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Инфоурок / Иностранные языки / Другие методич. материалы / План по англискому языку на тему "seasons"
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  • Иностранные языки

План по англискому языку на тему "seasons"

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Lesson: Seasons

School:

Date:15.06.2016

Teacher name: Nus,Nur,Shek

Class: 2nd form

Number present:

Absent:-

Learning objectives(s) that

this lesson is contributing

to

2. L4 , S3

L4. recognize with support short basic questions about what something is

S3. Pronouns familiar words and expressions intelligibly



Lesson objectives

All learners will be able to:

  • say the names seasons: summer, autumn, winter, spring

  • Produce some approval – disapproval sounds: au [o:], ea[i:], mn [m], er [ә], ng[ң], w[w]


Most learners will be able to:

-Respond appropriately to some questions YES \ NO



Some learners will be able to:

-to make up four sentences about seasons


Previous learning

The weather : hot, cold, cool, warm, windy, stormy, sunny


Plan

Planned

timings



Planned activities (replace the notes below with your

planned activities)

Resources





Start


Organization moment - 2 min

Divide the class into four groups - 2 min

Count from one to four


Warm up -3min

Ask the home work – 3 min


What was your home work?

What words did we learn the previous lesson?


The new theme

summer, autumn, winter, spring, season

er [ә], au [o:], w[w] ng[ң], ea[i:],

  • mn [m],




Seasons


hello_html_29376d47.png











Song activities



















Slides of pictures

Middle


Answer the questions: Yes\No - 2 min

  1. Is it hot in summer?

  2. Is it cold in spring?

  3. Is it warm in winter?

  4. Is it cool in autumn?

  5. Is it windy in spring?

  6. Is it sunny in summer?

2. Fill in the gaps the names of seasons – 2 minhello_html_m2cb1c5ba.png

It is hot in ….

It is cold …

It is cool…

It is sunny…

It is warm…

















3. Look at the pictures and make up 4 sentences. -3 min









Interactive board





End


hello_html_29376d47.png












Cross-curricular links

Health and safety check ICT links

Values links














Reflection

Were the lesson objectives/learning objectives realistic?



What did the learners learn today?



What was the learning atmosphere like?


Did my planned differentiation work well?

Did I stick to timings?



What changes did I make from my plan and why?



Summary evaluation

What two things went really well (consider both teaching and learning)




What two things would have improved the lesson (consider both teaching and learning)





What have I learned from this lesson about the class or individuals that will inform my next lesson?


























Short term plan

Lesson plan

Before beginning, refer to your medium term plan. Your lesson plans should be developed from this,

making any adjustments necessary in the light of recent teaching and learning.

LESSON: Unit 7 Food and Drink: Animals

like…

School:

Date: Teacher name:

CLASS: Number present: absent:

Learning objectives(s) that

this lesson is contributing

to

1.S5 1.L3 1.S1 1.L3 1.UE9

Lesson objectives All learners will be able to:

Say names of some animals intelligibly

Say names of some food items intelligibly

Produce some approval/disapproval sounds

Most learners will be able to:

Understand some factual questions about animals and their food

Respond appropriately to some yes/no questions

Use some short form answers correctly

Respond to some information questions about animals correctly

Some learners will be able to:

Produce a simple food chain and narrate to class what eats what

Use present simple forms correctly in narration

Previous learning plural ‘s’ forms, irregular plurals: sheep fish mice; personal pronoun

they present simple forms: eat, like; short forms: do

Plan

Planned

timings

Planned activities (replace the notes below with your

planned activities)

Resources

8-12 minutes

12-15 minutes

Teacher models and drills words that feature in animal food

chains. Teacher shows a word and then drills pronunciation

with individual learners then whole class. Teacher then

flashes cards and nominates individual learners to produce

words.

Teacher demonstrates what learners have to do with a

model question. Teacher then reads out each question

about animal food e.g. Do cats like milk? Do cows eat eggs?

repeating each question twice and learners answer y or n on

their answer sheet. In feedback Teacher encourages

learners to answer Yes they do/No they don’t.

Flashcards for words

grass, fish,

bananas, milk,

leaves, birds, bugs

etc.

Worksheet:

numbers 1 -10 with y

for yes and n for no

written against each

number

A set of 10 questions

to read out

Middle

15 -20

minutes

Divide the class into three teams for an animal food quiz.

Ask a question and show visual of animal: What do spiders

like/eat?

A set of animal

visuals / flashcards to

project50

Version 5

December 2014

15-20

minutes

Keep team scores. Score one point for first correct answer

and a bonus point if the team can name a second thing.


In groups of 3-5, Teacher gives a worksheet with an outline

diagram of a food chain and another worksheet with images

of animals and food for learners to cut out and stick into their

food chain. The images of animals show how they can be

made as animal shadow shapes. Learners make food

chains with support from Teacher.

food chain outline

worksheet

Worksheet with

animal food images

to cut out [images

include visual of how

to make animal

shadow shapes]

20-25

minutes

Learners practice and get ready to perform their short

narrative about their food chain. Learners make animal/ food

shadow shapes on board, make animal noises / approval /

disapproval noises …yuk etc. and say what animals like or eat,

e.g. Bugs like leaves / Birds [bird noise] eat bugs [yuk] .and

Cats like birds. Give different learners in groups different roles:

narrator, shadow puppet makers, noise makers etc. Let

learners practice stories before telling the whole class.

Blank projection

screen for learners to

make animal shadow

shapes on

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 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.

more able learners will be

challenged by prompting their

groups to develop more

elaborate food chains to narrate.

through questioning and the

redirecting of questioning in

feedback activities

through observation in group and

end performance activities

performance arts: making of

animal shadow puppets as part

of a story

environmental science: animal

food chains51

Version 5

December 2014

Reflection

Were the lesson

objectives/learning

objectives realistic?

What did the

learners learn

today?

What was the

learning atmosphere

like?

Did my planned

differentiation work

well?

Did I stick to

timings? What

changes did I make

from my plan and

why?

Use the space below to reflect on your lesson. Answer the most relevant

questions from the box on the left about your lesson.

Summary evaluation

What two things went really well (consider both teaching and learning)?

1:

2:

What two things would have improved the lesson (consider both teaching and learning)?

1:

2:

What have I learned from this lesson about the class or individuals that will inform my next lesson?Куни: 16.05.2016 Текширдим:

Синфи: 5-«Д»синф


Мавзу: Мехнат бахт келтирар

Мақсади:

  1. Уқувчиларни эринмасдан мехнат қилишга ургатиш

  2. Олган билимларини амалда қуллаш малакасини хосил қилиш

  3. Уқувчиларни мехнатпарварликка тарбиялаш


Жихози: Расмлар, китоблар


1.Кириш қисми


Мехнатдан келса бойлик-турмуш булар чиройлик. Қадим замонлардан одамлар мехнат қилиб кун кечирганлар. Бизнинг хаетимизнинг асосини мехнат ташкил қилади. Мехнатсиз биз яшай олмаймиз. Уқувчиларнинг дарс тайерлаши, куп китоб уқиши бу ақлий мехнатга киради, жисмоний тарбияда, бадан тарбиясида биз жисмоний мехнат қилган буламиз. Ақлий ва жисмоний мехнатни биз бирга олиб боришимиз керак. Чунки жисмоний мехнатнинг одам хаетида урни катта. Жисмоний мехнат соғлом булишга ердам беради. Хар бир уқувчи жисмоний ва ақлий мехнатни бажариши керак шундагина биз соғлом була оламиз. Мехнат қилсан курасан рохат дейдилар чунки мехнат қилмай бир муваффақиятга эришиш қийин.



2. Уқувчилар билан суроқ жавоб утказиш


А) Мехнат хақида қандай мақоллар биласиз

Б) Мехнатнинг фойдасини айтинг

В) Мехнатсиз хаетингизни фараз қила оласизми?

Г) Одам соғлом булиши учун нима қилиши керак?



  1. Якуни




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Автор
Дата добавления 10.09.2016
Раздел Иностранные языки
Подраздел Другие методич. материалы
Просмотров172
Номер материала ДБ-184426
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