Шет тілінен тапсырма жинағы және тест 5 сынып

LESSON: Module 5 Lesson 1 School: №70 Date: 08.01.2018 Teacher name: Zhylkaidar Anar

CLASS: 2 “b”, “v”, “g” Number present: absent: Learning objectives(s) that this lesson is contributing to

L5 identify missing phonemes in incomplete words L9 recognise the spoken form of familiar words and expressions S1 make statements related to personal information, people and objects on familiar topics and classroom routines S5 begin to articulate clearly the difference between various sounds R2 Identify, remember and sound out high-frequency sound and letter patterns R6 understand with considerable and particularly visual support, some specific information in short, simple texts on familiar topics UE3 use common adjectives in descriptions to talk about simple feelings UE11 use have got + noun to describe and ask questions about possessions use how many are there question form 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

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

Track 61 CD1 My Face Poster

L5

R2

S5

UE11

L9

R3

R6 UE3 UE11

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. 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 V l li k 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: Module 5 Lesson 2 Size

School: №70

Date: 10.01.2018 Teacher name: Zhylkaidar Anar

CLASS: 2 “v” Number present: absent:

Learning objectives(s) that this lesson is contributing to

L6 understand some specific information in short, slow, carefully articulated talk on routine and familiar topics L9 recognise the spoken form of familiar words and expressions S1 make statements related to personal information, people and objects on familiar topics and classroom routines S3 use a limited range of basic words, phrases and short sentences to describe objects, activities and classroom routines S6 use short answers appropriately in short basic exchanges and take turns when speaking with others in a limited range of short basic exchanges. R6 understand with considerable and particularly visual support, some specific information in short, simple texts on familiar topics W3 write short phrases to identify people, places and objects UE3 use common adjectives in descriptions to talk about simple feelings UE11 use have got + noun to describe and ask questions about possessions use how many are there question form 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

Step 1 Listen, point and repeat.

Pupil’s 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

Track 65 CD1

UE3 L9 S3

L6

R6 S6

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…