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Материал туралы қысқаша түсінік
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Авторы:
Автор материалды ақылы түрде жариялады.
Сатылымнан түскен қаражат авторға автоматты түрде аударылады. Толығырақ
30 Сәуір 2021
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Lesson Plan


Long term plan unit:

All about me

School: 50

Date:


Teacher name: Turtakhmet A

Grade: 2

Number present:

Absent:

Theme of the lesson: My clothes and things


Learning objectives (s) that this lesson is contributing to

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

2.S1 make basic statements related to personal information, people and objects on familiar topics and classroom routines;

Lesson objectives

All learners will be able to: follow short basic supported classroom instructions and make basic statements related to pieces of clothing with lots of support;

Most learners will be able to: follow short basic supported classroom instructions and make basic statements related to pieces of clothing with some support;

Some learners will be able to: follow short basic supported classroom instructions and make basic statements related to pieces of clothing independently;

Assessment criteria



- Follow a range of short basic supported classroom instructions;

- Make up basic statements related to personal information, people and objects on familiar topics and classroom routines;

Value links

The Patriotic Act “Mangilik Yel”:

6th value: Common history, culture and language

Cross curricular links

Kazakh, Russian

ICT skills

Active board

Previous learning

Words describing things in Grade 1


Plan

Time

Planned activities

Resources


3 min








7 min





5 min.








5 min.



























8 min











2 min






5 min.
























5 min




Greeting with the learners!

Teacher says:

  • Hello, children!

  • How are you?

  • So, if you are good, shall we start our lesson?

In this way, the teacher uses a set of convergent, divergent, referential, and procedural questions.


Flashcard riddles!

The teacher sticks 7 pieces of the new vocabulary, because this is the average number of words that learners of this age can retain within their short-term memory.


Drilling

The teacher uses different forms of drilling as choral, group, individual, and pair drilling and in this way makes sure that all the learners can pronounce the clothes words correctly by giving the command:

Repeat after me!”



Matching activity. (Group work)

The teacher shows the following picture on the active board. Then divides the learners into groups. The learners working in groups will try to match the pieces of clothing to their names. In this way the learners make attempt to recognize the letters and sound these words. Where the support is required, the teacher as well as more able learners can provide that support by prompting, showing as well as giving Kazakh equivalent of those pieces of clothing.





Craft activity. (Group work)

The learners will continue working in groups. They will be given templates of different pieces of clothing and will colour them to any colour they like. After they colour they will name the colours as well as a piece of clothing to the rest of the class.

Descriptor: A learner

  • works in groups;

  • colours a piece of clothing;

  • names the colours of pieces of clothing;



Song Activity “My Clothes”


Display activity. (Group work)

The teacher shows the picture of a girl and a boy. The learners will stick the piece of clothing they have coloured on the display. Also there is an option for the teacher to divide pieces of clothing into seasons. At that time the result of that work will be as follows:




Find a suitable one! (Individual work)

This activity will be very good for primary learners. Because in this way they can consciously choose the suitable one per a certain piece of clothing.










Flashcards with clothes pictures





Flashcards with clothes pictures








Worksheets
























Coloured pencils, crayons









https://www.youtube.com/watch?v=taoCF1cKZSY




Display







































Worksheets




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


Matching activity.

The teacher shows the following picture on the active board. Then divides the learners into groups. The learners working in groups will try to match the pieces of clothing to their names. In this way the learners make attempt to recognize the letters and sound these words. Where the support is required, the teacher as well as more able learners can provide that support by prompting, showing as well as giving Kazakh equivalent of those pieces of clothing.

These are primary learners. So in order to encourage their participation I will prepare caps of different color to give my learners. Green color will be for very active learners. Yellow color will be for active learners. And red color will be for passive learners.

Also I made descriptor for craft activity.

Descriptor:

A learner

  • works in groups;

  • colors a piece of clothing;

  • names the colors of pieces of clothing;

The teacher tells learners to wear according to the weather and seasons of the year. (Dress warmly)

Reflection

Were the lesson objectives/learning objectives realistic?

Did the 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?





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