Unit of a long term plan.Unit 7.The natural environment

School: №13 named after A. Navoi

Date:

Teacher name: Akramov Nurulla

CLASS: 2

Number present:

absent:

Lesson title

Changing seasons

Learning objectives(s) that this lesson is contributing to (link to the Subject programme)

2.L4 recognize with support short basic questions relating to features such as color and number

2.R3 read and follow with considerable support simple, words, phrases and sentences on familiar topics

2.UE9 use common present simple forms [positive, negative, question] and contractions to talk about what you want and like and habits and facts

Lesson objectives

All learners will be able to:

• read and understand the main meaning of the words, phrases and sentences with support

• practice reading skills and revise vocabulary

Most learners will be able to:

- identify different types of weather (rain, hot, wind, snow etc.) and make up sentences with support.

- complete the activities correctly (more than 60%)

Some learners will be able to:

• use ‘can’ to talk about abilities and offers using new words in present simple

Assessment criteria

• read and understand the main meaning of sentences, phrases

• ask and answer to simple questions about seasons

• Make up 2, 3 sentences using can , cant

Values links

Common history, culture and language

Language objective

By the end of the lesson learners will be able to

-pronouns words and expressions about seasons

-make sentences using can, can’t (affirmative, negative, interrogative)

Key words and phrases:

Swimming, flying kites, collectingleaves, Skiing Making snowman, Eating ice cream, Саn,can’t

I can …, I can’t…, can I…?

Useful classroom language for dialogue/writing:

Discussion points:

Can you say why…?

Writing prompts:

Level of thinking skills

knowledge, understanding, application

Cross-curricular links

Geography, Kazakh, Uzbek

Previous learning

Plan

Planned timings

Planned activities (replace the notes below with your planned activities)

Resources

Start

1-7min

Greeting:

By showing pictures, teacher says the name of the seasons and gives examples to it. And learners should repeat after teacher in order to remember the new words.

There are a lot of pictures of “sun”” snowman”” leaf”” butterfly” on the teacher’s desk. Each pupil takes a card and says a word about weather and goes to belonging table. (There are 4 tables for 4 group). In this way, the children divide into four groups

Teacher shows a video to identify new lessons theme. After watching the video teacher asks learners some questions to guess the new theme

Appendix 1

Appendix 2

Middle

8-18min

19-25min

26-33minutes

30-37minutes

New words

Swimming - жүзу

Flying kites -батпырауық

Collecting leaves –жапырақ жинау

Skiing – шаңғыда сырғанау

Making snowman – аққала жасау

Eating ice cream- балмұздақ жеу

Саn -қабілеті болу

cant - қабілеті болмау

Task 1. Talk with your friend. work in pairs. Teacher explains what they are going to do. Learners, you are going to talk with your partner it’s a pair work. The first student asks questions

And the second one answers the questions. Then they change their role.

“A minute conversation”

• What is your favorite season?

• Why?

Descriptor: A learner

• Can talk about season

• Can answer the questions

Task 2. Read and match. Students have to match the words with the pictures and read them

Spring snow

Summer rain

Autumn wind

Winter shining

5 steps. Let’s play a game.

Descriptor: A learner

• pronounces clearly

• matches

Task 3

• Listen to the teacher and answer the questions. Teacher asks learner some questions if who knows rises his /her hand. And answers the question. Example: How many months are there in a year? There are twelve months in a year.

• 1. How many months are there in winter? 2. What color are the snowflakes? 3. How many months are there in spring? 4. What color are the trees in spring? 5. How many months are there in summer? 6. What color are the flowers in summer? 7. How many months are there in autumn? 8. What color are the leaves in autumn?

Descriptor A learner

• answers the questions;

• counts the months of the year;

• names the colors.

Task 4

Make up sentences with can and use affirmative and negative forms. You will take verbs and make up sentences by using the verb of “can”

Example:

1. he can swim.

Descriptor: A leaner

- makes up sentences with can (noun, verb)

B. he can swim.

He can’t swim.

Can he swim?

Descriptor: A leaner

- makes up sentences with can (noun, verb)

- makes up sentences with can (affirmative, negative,interrogative)

C. he can swim like a fish.

He can’t swim like a fish

Can he swim like a fish?

Descriptor: A leaner

- makes up sentences with can (affirmative, negative,interrogative)

- makes up sentences with can (noun, verb, adverb; affirmative, negative, interrogative )

Appendix 3

Appendix 4

Appendix 5

End

37-40minutes

Home task

Ex.5

Reflection: blob tree,

During the lesson learners evaluate their level of knowledge through the blob tree.

Teacher sends the blob tree for every learner in order to evaluate themselves.

By sending the blob tree teacher clarifies the level of knowledge of every learner.

Appendix 6

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

In order to identify the outcomes of learners differentiation tasks planned:

Differentiation by difficulty of task

Differentiation by teacher’s support

More support:-Provide less able learners with the translation of some new vocabulary.

-Give struggling students one on one assistance with identifying the different body parts.

-Often pictures, clichés, speaking prompts.

Assessing by smiles

According to the tasks learners assessed

Health saving technologies:

Wearing warm clothes

Using physical exercises and active activities:

Learners show seasons by body language

Rules from the Safety Rules book which can be applied in this lesson:

Reflection

Were the lesson objectives/learning objectives realistic?

Did all the learners achieve the lesson objectives/ learning objectives? If not, why?

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 box 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 lesson (consider both teaching and learning)?

1:

2:

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