Открытый урок по английскому языку на тему Me body для 2 класса.

Long term plan module: Module 5, My body.

School: School-lyceum №23

Date:  24.01.2020

Teacher’s name: Barat U.K.

Class:  2 “Гқ”

Number of present:

Absent:

Learning objective(s) that this lesson is contributing  to:

2.L1 understand a range of short basic supported classroom instructions
2.S3 use a limited range of basic words, phrases and short sentences to describe objects, activities and classroom routines

Lesson objectives:

·         All learners will be able to:

·         listen and repeat the words, follow the instruction according to the task

Most learners will be able to:

·         recognize and name some words according to the topic,

·         follow the instruction according to the task

Some learners will be able to:

·         read and write words from the topic, make sentence with have got/has got

Language objectives:

Learners can:

By the end of the lesson learners will be able to  

·         -listen and repeat the words, follow the instruction according to the task

-describe someone using have got/has got correctly

Key words and phrases: He has got, She has got, It has got, eyes, ears, nouse, mouth, head, hand, hair.

Useful classroom language for dialogue/writing: oral

Discussion points: What he/she has got? What is he/she look like?

Writing prompts:

Assessment for Teaching

Criteria based assessment

Assessment criteria:

Descriptor: A learner:

·          listen and repeat the words, follow the instruction according to the task

 Make sentence correctly using  structure Have got/ has got

 Self-assessment: oral

How to overcome barriers in learning English

Pronounce the words clearly

Scaffold learners if necessary

Use simple phrases, repeat them several times.

Previous learning

Our world time for CLIL

          Plan

Planned timing

Planned activities (replace the notes below with your planned activities) What will the pupils learn? How will they learn it? Suggested Teaching Activities

Active Learning activities

Resources

Start (Beginning of the lesson)

5 min

Greeting: Teacher greets learners; learners respond to greeting and take their places. 

Teacher divides the class into three groups according to their chosen cards of different colors. T: I have divided you into three groups of six. The first group will be “Greens”, the second group will be “Reds” and the last group will be “blues”, take your seats, please.                                                                                                                  Warming up:  Song ‘Head, shoulders, knees and toes’

Heads, shoulders, knees and toes, knees and toes
Heads, shoulders, knees and toes, knees and toes
Eyes and ears and mouth and nose
Heads, shoulders, knees and toes, knees and toes
Heads, shoulders, knees and toes, knees and toes
Heads, shoulders, knees and toes, knees and toes
Eyes and ears and mouth and nose
Heads, shoulders, knees and toes, knees and toes

Phonetic drill.

[e] pen, leg, head, ten

[aɪ] nice, kind, eyes

[əʊ] go, nose, toes

Today we are going to revise our theme “My body”

What will we do in our lesson?

We will listen, write, speak, and talk about our bodies. In addition, we will make sentences with the structure have got/has got correctly.

Song:

‘Head, shoulders, knees and toes’

Presentation Power Point.

Cards with sounds, poster ‘My body’

Middle (of the lesson)

30 min

D) Teacher pre-teaches showing pictures of parts of body from the TV screen.

D) Teacher uses flashcards and practice food names.

Teacher writes the names of foods on the board and reads them; learners will repeat and try to read them by themselves after practicing with teacher.

G)  “Hot potato” game.

Teacher will throw the ball and say the word in English learners should give the translation of the word and quickly throw it back to the teacher.

W) “Magic eye”.

Teacher stakes the flashcards in a row on the board. Learners repeat the word with teacher in a rhythmic way. Eyes, ears, nose, mouth, hair, head. 2 or three times. Then remove the first flashcard and continue in the same way. Remove the second flashcard in the same way, and do the same. Can you do anymore? Okay. Well, your memory is very good, excellent!

G) Teacher will give commands to the learners naming them by the name of their group. Stand up green group. Clap your hands red group. Touch your eyes blue group. Shake your shoulders green group. Stamp your feet red group.

G) “Clapping”

Teacher says a word learner listen carefully. If it is some part of body learner should clap their hands, if it is something different they do nothing.

G) Teacher will give worksheet with matching task. Learners should match the words with pictures correctly.

P) Snake word search.

Learners will be given the worksheet with snakes full of letters. They should find words from these letters and trace it in pairs. Teacher shows the correct answer, learners will do self-assessment.

D) Revising the grammar. Teacher will ask the rules of the structure have got and has got. Learners should answer and make own sentences with have got/has got looking at the picture. (orally)

G) Puzzle. Learners in groups should collect the puzzle and describe the picture on it.

I) Fill in, trace the correct word.

Teacher will read a letter from her pupil about her lovely Monster-toy. Learners have to listen carefully and choose the right answer, and then trace it.

Teacher shows the correct answer on the board,

Learners will exchange their works and do peer assessment.

Hello! My name is Aya. I am 8. I live in Almaty. I want to be a friend with you. Now I want to tell you about my monster-toy. His name is Reeves.

1. It is black / blue.

2. It has got small / big eyes.

3. It has got four / five hands.

4. It has not got eyes / ears.

5. Its hair is yellow/black.

6. It has got seven / six legs.

I love my monster. Tell me about your monster, I will wait for your reply. Good bye!

Are you tired? Let us do some warm-up! Listen, dance and repeat the moves. Song “I’ve got the rhythm”

(Extra task) G) To summarize the lesson teacher gives learners parts of body. Teacher will describe a monster. Learners have to make an appropriate monster.

Song:

“I’ve got the rhythm”, worksheets, CD, flashcards, a ball, worksheets.

End (of the lesson)

5 min

Your homework will be to draw your own monster and describe it.

Thank you for your work! Good-bye!

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

By asking questions individually

I will check learners’ learning by giving a sticker stars after each task.

Listening to the teacher

Listening to each other

Take turns

Art (The end of lesson activity)

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 books 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 lessons (consider both teachings  and learning)?

  1.

  2.

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

Hello! My name is Aya. I am 8. I live in Almaty. I want to be a friend with you. Now I want to tell you about my monster-toy. His name is Reeves.

1. It is black / blue.

2. It has got small / big eyes.

3. It has got four / five hands.

4. It has not got eyes / ears.

5. Its hair is yellow/black.

6. It has got seven / six legs.

I love my monster. Tell me about your monster, I will wait for your reply. Good bye!

Hello! My name is Aya. I am 8. I live in Almaty. I want to be a friend with you. Now I want to tell you about my monster-toy. His name is Reeves.

1. It is black / blue.

2. It has got small / big eyes.

3. It has got four / five hands.

4. It has not got eyes / ears.

5. Its hair is yellow/black.

6. It has got seven / six legs.

I love my monster. Tell me about your monster, I will wait for your reply. Good bye!

Hello! My name is Aya. I am 8. I live in Almaty. I want to be a friend with you. Now I want to tell you about my monster-toy. His name is Reeves.

1. It is black / blue.

2. It has got small / big eyes.

3. It has got four / five hands.

4. It has not got eyes / ears.

5. Its hair is yellow/black.

6. It has got seven / six legs.

I love my monster. Tell me about your monster, I will wait for your reply. Good bye!

Hello! My name is Aya. I am 8. I live in Almaty. I want to be a friend with you. Now I want to tell you about my monster-toy. His name is Reeves.

1. It is black / blue.

2. It has got small / big eyes.

3. It has got four / five hands.

4. It has not got eyes / ears.

5. Its hair is yellow/black.

6. It has got seven / six legs.

I love my monster. Tell me about your monster, I will wait for your reply. Good bye!

Hello! My name is Aya. I am 8. I live in Almaty. I want to be a friend with you. Now I want to tell you about my monster-toy. His name is Reeves.

1. It is black / blue.

2. It has got small / big eyes.

3. It has got four / five hands.

4. It has not got eyes / ears.

5. Its hair is yellow/black.

6. It has got seven / six legs.

I love my monster. Tell me about your monster, I will wait for your reply. Good bye!

Hello! My name is Aya. I am 8. I live in Almaty. I want to be a friend with you. Now I want to tell you about my monster-toy. His name is Reeves.

1. It is black / blue.

2. It has got small / big eyes.

3. It has got four / five hands.

4. It has not got eyes / ears.

5. Its hair is yellow/black.

6. It has got seven / six legs.

I love my monster. Tell me about your monster, I will wait for your reply. Good bye!