Патша мен ара туралы ашық сабақ, 2-сынып

Unit of a long term

Zhabasak secondary school

Date:

Teacher name: Saki Gulmira Sakenkyzy

Class: 2

Number present:

Lesson title

The King and the Bee

Lesson objectives

All learners will be able to:

Recognise and pronounce some words

Most learners will be able to:

Ask and answer questions

Some learners will be able to:

Make 3-4 sentences

Plan

Planned timing

Planned activities (replace the notes below with your planned activities)

Resources

Start

Middle

End

Organization moment.

T: Hello, pupils! P: Hello, teacher

T: How are you? P: We are OK, thank you. And you?

T: I’m OK. Thank you. Sit down, please.

Dividing into two groups with colour bears picture. Now, pupils I want to divide into two groups.

Repeat after me new words.

Chorally, individually, in group

“Zebra”

Open your book-кітабыңды аш

Mother-ана

Yellow-сары

Grandpa-ата

Stand up-орныңнан тұр

Grandma-әже

Grass-шөп

Chair-орындық

Paintbrush-қылқалам

Green-жасыл

Flashcards

Карточка тарату арқылы тақырып анықтау.

Show the story about “The King and The Bee”.

New words

Bee-ара

King-патша

Rose-раушан

Clever-ақылды

Open your activity book on page 16. Exercise 5. Colour. Then tick

“Touch, show” game.

Dance “Charlie Bear”

Repeat after me new words.

Chorally, individually, in group

Reflection.

Bee and rose.

Раушан гүлін тақтаға жапсырамыз. Егер сабақты түсінсек арамызды раушан гүліне қондырамыз, егер сабақты түсінбесек раушан гүліне арамызды қондырмаймыз.

Video

Pictures

Interactive board

Video

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

more support can be given during elicitation, instruction and questioning phases of the lesson by nominating learners to answer items relating to more high frequency vocabulary to build confidence through participation.

through questioning and the redirecting of questioning in feedback activities