISATION MOMENT: Ask a pupil to come to the front. Ask him/her to close his/her eyes. Ask another pupil to say hello. The pupil with the closed eyes tries to guess who it is. Repeat with some more pairs. Play the Hello song

    CD Track 05

    20minutes

    PRE-LEARNING

  • Work with flashcards.
  • Play the CD. The pupils listen, point to the pictures and repeat the words.
  • Read the words. Ask the pupils to repeat after you. The pupils draw the family members in the space provided. Allow the pupils some time to complete the activity.
  • Sing the Family song.
  • Let’s listen. Set the scene by asking the pupils questions about what they can see in the pictures.
  • flashcards

    CD Track 08

    CD Track 09

    5 minutes

    ENDING THE LESSON:The pupils in pairs take turns saying a family member’s name and the other has to guess who it is. Activity Book, page 21

    Activity Book

    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 linksHealth and safety checkICT linksValues links
  • Create mixed ability pairs for speaking activity.
  • through questioning and the redirecting of questioning in feedback activities
  • through observation in pair work
  • Art
  • ReflectionWere 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?Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.
    Summary evaluationWhat 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?

    LESSON: 5 ColoursSchool: Titova secondary school
    Date:Teacher name: Sailaukyzy Aigerim
    CLASS: Number present: absent:
    Learning objectives(s) that this lesson is contributing toUE3 use basic adjectives and coloursto say what someone/something is or hasL3 recognise the spoken form of a limited rangeof basic and everydayclassroom words
    Lesson objectivesAll learners will be able to:
  • Name the colours
  • Identify colours
  • Most learners will be able to:
  • Recognise and name the colours
  • Ask what colour it is
  • Some learners will be able to:
  • Name the colours and ask what colour it is without mistakes
  • Previous learningMy family
    Plan
    Planned timingsPlanned activities (replace the notes below with your planned activities)Resources
    10 minutes

    ORGANISATION MOMENT: Work with flashcards. Put up the flashcards on the board. Point to the family members. Ask a pupil to name it. Ask the rest of the class for verification. Play the Family song

    CD Track 08

    20minutes

    PRE-LEARNING

  • Put up the Pretty Colours poster on the board. Point to the colours, one at a time, and say them. Ask the pupils to take out their coloured pencils. Name a colour, e.g blue. Ask the pupils to raise their blue coloured pencil.
  • Play the CD. The pupils listen, point to the pictures and repeat the words. Audioscript: red, blue, green, yellow, purple, orange
  • Let’s listen! Set the scene by asking the pupils questions about what they can see in the pictures.
  • Listen and colour.
  • Sing the Colours song
  • CD Track 10

    CD Track 11

    CD Track 12CD Track 13

    5 minutes

    ENDING THE LESSON:Draw a simple sketch of a traffic light on the board. Ask a pupil to come to the board and ask What colour is it? Put one of the circles you have prepared on the traffic light, e.g the green one. The rest of the class says: It’s green, go. The pupil follows the instruction.

    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 linksHealth and safety checkICT linksValues links
  • Create mixed ability pairs for speaking activity.
  • through questioning and the redirecting of questioning in feedback activities
  • through observation in pair work
  • Art
  • ReflectionWere 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?Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.
    Summary evaluationWhat 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?

    LESSON: 6 My favourite colourSchool: Titova secondary school
    Date:Teacher name: Sailaukyzy Aigerim
    CLASS: Number present: absent:
    Learning objectives(s) that this lesson is contributing toUE3 use basic adjectives and coloursto say what someone/something is or hasL3 recognise the spoken form of a limited rangeof basic and everydayclassroom words
    Lesson objectivesAll learners will be able to:
  • Recognise and name the colours
  • Most learners will be able to:
  • Say “My favouritecolour is …”
  • Ask what colour it is
  • Some learners will be able to:
  • Name the colours and ask What is your favourite colour? without mistakes
  • Previous learningColours
    Plan
    Planned timingsPlanned activities (replace the notes below with your planned activities)Resources
    10 minutes

    ORGANISATION MOMENT: Put up the Pretty Colours poster on the board. Point to the colours, one at a time, and say them. Ask the pupils to take out their coloured pencils. Name a colour, e.g blue. Ask the pupils to raise their blue coloured pencil.Play the “Colours” song

    CD Track 08

    20minutes

    PRE-LEARNING

  • Play the CD. The pupils listen, point to the pictures and repeat the words. Audioscript: red, blue, green, yellow, purple, orange
  • Let’s listen! Set the scene by asking the pupils questions about what they can see in the pictures.
  • Listen and colour.
  • Sing the Colours song
  • CD Track 10

    CD Track 11

    CD Track 12CD Track 13

    5 minutes

    ENDING THE LESSON:Show a red coloured pencil and ask:What colour is it? Have the pupils repeat after you. Then say: red! The colour is red. Follow the same procedure and ask other colours.

    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 linksHealth and safety checkICT linksValues links
  • Create mixed ability pairs for speaking activity.
  • through questioning and the redirecting of questioning in feedback activities
  • through observation in pair work
  • Art
  • ReflectionWere 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?Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.
    Summary evaluationWhat 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?

    LESSON: 7Our world “Your favourite character”School: Titova secondary school
    Date:Teacher name: Sailaukyzy Aigerim
    CLASS: Number present: absent:
    Learning objectives(s) that this lesson is contributing toL2 recognise with considerable support a few basic personalquestions spoken slowly and distinctlyS3 pronounce basic words and expressions intelligibly
    Lesson objectivesAll learners will be able to:
  • Say the famous characters
  • Most learners will be able to:
  • Say the famous characters and talk about them
  • Some learners will be able to:
  • Present their famous characters
  • Previous learningMy favourite colour
    Plan
    Planned timingsPlanned activities (replace the notes below with your planned activities)Resources
    5minutes

    ORGANISATION MOMENT: Ask the pupils to present their projects from the previous lesson.

  • Who is it? Find and draw lines
  • Projects

    20minutes

    PRE-LEARNING

  • Put up the world map. Point to the and say: This is the . Ask the pupils to tell you what they know about this country, e.g capital city, flag, famous people. Follow the same procedure with the and .
  • Play the CD
  • Draw your favourite character
  • Sing the Mixing Colours song
  • Complete. The pupils look at the colour combinations and colour in the missing colours. Allow the pupils some time to complete the activity.
  • Map

    CD Track 15

    15 minutes

    ENDING THE LESSON:Hand out the colour wheels. Ask the pupils to colour them in. The colour wheel can help them remember primary and secondary colours.

    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 linksHealth and safety checkICT linksValues links
  • Create mixed ability pairs for speaking activity.
  • through questioning and the redirecting of questioning in feedback activities
  • through observation in pair work
  • Art
  • ReflectionWere 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?Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.
    Summary evaluationWhat 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?

    LESSON: 8 Story time! The queen bee!School: Titova secondary school
    Date:Teacher name: Sailaukyzy Aigerim
    CLASS: Number present: absent:
    Learning objectives(s) that this lesson is contributing toL2 recognise with considerable support a few basic personalquestions spoken slowly and distinctlyS3 pronounce basic words and expressions intelligibly
    Lesson objectivesAll learners will be able to:
  • Listen to the story
  • Most learners will be able to:
  • Listen to the story and understand
  • Some learners will be able to:
  • Listen to the story, understand and draw
  • Previous learningOur world “Your favourite character”
    Plan
    Planned timingsPlanned activities (replace the notes below with your planned activities)Resources
    10 minutes

    ORGANISATION MOMENT: Draw simple sketches of a bee, an ant and a duck on the board. Have a discussion about what these animals do, e.g fly, dig in the ground. How can they help a kind young man? Accept all answers. Then explain to the pupils that they are going to listen to a story about a young man and these animals.

    20minutes

    PRE-LEARNING

  • Play the CD.
  • There were three brothers. Two of them were mean and cruel and wanted to destroy everything around them. They tried to harm the animals they came across like ants, ducks and bees. The third brother was nice and kind and didn’t let them harm these animals. One day the three brothers came across an enchanted castle. At the castle there was a little old man who asked for their help. They were to perform three tasks. Whoever was successful would free the castle. In the end, the youngest brother married the youngest princess.
  • Story cards. Ask the pupils to come and put the cards in the right order.
  • CD Track 16

    Story cards

    5 minutes

    ENDING THE LESSON:Project: My queen beeActivity Book, page 24

    Activity Book

    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 linksHealth and safety checkICT linksValues links
  • Create mixed ability pairs for speaking activity.
  • through questioning and the redirecting of questioning in feedback activities
  • through observation in pair work
  • Art
  • ReflectionWere 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?Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.
    Summary evaluationWhat 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?

    LESSON: 9 Check point 1School: Titova secondary school
    Date:Teacher name: Sailaukyzy Aigerim
    CLASS: Number present: absent:
    Learning objectives(s) that this lesson is contributing toL2 recognise with considerable support a few basic personalquestions spoken slowly and distinctlyS3 pronounce basic words and expressions intelligibly
    Lesson objectivesAll learners will be able to:
  • Write the module test
  • Most learners will be able to:
  • Write and understand the tasks of the test
  • Some learners will be able to:
  • Write the test without mistakes
  • Previous learningStory time! The queen bee
    Plan
    Planned timingsPlanned activities (replace the notes below with your planned activities)Resources
    10 minutes

    ORGANISATION MOMENT: Review the colours and family members. Daddy, mummy, brother, sister. Red, green, blue, yellow, orange, purple.

    20minutes

    PRE-LEARNING

    Listen and colour.

  • blue
  • red
  • yellow
  • green
  • purple
  • Draw lines to match1- a2- c3- b4- d

    5 minutes

    ENDING THE LESSON: Circle the odd out.1- 42- 13- 3

    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 linksHealth and safety checkICT linksValues links
  • Create mixed ability pairs for speaking activity.
  • through questioning and the redirecting of questioning in feedback activities
  • through observation in pair work
  • Art
  • ReflectionWere 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?Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.
    Summary evaluationWhat 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?

    LESSON:10My school. Numbers 1-5School: Titova secondary school
    Date:Teacher name: Sailaukyzy Aigerim
    CLASS: Number present: absent:
    Learning objectives(s) that this lesson is contributing toL1 recognise short instructions for basicclassroom routinesspoken slowly anddistinctlyS1 make basic personal statementsand simple statementsaboutobjects
    Lesson objectivesAll learners will be able to:
  • Count the numbers 1-5
  • Most learners will be able to:
  • Count the numbers without mistakes
  • Some learners will be able to:
  • Count the numbers and ask questions
  • Previous learningCheck point 1
    Plan
    Planned timingsPlanned activities (replace the notes below with your planned activities)Resources
    10 minutes

    ORGANISATION MOMENT: Name a colour, e/g blue. Ask a pupil to name three more colours. Repeat with some more pupils.

    20minutes

    PRE-LEARNING

  • Put up the My numbers poster on the board. Point to numbers 1-5, one at a time, and say the corresponding words. The pupils repeat, chorally and individually. Ask individual pupils to say the word. Ask the rest of the class for verification. Spread out five pens on your desk. Say a number, e.g four. Ask a pupil to come to the front, pick up four pens, show them to the class, and say the number.
  • Play the CD.
  • The pupils work in pairs. They first decide and colour the numbers in the ME section. Then they ask their friends and colour the numbers in the MY FRIEND section.
  • Sing the Numbers song.
  • Let’s listen!
  • Poster

    CD track 19CD track 20

    5 minutes

    ENDING THE LESSON:Ask the pupils which is their favourite number (from 1 to 5). Ask them to write it on a piece of paper. Then ask them to decorate their paper with items denoting that number.

    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 linksHealth and safety checkICT linksValues links
  • Create mixed ability pairs for speaking activity.
  • through questioning and the redirecting of questioning in feedback activities
  • through observation in pair work
  • Art
  • ReflectionWere 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?Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.
    Summary evaluationWhat 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?

    LESSON: 11 School objectsSchool: Titova secondary school
    Date:Teacher name: Sailaukyzy Aigerim
    CLASS: Number present: absent:
    Learning objectives(s) that this lesson is contributing toUE1 use common singular and pluralnouns to say what andwhere things areS1 make basic personal statementsand simple statementsabout objects
    Lesson objectivesAll learners will be able to:
  • Recognize the school objects
  • Name the school objects
  • Most learners will be able to:
  • Name the school objects without mistakes
  • Some learners will be able to:
  • Recognize, name and ask questions about school objects
  • Previous learningNumbers 1-5
    Plan
    Planned timingsPlanned activities (replace the notes below with your planned activities)Resources
    10 minutes

    ORGANISATION MOMENT: Hand out a slip of paper to each pupil. Explain the activity. The pupils move around the classroom, trying to find their classmates with the same number. They ask and answer without showing their slip of paper. The pupils get into groups according to the number of their slip of paper. When all the groups have been formed, check that the pupils are in the correct group.

    20minutes

    PRE-LEARNING

  • Put up the flashcards, one at a time, and say the corresponding words. The pupils repeat chorally and individually.
  • Play the CD.
  • Trace and colour. Refer the pupils to the picture and elicit the school items. Revise the colours by pointing to different items around the classroom and eliciting the colours. Ask the pupils to trace and colour the school items. Allow the pupils some time to complete the activity. Then call out an item and ask from individual pupils to point to it and say what colour it is.
  • Sing the Get your pencil song
  • Let’s listen
  • CD track 22CD track 23

    5 minutes

    ENDING THE LESSON:You whisper a school item to the first child, who whispers it to the child sitting next to him/her and so on. The last child calls out the word.Activity Book, page 29

    Activity Book

    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 linksHealth and safety checkICT linksValues links
  • Create mixed ability pairs for speaking activity.
  • through questioning and the redirecting of questioning in feedback activities
  • through observation in pair work
  • Art
  • ReflectionWere 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?Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.
    Summary evaluationWhat 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?

    LESSON:12 Numbers.School: Titova secondary school
    Date:Teacher name: Sailaukyzy Aigerim
    CLASS: Number present: absent:
    Learning objectives(s) that this lesson is contributing toL1 recognise short instructions for basicclassroom routinesspoken slowly anddistinctlyS1 make basic personal statementsand simple statementsaboutobjects
    Lesson objectivesAll learners will be able to:
  • Count the numbers 6-10
  • Most learners will be able to:
  • Count the numbers without mistakes
  • Some learners will be able to:
  • Count the numbers and ask questions
  • Previous learningSchool objects
    Plan
    Planned timingsPlanned activities (replace the notes below with your planned activities)Resources
    10 minutes

    ORGANISATION MOMENT: Name two school items, e.g. a book and a pen. Ask a pupil to bring them. Repeat with as many pupils as you think is necessary.

    20minutes

    PRE-LEARNING

  • Put up the My numbers poster on the board. Point to numbers 1-5 and elicit them.Then point to numbers 6-10, one at a time, and present them. The pupils repeat, chorally and individually. Ask individual pupils to say the word. Ask the rest of the class for verification.
  • Play the CD. The pupils listen, point to the numbers and repeat them. Play the CD again pousing after each number.
  • Audioscript: six, seven, eight, nine, ten.
  • Let’s listen!
  • Poster

    CD track 24CD track 25

    5 minutes

    ENDING THE LESSON The pupils then work in pairs. They ask and answer questions about the number of the items they have circled.Sing the Pencils in my schoolbag song!

    CD track 26

    CD track 27

    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 linksHealth and safety checkICT linksValues links
  • Create mixed ability pairs for speaking activity.
  • through questioning and the redirecting of questioning in feedback activities
  • through observation in pair work
  • Art
  • ReflectionWere 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?Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.
    Summary evaluationWhat 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?

    LESSON: 13 My school thingsSchool: Titova secondary school
    Date:Teacher name: Sailaukyzy Aigerim
    CLASS: Number present: absent:
    Learning objectives(s) that this lesson is contributing toUE1 use common singular and pluralnouns to say what andwhere things areS1 make basic personal statementsand simple statementsabout objects
    Lesson objectivesAll learners will be able to:
  • Recognize the school objects
  • Name the school objects
  • Most learners will be able to:
  • Name the school objects without mistakes
  • Some learners will be able to:
  • Recognize, name and ask questions about school objects
  • Previous learningNumbers.
    Plan
    Planned timingsPlanned activities (replace the notes below with your planned activities)Resources
    10 minutes

    ORGANISATION MOMENT:Write the numbers 1-10 on the board. Let the pupils look at them for one minute. Then ask them to close their eyes. Erase a number. Ask them to open their eyes. Ask a pupil to tell you which number you have erased.

    15minutes

    PRE-LEARNING

  • Explain the activity. Point to the book and ask: How many books? Elicit: Five. Say: Yes,fivebooks.allow the pupils some time to complete the activity. Check the pupil’s answers.
  • Refer the pupils to the picture and explane that they are going to make finger numbers. Hand out the photocopies. Guide them through the cutting, gluing and colouring of the finger numbers. Ask questions e.g. what colour is number 5? Etc.
  • 10 Minutes

    ENDING THE LESSON:Let’s play. What’s this?Activity Book, page 31.

    Activity Book

    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 linksHealth and safety checkICT linksValues links
  • Create mixed ability pairs for speaking activity.
  • through questioning and the redirecting of questioning in feedback activities
  • through observation in pair work
  • Art
  • ReflectionWere 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?Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.
    Summary evaluationWhat 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?

    LESSON: 14 Our world “Your schoolSchool: Titova secondary school
    Date:Teacher name: Sailaukyzy Aigerim
    CLASS: Number present: absent:
    Learning objectives(s) that this lesson is contributing toL2 recognise with considerable support a few basic personalquestions spoken slowly and distinctlyS3 pronounce basic words and expressions intelligibly
    Lesson objectivesAll learners will be able to:
  • The pupils can draw their own school.
  • Most learners will be able to:
  • The pupils can draw their own school and can listen and point to the pictures.
  • Some learners will be able to:
  • The pupils can draw their own school and talk about it without mistake.
  • Previous learningMy school things.
    Plan
    Planned timingsPlanned activities (replace the notes below with your planned activities)Resources
    5minutes

    ORGANISATION MOMENT: Ask the pupils to present their projects from the previous lesson.

    Projects

    20minutes

    PRE-LEARNING

  • Put up the world map. Point to the and say: This is the . Ask the pupils if they have any friend or relatives from this country. What do they think school are like in this country? Have a class discussion, in L1 if necessary. Follow the same procedure with Kazakhstan.
  • Play the CD. The pupils listen and point to the pictures. Play the CD again pousing after each sentence. The pupils repeat, chorally and/or individually.
  • Ask the pupils to draw their own school. Then they come to the front of the classroom and talk about it. Make sure you display their drawing somewhere in the classroom.
  • Map

    CD Track

    15 minutes

    ENDING THE LESSON:Tell the pupils that they are going to play a game called Chinese Whispers. Explain the rules. Approach a pupil at the front desk and whisper a word from the module. Ask him/her to whisper the same word to the pupil who is sitting next pupil, etc. Ask the last pupil to call out the word.

    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 linksHealth and safety checkICT linksValues links
  • Create mixed ability pairs for speaking activity.
  • through questioning and the redirecting of questioning in feedback activities
  • through observation in pair work
  • Art
  • ReflectionWere 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?Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.
    Summary evaluationWhat 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?

    LESSON: 15 Story time! Count to ten!School: Titova secondary school
    Date:Teacher name: Sailaukyzy Aigerim
    CLASS: Number present: absent:
    Learning objectives(s) that this lesson is contributing toL2 recognise with considerable support a few basic personalquestions spoken slowly and distinctlyS3 pronounce basic words and expressions intelligibly
    Lesson objectivesAll learners will be able to:
  • Listen to the story
  • Most learners will be able to:
  • Listen to the story and understand
  • Some learners will be able to:
  • Listen to the story, understand and draw
  • Previous learningOur world “Your favourite character”
    Plan
    Planned timingsPlanned activities (replace the notes below with your planned activities)Resources
    10 minutes

    ORGANISATION MOMENT: Write a number on the board, e.g. six. Ask the pupils to tell you different ways to count to six. For example, two and four is six. Can they think of other ways.

    20minutes

    PRE-LEARNING

  • Play the CD. The pupils listen and follow along in their books. Play the CD again. The pupils repeat, chorally and/or individually.
  • Story cards. Put up the story cards 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.

    CD Track 29

    Story cards

    5 minutes

    ENDING THE LESSON:Activity Book, page 32

    Activity Book

    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 linksHealth and safety checkICT linksValues links
  • Create mixed ability pairs for speaking activity.
  • through questioning and the redirecting of questioning in feedback activities
  • through observation in pair work
  • Art
  • ReflectionWere 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?Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.
    Summary evaluationWhat 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?

    LESSON: 18. Objects around me.School: Titova secondary school
    Date:Teacher name: Sailaukyzy Aigerim
    CLASS: Number present: absent:
    Learning objectives(s) that this lesson is contributing toL1 recognise short instructions for basicroomobjects spoken slowly anddistinctlyS1 make basic personal statementsand simple statementsAboutobjects
    Lesson objectivesAll learners will be able to:
  • Recognize the room objects
  • Name the room objects
  • Most learners will be able to:
  • Name the room objects without mistakes
  • Some learners will be able to:
  • Recognize, name and ask questions about room objects
  • Previous learning
    Plan
    Planned timingsPlanned activities (replace the notes below with your planned activities)Resources
    10 minutes

    ORGANISATION MOMENT: Review the colours and numbers.Red, green, blue, yellow, orange, purple.One, two, three, four, five, six, seven, eight, nine, ten.

    20minutes

    PRE-LEARNING

  • Put up the My room!poster on the board.
  • Point to the things inside a room (bed, chair, TV, table, desk).

  • Play the CD.
  • The pupils listen, point to the pictures and repeat the words. Play the CD again pausing after each word. The pupil’s repeat, chorally and/or individually. Then say: Look at my room! This is my bed. It’s blue! Ask the pupils to repeat after you.
  • Sing the My room song!
  • Let’s listen!
  • Posterinteractive board

    CD track 31CD track 32

    5 minutes

    ENDING THE LESSON:Focus the pupils’ attention on the picture illustrating ex.1. Have them look at the picture for two minutes before they close their eyes. Divide the class in two teams, A and B. ask individual pupils from both teams questions about the picture.e.g. Teacher: What colour is the bed?Pupil: Blue!Teacher: Correct! etc.

    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 linksHealth and safety checkICT linksValues links
  • Create mixed ability pairs for speaking activity.
  • through questioning and the redirecting of questioning in feedback activities
  • through observation in pair work
  • Art
  • ReflectionWere 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?Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.
    Summary evaluationWhat 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?

    LESSON: 19. Furniture.School: Titova secondary school
    Date: Teacher name: Sailaukyzy Aigerim
    CLASS: Number present: absent:
    Learning objectives(s) that this lesson is contributing toL1 recognise short instructions for basic names of the furnitures spoken slowly and distinctlyS1 make basic personal statements and simple statementsabout furnitures.
    Lesson objectivesAll learners will be able to:
  • Recognize the furnitures
  • Name the furnitures
  • Most learners will be able to:
  • Name the furnitures in the room without mistakes
  • Some learners will be able to:
  • Recognize, name and ask questions about furnitures
  • Previous learning
    Plan
    Planned timingsPlanned activities (replace the notes below with your planned activities)Resources
    10 minutes

    ORGANISATION MOMENT: Review the numbers and ABC.S, G, Y, I, O, A, W, V, N, K, P, Q, Z, D, J, L, B, MOne, three, five, seven, two, four, ten, eight, nine

    20minutes

    PRE-LEARNING

  • Ask the pupils to tell you two things they have in their rooms. E.g. Teacher: What’s in your room?
  • Pupil 1: An armchair and a lamp.

  • 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 again and encourage the groups to sing the designated verses. Time permitting, play the song a third time for the pupils to sing the song as a class.
  • Audioscript
  • I’ve got a sofa,I’ve got a bed!I’ve got a table,And I’ve got a shelf!I’ve got lots and lots of furnitures,Come and play with me!

    Posterinteractive board

    CD 1 track 37

    5 minutes

    ENDING THE LESSON:Teacher shows the class the pictures of the furnitures in the house. After they should memorize the new vocabulary. There are given a task to say furnitures when they see a pictures.E.g. Teacher: What is this, children? Pupil 1: It’s a lamp.

    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 linksHealth and safety checkICT linksValues links
  • Create mixed ability pairs for speaking activity.
  • through questioning and the redirecting of questioning in feedback activities
  • through observation in pair work
  • Art
  • ReflectionWere 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?Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.
    Summary evaluationWhat 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?

    LESSON: 21. CommandsSchool: Titova secondary school
    Date: Teacher name: Sailaukyzy Aigerim
    CLASS: 1 Number present: absent:
    Learning objectives(s) that this lesson is contributing toL1 recognise short instructions for basic commands spoken slowly and distinctlyS1 make basic personal statements and simple statementsUsing commands.
    Lesson objectivesAll learners will be able to:
  • To give and follow the commands
  • Most learners will be able to:
  • To tell the commands
  • Some learners will be able to:
  • Recognize, name and ask questions and make sentences with the commands.
  • Previous learning
    Plan
    Planned timingsPlanned activities (replace the notes below with your planned activities)Resources
    10 minutes

    ORGANISATION MOMENT: Put up the My Room! Poster on the board. Point to the items, one at a time and say a word. Ask the pupils to say yes or no. e.g. Teacher: (pointing to the bike) Bike.Pupil 1: Yes!Teacher: (Pointing to the doll) Car.Pupil 2: No!etc.

    20minutes

    PRE-LEARNING

  • P Put up the flashcards, 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 commands. Ask the rest of the class for verification. Give a command, e.g. stand up. The pupils follow it.
  • Set the scene by asking the pupils questions about what they can see in the pictures.
  • E.g. Teacher: (pointing to picture 1) Oh, silly TV! Can Nanny help?
  • Class: Yes!
  • Teacher: Yes! (pointing to the TV in picture 2) Look! Thanks, Nanny! (pointing to picture 3) Look at Lily! Clap your hands! etc

    Flashcards

    CD track 38

    5 minutes

    ENDING THE LESSON:Go around and assign a command to each pupil. Give a command. The pupils with the assigned command perform it. Repeat with the rest of the commands.

    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 linksHealth and safety checkICT linksValues links
  • Create mixed ability pairs for speaking activity.
  • through questioning and the redirecting of questioning in feedback activities
  • through observation in pair work
  • Art
  • ReflectionWere 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?Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.
    Summary evaluationWhat 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?

    LESSON: 22. My favourite toysSchool: Titova secondary school
    Date: Teacher name: Sailaukyzy Aigerim
    CLASS: 1Number present: absent:
    Learning objectives(s) that this lesson is contributing toL1 to consolidate the language of the module; to develop the 5 motor skills through craftworks; to produce a project about their toys.S1 make basic personal statements and simple statementsabout favourite toys.
    Lesson objectivesAll learners will be able to:
  • To speak about pupils favourite toys.
  • To use an active vocabulary.
  • Most learners will be able to:
  • To speak about the toys
  • Some learners will be able to:
  • To learn the new words and use them in speech
  • Previous learning
    Plan
    Planned timingsPlanned activities (replace the notes below with your planned activities)Resources
    10 minutes

    ORGANISATION MOMENT: Review the commands:Stamp your feet, clap your hands, stand up, sit down, hands up, hands down, jump, hop, point to the window.

    20minutes

    PRE-LEARNING

  • Beginning of the lesson.
  • Ask individual pupils to come to the front of the class and mime an action. The class must guess what the pupil is going. Play the Come on everybody song from the previous lesson. Encourage the pupils to sing and do the actions.

    Revise numbers 1-10 and the items. Explain the activity. The pupils look at the picture, find the items, count and write the appropriate number. Allow the pupils some time complete the activity. Then ask individual pupils to repeat back to the class.

    Posterinteractive board

    CD 1 track 40

    5 Minutes

    ENDING THE LESSON:The pupils work in groups. Each group is given a shoe box and some Plasticine.They work together to produce a room. They can draw and colour things like windows and make a table, a bed, a TV, etc out of Plasticine. It is advisable to have a model so that the pupils can use it as a point of reference. Check round the classroom providing any necessary help.

    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 linksHealth and safety checkICT linksValues links







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