Урок английского языка на тему ""
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Урок английского языка на тему ""

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Unit 4: The world around us












School: Chaganskaya


Date:

Teacher name: Gubasheva Gulbar Shamratovna

Grade: 2

Number present:

absent:

Theme of the lesson: Where’s it from?






Learning objectives(s) that this lesson is contributing to

2.L1 understand a range of short basic supported classroom instructions

2.L3 understand the main points of short, slow and carefully articulated talk on routine and familiar topics features such as colour and number

2.R3 read and follow with considerable support simple, words, phrases and sentences on familiar and general topics and familiar instructions for classroom activities

2.S3 understand the main points of short, slow and carefully articulated talk on routine and familiar topics features such as colour and number

2.L5 identify missing phonemes in incomplete words


Lesson objectives

All learners will be able to: can to talk about ability and permission

Most learners will be able to: make up a dialogue

understand familiar instructions for classroom activities

Some learners will be able to:

use all structures correctly




Success criteria

Learners have met the learning objective if they can:

understand the main points of short talk


Value links

Respect

Cross curricular links

Social studies, etiquette

ICT skills

Using videos

Previous learning

Reading Signs

Plan

Time

Planned activities

Resources

Beginning

5-7 m

Organizational moment

Teacher greets students; students respond to greeting and take their places.


Hello!

My name is…

What is your name?

How are you?

I am fine, thank you.


Warming up

This is a window

That is a door

This is a sailing

That is a floor

hello_html_m694b012a.jpginteractive maps












You find interactive maps for children at http://mrnussbaum.com/geography/



Middle



[W] Listening and following instructions and colouring and labelling English speaking countries on a map.

USA GB Canada Ireland, Australia, New Zealand.


[W] Listening and matching objects [flags, animals, places etc.] described to the countries.

(Use ability request and statement forms in giving descriptions e.g.)

Can you find the animal with two legs? That’s a Kangaroo from Australia.


[P] Making a collage: colouring flags, cutting out pictures, sticking on words etc. on the silhouette of one of the countries for class display.

(Keep flashcards with endings so you can flash them for learners to correct words where they make mistakes.)


Teacher introduces names of countries e.g.

China Russia Mexico Germany.

Hi, I’m Tom ... from New York … I speak English.)


Learners are given table to complete. Countries on left and nationality/adjective to complete. Learners listen to country followed by nationality word e.g.

China Chin_ _ _ Canada Canad_ _ _

Teacher then nominates individual learners to come to board to write them.

[I] Listening to children saying their name and capital city and other clues. Learners guess and tick the nationality.


Useful idea for a nationalities board/question game to adapt

http://www.esl-galaxy.com/board.htm


















Interactive nationalities game for young learners

http://eslkidsworld.com/Interactive%20games/Vocabulary%20Games/Countries%20&%20Nationalities/countries%20and%20nationalities%20quiz.html

End


[G] Projected image quiz. Teacher projects images [flags, objects e.g. hats buildings, names of cities etc.]

Learners shout out nationalities. First correct answer wins a point for team.


The lesson is over. Good bye boys and girls. See you the next week




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?

Health and safety check
ICT links


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?


Health and safety check
ICT links

Differentiation is provided by individual support



Reflection

Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO? If not, why?

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)?

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

achievements/difficulties of individuals that will inform my next lesson?

1.2.


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