Нақты және дерексіз зат есімдер, 2-сыныпқа арналған материал

Short term plan

LESSON: Realistic and abstract paintings /Colours

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

1. listening to a description and labeling a picture

2. developing language skills.

3. say topic words with clear and pronunciation

4. say expressions clearly

1L1.Recognize short instructions for basic classroom routines spoken slowly and distinctly

1S1. Make basic personal statements and simple statements about objects

1L3.Recognize with support simple greetings

1UE1.use common singular and plural nouns to say what and where things are

Lesson objectives

All learners will be able to:

Sing a song’’ Hello’’

To introduce the pupils to the English alphabet;

To consolidate colours and size

To say some animals’ names

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

Success criteria

Pupils achieve if:

Can pronounce words

Can listen sounds

Previous learning

What is ..? Who is …? This is … .

Plan

Planned timings

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.

Look left, right (глазами влево, вправо)Look up, look down (глазами вверх, вниз)Look around. (глазами по-кругу)Look at your nose (смотрим на нос)Look at that rose (одну руку вытягиваем как будто держим цветок, и смотрим)Close your eyes (закрываем глаза)Open, wink and smile. (открываем, моргаем и улыбаемся)

I hope that you are too!

Assessments by smiles Activities to revise the vocabulary from the previous module)

Ask the pupils to put their crayons or coloured pencils on the desks. Say a colour at random and ask them to point to the corresponding crayon / coloured pencil. Very the rhythm and speed of the instructions to make the activity like a game.

e.g. T: (show me) pink!

Class: (holds up the pink crayon/ coloured pencil) etc

Play the Where’s the rabbit? Song from the previous lesson. Encourage the pupils to sing along.

CD-player

Track 48 CD1

Middle

5min

2-min

3- min

5-min

10-min

5-min

Present and practice

(activities to present and activate the new language.)

Listen, point and repeat

Pupils’ books closed. Put up the My Pets! Poster on the board. Point to each animal (tortoise, parrot and spider), one at a time, and present them. The pupils repeat, chorally or individually. Then point to each animal in random order. Ask individual pupils to say the word. Ask the rest of the class for verification.

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 words. Play the CD again pausing after each word. The pupils repeat, chorally or individually.

/D/ Teacher demonstrates and drills basic lessons, prepositions of place using visual at board.

Pre-teaching

/D/ Teacher demonstrates simple plus/minus sums producing written numerical answers.

/W/ /f/ Then learners make up the clusters. Learners move the characters.

Explain the learners that they are going to describe the jobs in the following list but without saying the name of the job and explain their choices.

A) Look at the pictures. Names the objects. Say what colours they are. Example: This is a train. It is blue and red.

B) Complete. Point and Say. Ex: 11 p 9 PB

Listen and read.

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

e.g. T: What pets are there in the magic school?

Class: Rabbits, birds, a cat, a frog, a tortoise and a dog!

T: Yes! etc

Play the CD and ask the pupils to listen and follow along in their books.

Tick.

Explain the activity. The pupils look at the pictures, read the dialogue silently and tick the correct rabbit. Allow the pupils some time to complete the activity. Check their answer.

Answer key

Pupils tick the third picture.

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. Alternatively, assign roles and have the pupils come to the front and act out the whole dialogue.