Инфоурок Английский язык Рабочие программы"Helping hands" помощники (2class)

"Helping hands" помощники (2class)

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Lesson plan

LESSON: Helping hands

School: Azat

Date: 7.10

Teacher`s name: Kakharov I


Learning objectives(s) that this lesson is contributing to

2.L3 2S6 2W3

To identify things inside and outside a house

To describe things inside and outside a house

recognise with support common names and names of places and the spoken form of a limited range of everyday and classroom words

Lesson objectives

All learners will be able to:

  • To talk about things inside/outside a house

  • Read and match the pictures

  • To answer on the question: What`s this?

Most learners will be able to:

  • Write the sentences correctly

  • Play and guess the words

Some learners will be able to:

Ask and answer the questions correctly

Value link

Hobbies and interests

Cross curricular


Previous learning

Demonstrative pronouns


Planned timings

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


7 minutes


The teacher meets pupils and sets the lesson objectives.

Warm up activity

-Good morning!

-Good morning!

-Nice to meet you!

-Nice to meet you again!

-How are you?

-We are fine, thank you!

Now dear pupils look at the pictures and name the words. The pupils name the items, toys from the picture.

-Can you name the toy which starts from letter Aa? Yes, it’s an apple.

-Can you find the toys beginning with letter Bb? Yes, it is a doll boy.

-Where is the toy from the letter Cc? Sure, it’s a cat toy.

-Are there any toys with the letter Dd? Yes, right, these are the dolls.

-What letter comes after Dd? Can you find Ee in the picture? Yes, it’s an egg.

-What is the next toy after an egg? Yes, it’s an elephant.

There is also a new one toy, this is a kite.

Today we shall talk about different toys which you probably have or had in your early childhood.

-Have you noticed that I named the words with different articles a/an?

-Do you remember the rule?

-When do we usually use a/an articles with the nouns?

Now let’s do the task with the articles first.

You should read the nouns and choose the right article. Circle the correct article with your pencil, please.

This activity is aimed to revise vocabulary and the alphabetical order.

After this they read the nouns and choose and circle an article. When the pupils finish this task they exchange with the peers and check each other. The pupils read the words and explain the rule.

After they check their worksheets the teacher may register the results.

1-3 mistakes (excellent work)

4-8mistakes(good work)

8-11mistakes(satisfactory work)




8 min


-Now pupils we shall listen to six people talking about their kites. Every person has one kite of a certain colour. Listen to all of them and match the people with the right kite.

- What`s this? - What`s this?

- It`s a radio - it`s a table

- What`s this? - What`s this?

- It`s a chair - it`s a bed

And match the people with the pictures. This activity is aimed to improve listening skills.

After doing this activity the teacher checks the answers and sees how many pupils did the work well, not good or even bad.

0mistakes- excellent job

1-2mistakes-good job

3-more mistakes- satisfactory level


Pupils work in pairs.

-Now pupils sit in pairs please. We shall do exercise 1 in the worksheet.
-Read four sentences and match them with four people first.

When they finish, one of the pupils asks a question “Who is this?” The other pupil responds to the question.

Encourage pupils to give an answer using he/she.

Eg. Sam has a little dog. It is black.

Listening task and articles


Track 34

Worksheet 2


8 min


Well pupils, look at the people from the exercise 1 and match the people with what they have got..

Have you already finished? Let’s check now.

Who has a little black dog?

Who has got a bird and a rabbit?

Who has a little house and a bike?

Who has a red and blue boat?

The teacher circles the class and helps if it’s necessary.

They may use other words meaning toys and talk about what they’ve got.


Pupils write the sentences in the notebooks. The teacher can write an example sentence on the board. The teacher circles and helps if it is needed.


The teacher asks pupils what have they learnt from the lesson, if they have known any new words. Also the teacher comments the work of every child.

What did you like in the lesson?

What was the most interesting for you?

What was difficult for you today?

Who was the best pupil today?

Home work worksheet 3

Worksheet 3

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
Values links

  • More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support (fewer letters to complete)

  • Greater challenge will be provided through inclusion of some digraphs e.g. sh ch and through extension task

  • Through feedback in sounding, word search and un-jumbling tasks

  • By monitoring outcomes in back-writing task

  • Value links: empathy and awareness that people from different cultures have different names / short names

  • Cross-curricular links: awareness of rhyme of a language phenomenon


Were the lesson objectives/learning objectives realistic?

What did the learners learn today?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

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