School objects
LESSON: School objects | School:Tole bi | ||||||||
Date: 22.11.2021 | Teacher name: Rashidova A | ||||||||
CLASS: 2 Ә | |||||||||
Learning objectives(s) that this lesson is contributing to | 1. listening to a description and labeling a picture 2.developing language skills. 3. providing opportunities for individual and collaborative writing. | ||||||||
2.L1 understand a range of short basic supported classroom instructions 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 and classroom routines 2.R4 begin to use with support a simple picture dictionary 2.UE11 use have got+noun to describe and ask about possessions | |||||||||
Lesson objectives | All learners will be able to: | ||||||||
Sing a song’’ Hello’’ To introduce the pupils to the English alphabet; To present and prictise school supplies | |||||||||
Most learners will be able to: | |||||||||
To practise greetings with teacher’s support | |||||||||
Some learners will be able to: | |||||||||
Make simple dialogue with teacher’s support | |||||||||
Plan | |||||||||
Plannedtimings | Planned activities (replace the notes below with your planned activities) | Resources | |||||||
Beginning 5-min | Learners are introduced with the lesson objectives /D/ Organize the lesson Greetings Hello, Good morning pupils! How are you? Fine, thanks. Sit down. Warm up. Brain storming. Stand up, please! Let’ s do exercises. Hands up! Clap! Clap! Clap! Hands down! Shake! Shake! Shake! Hands on hips! Jump! Jump! Jump! Hop! Hop! Hop! Stand still ! (Activities to revise the vocabulary from the previous lesson) Before going into class Write a number from 1 to 5 on slips of paper. Duplicate the numbers so that each pupil has got a slip. 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. Demonstrate the following exchanges: e.g. Pupil1: What’s your number? Pupil 2: (Three) what’s your number? Pupil1: (Four) etc. The pupils get into groups according to the number of their slip of paper. Well all the groups have been formed, check that the pupils are in the correct group. Play the numbers song from the previous lesson. Encourage the pupils to sing along. | CD-player Puppet fingers Track 19 CD1 | |||||||
Middle 7-10min 5-min 5-min 10-min | Present and practice (activities to present and activate the new language.) Listen, point and repeat Pupils’ books closed. Put up the flashcards, one at a time and say the corresponding words. The pupils repeat, chorally or individually. Point to each flashcards in random order. Ask individual pupils to say the word. Ask the rest of the class for verification. Name a school item, e.g. book. Ask a pupil to show you a book. Repeat with the rest of the items. Have you rest? Double, double, this, this Double, double that, that Double this, double that Double, double, this, that Pupils’ books open. Play the CD. The pupils listen point to and repeat the letters and the words. Play the CD again pausing after each word. The pupils repeat, chorally or individually. Audioscript Schoolbag, book, pen, pencil, rubber Track the colour. Then point and say. Refer the pupils to the picture and elicit the school items. Revise the colors by pointing to different items around the classroom and eliciting the colours. Ask the pupils to trace and color the school items. Allow the pupils some time to complete the activity. Then call oout on item and ask from individual pupils to point to it and say what colour it is. Suggested answer key It’s a blue schoolbag. It’s a red pencil. It’s a green book. It’s a yellow rubber. It’s a purple pen.
Sing the get your pencil song Pick up a pencil and a pen, point to them and say: Get your pencil! Get your pen! The pupils repeat after you. follow the same procedure and present the rest of the song. Play the CD. The pupils listen to the song. Divide the class into two groups and assign a verse to each group. Ask them to have the corresponding school items at hand. Play the song again. The groups listen to the song and hold up the items every time they are heard. Play the song a third time. The groups sing the assigned verses. Audioscript Get your pencil, Get your pen, Get your book, It’s school again! Get your rubber, Your schoolbag too, Get your things, And go to school! Let’s listen! Set the scene by asking the pupils questions about what they can see in the picture. e.g. Extension activity (Optional) -For stronger classes: Select a short exchange from the dialogue for the pupils to act out in pairs. Allow them some time to rehearse their exchanges. Have some pairs come to the front of the class and perform their exchanges. -For weaker cases: ask some pupils to take out their story cutouts. Ask them to shuffle them. Play the dialogue with pauses. The pupils listen and hold up the corresponding cutout. | Flashcards 7-11 video video Video | |||||||
End 5-min 2-min | (An activity to consolidate the language of the lesson) Chinese Whispers! Explain the game. 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 (optional) If you wish, you can do page 25 from the Activity book during this lesson or the next one.
9-10 smiles- “5” 8-6 smiles –“4” 5-3 smiles - “3” The song “Good bye” | CD - player | |||||||
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 | |||||||
More support: ·Provide less ablelearners with the foursentences written on aworksheet so they canlisten and read. More able learners: | · Monitor learners to checkthey can pick up specificdetails when listening tofacts reported from map,facts about naturaldisasters; detail fromvideo. Note those who | Learners work in groups apply skills and knowledge to a practical and cooperative task, and produce their own materials. All of these lesson correlate with the aims of critical and creative communication set out . ·Job and work: developingvocabulary range tocommunicate knowledgeof natural disasters; | |||||||
Reflection Were 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 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 or individuals that will inform my next lesson? | |||||||||
