Сыныптағы күнделікті әрекеттер ашық сабағы 2-сынып

LESSON 3: Unit 3 Treasure and Heritage

Treasure maps

Novyi secondary school

Date:

Teacher`s name: Nurgaliyeva G.A.

CLASS: 4 4 4

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

4.1.3.1 understand the main points of short supported talk on an increasing range of general and some curricular topics;

4.2.4.1 respond to questions on an increasing range of general and some curricular topics;

4.4.1.1 plan, write and check sentences with support on a range of basic personal, general and some curricular topics;

4.5.11.1 use has got/have got there is/are statement, negative, question forms including short and full answers and contractions;

4.5.14.1 use prepositions of location, position and direction, at, in, on, behind, between, in front of, near, next to, opposite, above, up, down, on the right, on the left, use prepositions of time, in, on, at, before, after , use with/without to indicate accompaniment with for instrument and for to indicate recipient

Lesson objectives

All learners will be able to:

to talk about Kazakhstan`s natural treasures

to speak about cultural heritage

Most learners will be able to:

read about a treasure hunt

Some learners will be able to:

use question structures

ask and answer the questions

Previous learning

Classroom objects

Plan

Planned timings

Planned activities

Resources

Beginning

5 minutes

ORGANIZATION MOMENT (BT: apply the previous knowledge)

Listen to Teacher short greeting phrase “Hello”

Sing a song What's This

Showing flashcards, Teacher asks: “What's this? Pupils answer : “It’s a book.”

Classroom Vocabulary- Rock Star Kids What's This

https://www.youtube.com /watch?v=TARreOtrWUg

Middle

minutes

PRE-LEARNING (BT: explain)

1.Teacher pre-teaches and models following action verbs with simple mime gesture

PAIR WORKING (BT: practice)

1. Learners in two lines facing their partner. One learner has set of flashcards above and says action verbs for the other learner to mime action. Learners then change roles.

Learners understand who they are paired with in the opposite line. Different learners will be talking simultaneously during this activity but this should add to the communicative timbre of the exchanges.