Aldar Kosse and Greedy farmer

Long term plan module: Module 3. My School.

Theme of the lesson: Storytime!

“Aldar Kosse and the Greedy Farmer”

School: Secondary school named Sam

Teacher’s name: Tolganai Tanbaevna

Grade: 2

Number of present: 

Absent:

Learning objectives that this lesson is contributing to:

2.L3 recognize with support common names and names of places; recognize the spoken form of a limited range of everyday and classroom words;

2.S1 make basic personal statements about people, objects and classroom routines;

2.S3 pronounce familiar words and expressions intelligibly;

2.UE3 use basic adjectives to describe people and things;

2.UE13 use can / can’t to describe ability.

Lesson objectives:

All learners will be able to:

pronounce the key words in the story: “Aldar Kosse and the Greedy Farmer” clearly.

- use can / can’t to describe ability.

Most learners will be able to:

listen and understand the meaning of story “Aldar Kosse and the Greedy Farmer”.

Some learners will be able to:

act out the story using pictures, hand motions or props.

Language objectives:

Learners can:

- pronounce the key words in the story: “Aldar Kosse and the Greedy Farmer”;

-listen and understand the story “Aldar Kosse and the Greedy Farmer”;

- act out the story using pictures, hand motions or props.

Key words and phrases: wheat, dinner, sky, fall down, silly;

Can you give us some wheat? I haven’t got any…. It’s time for my dinner.

Are you…? You can trick people. I’m going to tell the king.

Useful classroom language for dialogue/writing: oral

Discussion points: Story: “Aldar Kosse and the Greedy Farmer”.

Can you say why Aldar Kosse helped the men to trick a greedy Farmer?

Value links

Education throughout life.

Cross curricular links

The world around us, Literature, folklore.

ICT skills

Using SMART board, pictures and videos, CD, DVD players.

Assessment

for Teaching

Assessment criteria:

Listen and say topic words of the story with clear pronunciation.

Descriptor: A learner

 listens to the story carefully;

uses can\can’t to describe ability;

 pronounces the words clearly and plays the role.

Self-assessment: Hand signals

How to overcome barriers in learning English

Use pair work and group work;

-Ask more questions;

-Encourage learners to exchange opinions and views in small groups.

Previous learning

This unit recycles and revisits a lot of vocabulary seen in previous units, e.g. words for school items, places around school, road signs and class photos. Learners further practice giving short answers in response to direct questions.

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)

Greeting: Teacher greets learners; learners respond to greeting and take their places. Dividing into subgroups: Teacher divides the learners into subgroups using geometrical figures: colored circles, squares, triangles and rectangular figures. Warming up: Brainstorming: Teacher asks the learners a question: How do you think what words come to your mind when you hear the word “School”?

Learners exchange ideas with one another.

Any idea is accepted.

Revising the previous lesson: Talk about their friends favourite school objects: What is your favourite item? My favourite item is …. (sharpener).

…….’s favourite item is …..

geometrical figures,

flashcards

Middle

(of the lesson)

D) Teacher pre-teaches the new words of the story using mime, flashcards and gestures: wheat, dinner, sky, fall down, clever, silly;

Can you give us some wheat? I haven’t got any…. It’s time for my dinner. Are you…? You can trick people. I’m going to tell the king. Let’s take the wheat!

In feedback learners say statements, role play.

W) Learners listen the story “Aldar Kosse and the Greedy Farmer” using CD:

Using flashcards teacher asks a range of yes/no questions help where necessary.

Teacher retells the story to the learners slowly and clearly using flashcards asks a range of questions.

D) Teacher models use and meaning of can / can’t to talk about ability through video presentation and demonstration with learners in grammar cards in front of class.

P) Teacher asks a learner “Can you open the window?” If the learner replies "Yes, I can" then say "Ok, go!" and the learner does the action.

If the learner says "No, I can't». Teacher says «Well, can you sing?". Each pair talks English using can/can’t and gives total physical response.

G) Learners act out the story using pictures, hand motions, mimes and gestures.

Story: “Aldar Kosse and the Greedy Farmer”, CD, DVD players,phonics cards,flashcards,Student’s book 2, Activity Book 2

End

(of the lesson)

Reflection Self-assessment: Hand signals.

Discuss what learners understood from the story and if they liked/disliked the story and why (with great teacher support).

Learners make comments about the lesson orally. Teacher asks learners to look at lesson objectives they set at the beginning of the lesson and think and say what they did well in the lesson and what needs improvement.

Give home task: try to learn as many words from the story “Aldar Kosse and the Greedy Farmer” as learners can.

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

Less able students – greater support by means of visuals or writing difficult words on the blackboard

More able students – independent work on definite tasks with little/no support

- check learners understanding of school items;

-check learners pronunciation of new words;

- monitor learners progress during while- and post- reading task.

- Work with the SMART board not more than 10 minutes. Make short breaks;

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.

I think the lesson objectives 2. L3, 2. S1, 2. S3, 2.UE3 and 2.UE13 were realistic.

Learners :

- recognized common names and names of places;

- recognized the spoken form of a limited range of everyday and classroom words;

- pronounced familiar words and expressions intelligibly;

- used basic adjectives to describe people and things;

- used can / can’t to describe ability.

The learning atmosphere was favourable.

I think my differentiation worked well. I stuck to timings.

What changes did I make from my plan and why?

Firstly, I chose such interactive activities where learners were going around the classroom and talking to one another freely. Secondly, there were assessment criteria for the tasks.