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Module 5 Lesson 1 «My face”

Lesson 1 «My face”

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«Module 5 Lesson 1 «My face”»

Lesson plan

LESSON: Module 5 Lesson 1 «My face”		School: Alban Asan Barmanbekuly
Date:09.01.18у		Teacher name: Alina Omirova
CLASS: 2 «A»		Number present:		absent:
Learning objectives(s) that this lesson is contributing to	L5 L9 S1 S5 R2 R6 UE3 UE 11
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
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 L5 R2 S5 UE11 L9 R3 R6 UE3 UE11	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 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.		My Face Poster
	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 Values links
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

Lesson plan

LESSON: Module 5 Lesson 1 «My face”		School: Alban Asan Barmanbekuly
Date:09.01.18у		Teacher name: Alina Omirova
CLASS: 2 «A»		Number present:		absent:
Learning objectives(s) that this lesson is contributing to	L5 L9 S1 S5 R2 R6 UE3 UE 11
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
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 L5 R2 S5 UE11 L9 R3 R6 UE3 UE11	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 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.		My Face Poster
	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 Values links
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

Электронная тетрадь по английскому...

Английский язык 5 класс

Электронная тетрадь по английскому...

Английский язык 4 класс ФГОС

Электронная тетрадь по английскому...

Предмет: Английский язык

Категория: Планирование

Целевая аудитория: 2 класс.
Урок соответствует ФГОС

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Module 5 Lesson 1 «My face”

Автор: Омирова Алина

Дата: 19.01.2018

Номер свидетельства: 451056

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