Lesson Plan
Course – book: Spotlight-2 (Virginia Evans, Jenny Dooley, Nadezhda Bykova, Marina Pospelova)
Unit: Module 4 (My Toys!)
Lesson: 10 a(the first lesson)
Aim: By the end of the lesson the children will be able
To learn and use in their speech new words on topic “My Toys!”;
To learn the prepositions of place: on, in, under;
To use the prepositions in structures: “Where is the teddy bear?” – “It’s on the shelf”
Skills: 1. Teaching new vocabulary (a toy box, teddy bear, toy soldier, ballerina, shelf, pink, on, in, under)
2. Teaching new grammar structures (Where is the teddy bear?” – “It’s on the shelf”)
3. Listening and reading of the new words and structures.
4. Speaking (using the new words and structures in the short dialogues)
Revision: the words (a rabbit, a dog, a chimp, a bed, a table)
Pupils Say/Do Warm-up
1 min
Greets pupils, asks how they are.
Answer the teacher’s questions; ask her how she is.
Shows a box;
Asks what it is.
Say that it is a box.
Introduction of the words in picture cards (PC)
2 min
Says: What is there in the box? Let’s have a look!
Presents new words in picture cards (PC) (a toy box, teddy bear, toy soldier, ballerina, shelf, pink)
Listen and repeat
Work with the words in picture cards
5 min
Says: Let’s play the game “Echo”! Repeat the words after me again, but like an echo!
Repeat the words like an echo.
Asks the pupils to close their eyes. Turns one of the PC face down. Asks the pupils to open their eyes and answer what it is.
Answer what PC is faced down.
Introduction of the words in word cards (WC)
1 min
Represents the WC to the pupils.
Look at the WC, listen and repeat the words.
Work with WC
5 min
Says: Let’s play again. Listen to me. I read the words you should listen and then read the word I didn’t read.
Listen to the teacher and then read the missed words.
Asks pupils to match the PC and the WC
Match the word and the picture
Asks the children to close their eyes again. Takes away a pair of cards. Asks: “What’s missing?”
Look at the pictures and say what is missing.
A dynamic pause(1 min)
Introduction of prepositions of place
5 min
Says: Let’s look into the box once again. Oh, there is something else in it. Look! What is it?
Answer: It’s a chimp.
The teacher takes a toy out of the box.
Says: It’s from the circus. It can do some commands. Look and listen:
Chimp, on the box!
Chimp, under the box!
Chimp. in the box!
Shows the actions.
Watch the chimp and listen to the teacher.
The teacher puts the toy into the right place.
Says: Would you like to ask the chimp to do the commands? Then repeat them after me!
Repeat the commands after the teacher.
Asks pupils to do it themselves.
Work in pairs. Pupil 1 asks the commands, pupil 2 takes the chimp and does the commands.
P1: On the box!
P2: puts the chimp on the box. etc
Introduction of the preposition of place in WC
5 min
Asks the pupils to look, listen and repeat
Look at the WC, listen and repeat the prepositions. Read the prepositions.
Says: Let’s play! Stand up look at me, say and mime.
In – hands on hips,
On – hands on shoulders,
Under – hands down.
Now I can do something wrong. You should be attentive and put your hands into a right place.
Listen to the teacher, do the actions, try to be very attentive.
This game develops attention and helps the pupils with a kinaesthetic learning style to remember the prepositions.
Reading of the new words.
2 min
Asks the pupils to open the books at p.80 and do ex.1
Listen to the record, repeat the words and then read them.
Presentation of the new structures: “Where is the teddy bear?” – “It’s on the shelf”
6 min
Asks the pupils to look at the pictures and listen to her.
Says: Where is the rabbit? – It’s on the table. etc
Asks the pupils to repeat the structures then make a jazz chant.
Listen to the teacher. Repeat the structures after the teacher.
Make a jazz chant dividing into two groups.
Group 1: Where is the rabbit?
Group2: It’s on the table, on the table, on the table. etc
Doing the ex.2 p80
7 min
Asks the pupils to open the books at p.80.
Reads the dialogue.
Asks to make the dialogues as in the example.
Read the task.
Listen to the teacher and read the dialogue.
Make up dialogues in pairs.
If there is a time some pupils show their dialogues to the class.
The teacher walks around the class and listens to the children’s dialogues.
Conclusion
5 min
Says: Our lesson is coming to a end. Let’s put the toys back into the box.
Asks the pupils:
What’s this?
Puts the teddy bear into the box and asks:
Where is the teddy bear? etc
Asks the pupils if they like the lesson.
Gives a home task: WB p44 ex1,2; learn the words.
Answer:
It’s a teddy bear.
It’s in the box. etc
Express their opinion drawing a happy (sad) face.
The teacher gives the children the circles, they should draw a happy (sad) face.
Put the faces into a mood box and keep it for the next lesson.
The teacher gives also the marks for the lesson.
МАОУ Зарёвская СОШ с УИОП
Открытый урок
во 2 «а» классе
По теме «Мои игрушки! Название игрушек и рассказ о том, где они находятся.»
(УМК Spotlight -2, авторы: Н. И. Быкова, Д. Дули, М. Д. Поспелова, В. Эванс)
Учитель: Истратова С. А.
г. Домодедово, с. Растуново, 2016
