Long-term plan Unit 6: Special days

School:

Date: Term 3,Lesson 26

Teacher name:

Grade: 2C(I)

Number present:

absent:

Theme of the lesson:

Special days

Learning objectives(s)

2.S3 pronounce familiar words and expressions intelligibly;

2. R3 recognise and identify some familiar sight words from local environment;

2.UE9 use common present simple forms [positive, negative and question] to give basic personal information

Lesson objectives

All learners will be able to:

• Name the main vocabulary words;

Most learners will be able to:

-name 80 % of the words correctly;

-use them in their speech.

- recognize all common holidays around the world;

Some learners will be able to:

-say all the words correctly;

-use words in their speech;

Success criteria

Learners have met this learning objective if they can:

-recognise all familiar sight words;

-identify all familiar sight words;

-do most of tasks correctly.

Value links

Ls will work together as a group showing respect and being polite with each other, respect to the traditions and customs

Cross curricular links

Primary Science

ICT skills

PPT, Video, the use of whiteboard

Previous learning

Traditions and customs

Plan

Planned timings

Planned activities

Resources

Beginning

15 mins

Learners are introduced the LOs.

Checking of the home task.

Warm up

Teacher introduces idea of greetings on special days and projects PPT of greetings to elicit/teach greetings for special occasions :

Birthday, Holidays, best wishes

PPT

Middle

20 mins

Presentation

Teacher offers to complete worksheets after PPT.

Learners are suggested to complete exercise Special days, Special greetings read and match. (worksheet 1)

Next learners continue to work with worksheets Festivals and Celebrations. (worksheet 2)

Ph. Training Learners listen to the ‘If you a kid’ Valentine’s and Halloween remix

After watching a video learners continue to practice English and read a little (worksheets 3,4)

Like a bonus teacher offers to play a game “Special days” (worksheets 5,6,7,8)

Worksheet 1

Worksheet 2

https://www.youtube.com/watch?v=4BxqEzEzUx4

https://www.youtube.com/watch?v=dD-dG-7yCJM

worksheets 3, 4

worksheets 5,6,7,8

End

5 mins

Teacher gives feedback for learners. This might be done in oral form. Learners reflect on their learning:

• What has been learned

• What remained unclear

• What is necessary to work on

• What was interesting

H/T: to learn the words

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Support for weaker students: working in pairs/groups, phrases

Challenges for moreable students: Encouraged to do more writing; assist weaker students.

Assessment – how are you planning to check learners’ learning?

FA

Monitoring

Checking the task

Feedback on the work

Health and safety check
ICT links
Video, online PPT

Ph.Training

Differentiation can be by task, by outcome, by individual support, by selection of teaching materials and resources taking into account individual abilities of learners (Theory of Multiple Intelligences by Gardner).

Differentiation can be used at any stage of the lesson keeping time management in mind

Pair work, group work

Health promoting techniques

Breaks and physical activities used.

Points from Safety rules used at this lesson.

Reflection

Were the lesson objectives/learning objectives realistic? Did all 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?

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 orachievements/difficulties of individuals that will inform my next lesson?

Long-term plan unit: 6 Traditions and customs

School:

Date:

Teacher name:

Grade: 2

Number present:

absent:

Theme of the lesson:

Special days in Kazakhstan

Learning objectives(s)

W3 write familiar words to identify people, places and objects

S4 respond to basic supported questions about people, objects

L3 recognise with support common names and names of places recognise the spoken form of a limited range of everyday and classroom words

Lesson objectives

All learners will be able to:

• Recognize new words with the help of images

Most learners will be able to:

• Do most tasks without mistakes

Some learners will be able to

• Do all task without mistakes and say new ideas

Success criteria

Ss will be able to

• Name the new words

• Do the tasks correctly

• Make sentences about holidays

• Try to find answers to different questions

Value links

• To respect national holidays

Cross curricular links

History, Kazakh, Russian

ICT skills

The use of whiteboard

Previous learning

Grammar time

Plan

Planned timings

Planned activities

Resources

Beginning

10 min

Warm – up.

Teacher shows a video and Ss sing the song together.

T introduce with the LO of the lesson

Teacher ask learner to show their posters and introduce it.

“Special day in Kazakhstan”

In the poster should be

1. Pictures

2. Short description

3. What do children do

Holidays:

• 8^th of March

• 7^th of May

• 9^th of May

• 31^st of December

• 1^st December

• 1^st June

• 30^th August

• 6^th July

• 22th of March

1^st December

https://www.youtube.com/watch?v=ca9rptz0mDI

learner postcards

Middle

25 min

• Teacher gives learners a calendar they answer the questions about holidays and months. Next exercise also about months.

• Teacher ask learners “How do people celebrate holidays?” “Where can people go to holidays? ” “How do people get to place of celebration?”

• Then teacher revise the topic transport with learners in groups.

• Teacher organize a short competition about holidays. Learners try to guess a name of the game by pictures. Which group guess more than next group win.

• Teacher ask learners what kind of food they like to eat on holidays. Then they try to say sentences using ‘I like’ or ‘I don’t like’. Then they do the task in written form.

w-1-4

w-2-3

w-5

w-6

End

5 mins

‘Do you like it?’ song. (0-3 min only)

-T gives feedback for students’ answers and gives home task (to learn words ).

http://www.youtube.com/watch?v=rV7X2T7nJ8o

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

Support for weaker students: working in pairs, phrases

Challenges for more able students: Encouraged to do more writing; assist weaker students.

• Assess the lesson according to the success criteria

• Feedback on the work

PPT

Reflection

Were the lesson objectives/learning objectives realistic? Did all 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?

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 orachievements/difficulties of individuals that will inform my next lesson?

Long-term plan unit: 6 Traditions and customs

School:

Date:

Teacher name:

Grade: 2

Number present:

absent:

Theme of the lesson:

Special days in Kazakhstan

Learning objectives(s)

W3 write familiar words to identify people, places and objects

S4 respond to basic supported questions about people, objects

L3 recognise with support common names and names of places recognise the spoken form of a limited range of everyday and classroom words

Lesson objectives

All learners will be able to:

• Recognize new words with the help of images

Most learners will be able to:

• Do most tasks without mistakes

Some learners will be able to

• Do all task without mistakes and say new ideas

Success criteria

Ss will be able to

• Name the new words

• Do the tasks correctly

• Make sentences about holidays

• Try to find answers to different questions

Value links

• To respect national holidays

Cross curricular links

History, Kazakh, Russian

ICT skills

The use of whiteboard

Previous learning

Grammar time

Plan

Planned timings

Planned activities

Resources

Beginning

10 min

Warm – up.

Teacher shows a video and Ss sing the song together.

T introduce with the LO of the lesson

Teacher ask learner to show their posters and introduce it.

“Special day in Kazakhstan”

In the poster should be

4. Pictures

5. Short description

6. What do children do

Holidays:

• 8^th of March

• 7^th of May

• 9^th of May

• 31^st of December

• 1^st December

• 1^st June

• 30^th August

• 6^th July

• 22th of March

1^st December

https://www.youtube.com/watch?v=ca9rptz0mDI

learner postcards

Middle

25 min

• Teacher gives learners a calendar they answer the questions about holidays and months. Next exercise also about months.

• Teacher ask learners “How do people celebrate holidays?” “Where can people go to holidays? ” “How do people get to place of celebration?”

• Then teacher revise the topic transport with learners in groups.

• Teacher organize a short competition about holidays. Learners try to guess a name of the game by pictures. Which group guess more than next group win.

• Teacher ask learners what kind of food they like to eat on holidays. Then they try to say sentences using ‘I like’ or ‘I don’t like’. Then they do the task in written form.

w-1-4

w-2-3

w-5

w-6

End

5 mins

‘Do you like it?’ song. (0-3 min only)

-T gives feedback for students’ answers and gives home task (to learn words ).

http://www.youtube.com/watch?v=rV7X2T7nJ8o

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

Support for weaker students: working in pairs, phrases

Challenges for more able students: Encouraged to do more writing; assist weaker students.

• Assess the lesson according to the success criteria

• Feedback on the work

PPT

Reflection

Were the lesson objectives/learning objectives realistic? Did all 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?

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 orachievements/difficulties of individuals that will inform my next lesson?

Long-term plan unit: 6 Traditions and customs

School:

Date:

Teacher name:

Grade: 2

Number present:

absent:

Theme of the lesson:

Special days in Kazakhstan

Learning objectives(s)

W3 write familiar words to identify people, places and objects

S4 respond to basic supported questions about people, objects

L3 recognise with support common names and names of places recognise the spoken form of a limited range of everyday and classroom words

Lesson objectives

All learners will be able to:

• Recognize new words with the help of images

Most learners will be able to:

• Do most tasks without mistakes

Some learners will be able to

• Do all task without mistakes and say new ideas

Success criteria

Ss will be able to

• Name the new words

• Do the tasks correctly

• Make sentences about holidays

• Try to find answers to different questions

Value links

• To respect national holidays

Cross curricular links

History, Kazakh, Russian

ICT skills

The use of whiteboard

Previous learning

Grammar time

Plan

Planned timings

Planned activities

Resources

Beginning

10 min

Warm – up.

Teacher shows a video and Ss sing the song together.

T introduce with the LO of the lesson

Teacher ask learner to show their posters and introduce it.

“Special day in Kazakhstan”

In the poster should be

7. Pictures

8. Short description

9. What do children do

Holidays:

• 8^th of March

• 7^th of May

• 9^th of May

• 31^st of December

• 1^st December

• 1^st June

• 30^th August

• 6^th July

• 22th of March

1^st December

https://www.youtube.com/watch?v=ca9rptz0mDI

learner postcards

Middle

25 min

• Teacher gives learners a calendar they answer the questions about holidays and months. Next exercise also about months.

• Teacher ask learners “How do people celebrate holidays?” “Where can people go to holidays? ” “How do people get to place of celebration?”

• Then teacher revise the topic transport with learners in groups.

• Teacher organize a short competition about holidays. Learners try to guess a name of the game by pictures. Which group guess more than next group win.

• Teacher ask learners what kind of food they like to eat on holidays. Then they try to say sentences using ‘I like’ or ‘I don’t like’. Then they do the task in written form.

w-1-4

w-2-3

w-5

w-6

End

5 mins

‘Do you like it?’ song. (0-3 min only)

-T gives feedback for students’ answers and gives home task (to learn words ).

http://www.youtube.com/watch?v=rV7X2T7nJ8o

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

Support for weaker students: working in pairs, phrases

Challenges for more able students: Encouraged to do more writing; assist weaker students.

• Assess the lesson according to the success criteria

• Feedback on the work

PPT

Reflection

Were the lesson objectives/learning objectives realistic? Did all 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?

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 orachievements/difficulties of individuals that will inform my next lesson?

Long-term plan unit: Traditions and customs

School:

Date:

Teacher name:

Grade: 2

Number present:

absent:

Theme of the lesson:

Special days in Kazakhstan

Learning objectives(s)

W3 write familiar words to identify people, places and objects

S4 respond to basic supported questions about people, objects

L3 recognise with support common names and names of places recognise the spoken form of a limited range of everyday and classroom words

Lesson objectives

All learners will be able to:

• Recognize new words with the help of images

Most learners will be able to:

• Do most tasks without mistakes

Some learners will be able to

• Do all task without mistakes and say new ideas

Success criteria

Ss will be able to

• Name the new words

• Do the tasks correctly

• Make sentences about holidays

• Try to find answers to different questions

Value links

• To respect national holidays

Cross curricular links

History, Kazakh, Russian

ICT skills

The use of whiteboard

Previous learning

Grammar time

Plan

Planned timings

Planned activities

Resources

Beginning

10 min

Warm – up.

Teacher shows a video and Ss sing the song together.

T introduce with the LO of the lesson

T gives Ss the picture of a duck to cut, colour and glue. And use it as a page corner.

https://www.youtube.com/watch?v=Tm4jDxUqQgg

w-1

Middle

25 min

Teacher shows PPT to Ss and revise some interesting information about holidays.

-Teacher gives cards and divides Ss into two groups. Ss should find answers for questions about ‘Christmas’. Then they should say their own answer and teacher says the correct one. (Teacher should support with the translations of the new words)

- T demonstrates the new words of ‘Easter’ holiday to work more deeply. Reads aloud and Ss should repeat

-Ss may work in pairs or individually in completing the following worksheets. These tasks are similar but in different ways which help Ss to remember the words.

- At the end T check Ss vocabulary about the holidays. Any word which they have learnt.

- T asks Ss to choose a paper with the hidden holiday in it. Ss should start to prepare poster to the topic “special day in Kazakhstan”

In the poster should be

10. Pictures

11. Short description

12. What do children do

Holidays:

• 8^th of March

• 7^th of May

• 9^th of May

• 31^st of December

• 1^st December

• 1^st June

• 30^th August

• 6^th July

• 22th of March

• 1^st December

PPT

w-7

w-2

w-3-7

End

5 mins

‘Do you like it?’ song. (0-3 min only)

-T gives feedback for students’ answers and gives home task (to prepare the poster ).

http://www.youtube.com/watch?v=rV7X2T7nJ8o

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

Support for weaker students: working in pairs, phrases

Challenges for more able students: Encouraged to do more writing; assist weaker students.

• Assess the lesson according to the success criteria

• Feedback on the work

PPT

Reflection

Were the lesson objectives/learning objectives realistic? Did all 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?

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 orachievements/difficulties of individuals that will inform my next lesson?

Long-term plan unit:

6 Traditions and customs

School:

Date:

Teacher name:

Grade: 2

Number present:

absent:

Theme of the lesson: Special days

Learning objectives(s) that this lesson is contributing to

2.R1 read and spell out words for others

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:

• Describe the weather of 2 seasons

• Identify at least 1 holiday per season

Most learners will be able to:

• Describe the weather of 3 seasons

• Identify 1-2 holidays per season

Some learners will be able to:

• Describe the weather of 4 seasons

• Identify several holidays per season

Success criteria

Learners have met the learning objective (2.R1) if they can:

identify several holidays per season

Value links

Respect, Cooperation

Cross curricular links

Knowledge of the world

ICT skills

PPT, video

Previous learning

Students learned the words from Unit5

Plan

Time

Planned activities

Resources

Beginning

10 m

Greeting, Warm Up

Greet the learners.

• Hello, hello, hello to you!

• Hello, hello, I am glad to see you!

• Hello! How are you today?

• “What day is it today?”

• “What date is it today?”

New Vocabulary Review

Use slides 2-10 to review and practice the new weather/season vocabulary.

Ask pupils: What is the season now?

What is the weather like today?

PPT What is the Weather Like ----- Slides 2-10

Middle

25 m

Weather & Season Practice

****Before class: Hang up the 8 weather words around the class.

Using slides 11-15, ask what the weather is like in different seasons.

Students should run to possible answer cards (i.e. for summer, they could run to hot, or sunny or stormy etc.)

Use the slides to go over correct answers at the end of each season movement and at the end of the whole activity as a Think – Pair – Share activity. Write the structures on the board and review them. (i.e. one kid asks What is the weather like in fall? Other kid: It is windy. With class: Share correct answer)

Introduce Holidays

Go through the slides introducing the holidays.

Have students practice the structure as you ask them questions: _____is in spring. (i.e. Nauryz is in spring)

Dynamic break

Pupils stand up, listen to the song and move

Holiday and Season Practice

Give each student page 1 of the holidays & weather doc.

Give each student a note slip from page two of the document with the weather and holiday words.

Students should overwrite the question sentences in each season box, then freewrite answers above. (i.e. in the winter box, they would write Christmas and New Year for holidays and snowy and cold for weather)

If time allows, students may decorate the boxes as befits the weather and holidays of the season.

If time allows, have students orally share their paper with a partner, asking and answering about the seasons and holidays.

Pics of Weather words hung up about the room

PPT slides 11-14

PPT Slides 15-18

Summer Song

https://www.youtube.com/watch?v=hTEr0leX_ME

Handout 1 Holidays and Weather doc

End

5 m

Closing Reflection/Self-Assessment & Goodbye

Check students understanding by asking the following….

What`s the weather like?

What`s your favorite season?

What`s your favorite holiday? etc.

Home task: word search

Goodbye Song

https://www.youtube.com/watch?v=WyfH-wwJUcY

Hand-out 2

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

More support:

• These students may work with a stronger student to support them during the vocab activities.

• These students may cut and glue words instead of freewriting

More-able learners:

• Encourage very strong students to model answers

• Encourage these students to write sentences in the boxes (it is sunny summer rather than just ‘sunny’)

Students will be assessed informally during the practice activities and more formally through the season/holiday doc practice

• Work with the SMART board not more than 10 minutes

• Make sure power cords/outlets are not a tripping hazard

• Everyday classroom precautions

Reflection

Were the lesson objectives/learning objectives realistic? Did all 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?

Long-term plan Unit 6: Special days

School:

Date: Term 3,Lesson 25

Teacher name:

Grade: 2C(I)

Number present:

absent:

Theme of the lesson:

Special days

Learning objectives(s)

2.S3 pronounce familiar words and expressions intelligibly;

2. R3 recognise and identify some familiar sight words from local environment;

2.UE9 use common present simple forms [positive, negative and question] to give basic personal information

Lesson objectives

All learners will be able to:

• Name the main vocabulary words;

Most learners will be able to:

-name 80 % of the words correctly;

-use them in their speech.

- recognize all common holidays around the world;

Some learners will be able to:

-say all the words correctly;

-use words in their speech;

Success criteria

Learners have met this learning objective if they can:

-recognise all familiar sight words;

-identify all familiar sight words;

-do most of tasks correctly.

Value links

Ls will work together as a group showing respect and being polite with each other, respect to the traditions and customs

Cross curricular links

Primary Science

ICT skills

PPT, Video, the use of whiteboard

Previous learning

Traditions and customs

Plan

Planned timings

Planned activities

Resources

Beginning

15 mins

Learners are introduced the LOs.

Checking of the home task.

Warm up

Teacher introduces idea of special days and projects ppt of special days around the world and in kazakhstan to elicit/teach words for special occasions :

New year’s Day, Valentine’s Day, Thanksgiving Day, Halloween, Nauryz etc.

Teacher pre-teaches /revises words

Presents parties cakes fireworks songs dancing flowers balloons flags games.

PPT

Middle

20 mins

Presentation

Teacher offers to complete worksheets after PPT.

Learners are suggested to complete exercise where do the word s belong?, scrambled eggs, find the words and cards exercises.

Ph. Training Learners listen to the ‘If you a kid’ Valentine’s and Halloween remix

After watching a video learners continue to practice English and complete the worksheets 2, 3.

Worksheet 1

https://www.youtube.com/watch?v=4BxqEzEzUx4

https://www.youtube.com/watch?v=dD-dG-7yCJM

worksheets 2, 3

End

5 mins

Teacher gives feedback for learners. This might be done in oral form. Learners reflect on their learning:

• What has been learned

• What remained unclear

• What is necessary to work on

• What was interesting

H/T: to learn the words

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Support for weaker students: working in pairs/groups, phrases

Challenges for moreable students: Encouraged to do more writing; assist weaker students.

Assessment – how are you planning to check learners’ learning?

FA

Monitoring

Checking the task

Feedback on the work

Health and safety check
ICT links
Video, online PPT

Ph.Training

Differentiation can be by task, by outcome, by individual support, by selection of teaching materials and resources taking into account individual abilities of learners (Theory of Multiple Intelligences by Gardner).

Differentiation can be used at any stage of the lesson keeping time management in mind

Pair work, group work

Health promoting techniques

Breaks and physical activities used.

Points from Safety rules used at this lesson.

Reflection

Were the lesson objectives/learning objectives realistic? Did all 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?

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 orachievements/difficulties of individuals that will inform my next lesson?

Long-term plan unit: 7 The natural environment

School:

Date:

Teacher name:

Grade: 2

Number present:

absent:

Theme of the lesson

Sea adventure 2

Learning objectives(s) that this lesson is contributing to

2.L8. understand short narratives spoken slowly and distinctly on routine and familiar topics

2.R5. understand with considerable and particularly visual support, some specific information in short, simple texts on familiar topics

2.UE1 use basic prepositions of location and position e.g. in, at, next to, near, on, to describe where people and things are

Lesson objectives

Learners have met this learning objective if they can:

Say if they like the weather and why.

Recall sea animals and prepositions of location.

Success criteria

Ss are successful when they can:

• Re-call 3 or 4 sea animals and spell them correctly.

• Find the location of at least 2 or 3 sea animals correctly.

Value links

Respect each other!

Cross curricular links

Lesson is connected with biology

ICT skills

PPt

Previous learning

Ss learned about sea animals and prepositions of location and position.

Plan

Planned timings

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

Resources

Beginning

10 min

8 minutes

The T asks the following questions in order to involve learners into the lesson:

• How are you?

• What`s the date today?

• What`s the day today?

Then T gives the following phrases:

• Do you like the weather today?

• Yes, I like because it is……/ No, I don`t like because it is…….

Cold, rainy (raining), snowy (snowing), overcast, warm, cloudy (Learners copy the words into their vocabulary and pronounce after the teacher )

Learners are divided into 2 or 3 groups and asked to say the names of all animals, which they have already learned. Short competition. Learners not only name them they also should spell out orally

flashcards

Middle

20 min

New vocabulary by writing on the board one by one from each group. The aim is learners are given different variants of the words for example, one learner has a word in KZ and next one is RU or EN

Then learners are given a crossword about sea animals

Learners are given a Worksheets to complete individually

Following pre-reading activities can be used by teacher to start reading a new story together:

1. describing the front cover

2. predicting the story

3. predicting words that might

While listening and reading the first half of a sea story

Learners should find the answer for differentiated questions which were given before and translated with the help of a teacher.

Questions:

1. What is the name of little fish? (Loe)

2. What can he do? (swim)

3. What does he have? (beautiful fins)

4. Who is going to sleep? (grandpa)

5. What does grandpa say to his grandson? (be good an do not go for away)

6. What is little fish friend’s name? (Timmels)

7. Who is a friend of little fish? (turtle)

8. What do they see? (shark)

9. What it can do with them? (eat)

10. What should they do then? (run)

Teacher shows some pictures and ask learner to predict the story -Can you predict what happens next?

Teacher divides learners into pair. And learners listen to the second half of the story and check their predictions then try to build the whole story in pairs

Cards (new words)

worksheet

http://www.turtlediary.com/kids-stories/the-little-fish.html

cards

PPT

End

2 min

Revision: -learner are given by one picture from the story and asked to collect them on the board in the correct order.

Feedback:- learner will say their likes and dislikes about the lesson

Home task: teacher shows the samples of cards and learners have to make a card

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

Differentiation can be by task, by outcome, by individual support, by selection of teaching materials and resources taking into account individual abilities of learners (Theory of Multiple Intelligences by Gardner).

Differentiation can be used at any stage of the lesson keeping time management in mind

Use this section to record the methods you will use to assess what students have learned during the lesson

Health promoting techniques

Breaks and physical activities used.

Points from Safety rules used at this lesson.

Reflection

Were the lesson objectives/learning objectives realistic? Did all 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?

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 achievements/difficulties of individuals that will inform my next lesson?

Long-term plan unit: 2

School:

Date:

Teacher name:

CLASS: 2BC

Number present:

absent:

Theme of the lesson: School Days

Learning objectives(s) that this lesson is contributing to

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

2.S3 ask questions in basic exchanges about people, objects and classroom routines

Lesson objectives

Learners will be able to:

• recognise and write days of the week

• recognise and name common verbs

• listen and describe their days

Success criteria

Learners have met this learning objective 2.L.3, if they can indicate 5-7 words correctly

Value links

Labor and creativity

Cross curricular links

The world around us

ICT skills

Smart board

Previous learning

Around school

Plan

Planned timings

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

Resources

5 minutes

ORGANIZATIONAL MOMENT

Teacher: Good-morning boys and girls!

Children: Good-morning, teacher!

WARMING UP

Children sing a song “Days of the week”

PHONETIC DRILLS

The game "Forest echo". A little fox Bess is in a good mood: it is running to the school along the forest path, and playing with the cheerful forest echo. Together they enjoy the morning sun and the echo repeats after Bess:

Bess: Sunday.

Echo: Sunday, Sunday...

Bess: Monday.

Echo: Monday, Monday...

Bess: Tuesday.

Echo: Tuesday, Tuesday...

Bess: Wednesday.

Echo: Wednesday, Wednesday...

Bess: Thursday.

Echo: Thursday, Thursday...

Bess: Friday.

Echo: Friday, Friday...

Bess: Saturday.

Echo: Saturday, Saturday...

Teacher demonstrates how Bess plays with an echo with folded hands to his/her mouth. Teacher invites the children to be the forest echo and repeats every word several times.

Days of the week song http://www.youtube .com/watch?v=36n93jvjkDs

Middle

REVISION

Pupils name week days.

Teacher: Now I want to know how you remember the days of the week.

What day comes after Friday? (Saturday)

What day is between Tuesday and Thursday? (Wednesday)

What day comes before Wednesday? (Tuesday)

What day is between Sunday and Tuesday? (Monday)

What day comes after Thursday? (Friday)

What day comes before Friday? (Thursday)

What day comes before Monday? (Sunday)

RECITING

Sunday, Monday, Tuesday too.

Wednesday, Thursday just for you.

Friday, Saturday that's the end .

Now let's say those days again!

Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday!

LISTENING

Listening to children talking about on which day they do things at school. Learners draw lines to the correct day.

PHYSICAL TRAINING

Teacher:You are tired. Stand up and do some exercises with me!

Hands up! Clap! Clap! Clap!

Hands down! Shake! Shake! Shake!

Hands on hips! Jump! Jump! Jump!

Run! Go! Swim! Stand up!

PRESENTATION

Children present their time charts by telling their activities on this or that day of the week.

Ball

Worksheets

https://www.teachers. cambridgeesol. org/ts/exams/ younglearnersan dforschools/ylemovers/ listening

End

Well what did we do in our lesson?

• Evaluation of the lesson

Give the home task. Learn the spelling of week days

Children sing a Good bye song

https://www.youtube. com/watch?v= Xcws7UWWDEs

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

• More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support

• Through formative assessment

• Through observation of the stage of revision

• Health promoting techniques

• Breaks and physical activities used.

• Points from Safety rules used at this lesson.

• Use video 10 minutes

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 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?

Long-term plan unit: 2

School:

Date:

Teacher name:

CLASS: 2

Number present:

absent:

Theme of the lesson: School Days

Learning objectives(s) that this lesson is contributing to

2.L3 recognise with

support common names and names of places and the spoken form of a limited range of everyday and classroom words

2.L2 recognise with support a limited range of basic common personal questions spoken slowly and distinctly

Lesson objectives

Learners will be able to:

• recognise and write days of the week

• recognise and name common verbs

• listen and describe their days

Success criteria

Learners have met this learning objective 2.L.3, if they can indicate 5-7 words correctly

Value links

Labor and creativity

Cross curricular links

The world around us

ICT skills

Smart board

Previous learning

Around school

Plan

Planned timings

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

Resources

Beginning

ORGANIZATIONAL MOMENT

Teacher: Good-morning boys and girls!

Children: Good-morning, teacher!

Teacher: Let’s remember our poem “Hello”

It’s time to say “Hello”!

It’s time to say “Hello”!

It’s time to say “Hello”!

And start our lesson!

PHONETIC DRILLS

«Clap your hands if you hear the sound «th»: with, this, thank, drink, life, those, hundred, take, that, rather, right, three, without, throw, breathe.

[ei]: name, take, ten, may, like, cake, pet, lake, way can, play, bye, make, try.

WARMING UP

Teacher: Children sing a song “Days of the week”

Days of the week song http://www.youtube .com/watch?v=36n93jvjkDs

Middle

REVISION

Learners name and write days of the week.

. Now I want to know how you remember the days of the week. (Работа у доски, проверка знания написания слов).

What day comes after Friday? (Saturday)

What day is between Tuesday and Thursday? (Wednesday)

What day comes before Wednesday? (Tuesday)

What day is between Sunday and Tuesday? (Monday)

What day comes after Thursday? (Friday)

What day comes before Friday? (Thursday)

What day comes before Monday? (Sunday)

DEMONSTRATION

Teacher demonstrates simple verbs.

1. Sing an action song to demonstrate common verbs

2. Look at the photos of Jim and Jill how they do different things on different days of the week. Use the example and makeup the sentences about yourself.

I play football on Monday.

Dance Thursday

Read books Tuesday

Sing songs Friday

Visit my friends Saturday

Have porridge Sunday

Run in the park Wednesday

Ride a bike

ASSESSMENT

Learners listen and write the words of week days.

LISTENING

Learners recognize verbs and week days.

Teacher: When we want to say about our activities, that we do this or that thing and would like to tell about the day of the week as well, we use the preposition ON. I go to the gym on Tuesday. And in Russia we use «в понедельник, в пятницу», but in English we say ON Monday, on Sunday.

We are very busy each day of the week. I will tell you about the activities I do on different days. If you do the same, repeat after me. If you don't, keep silent. I have breakfast at 7 on Monday.

.

PHYSICAL TRAINING

Stand up, listen, look and mime.

Sunday, Monday

Clap, clap, clap.

Tuesday, Wednesday,

Step, step, step.

Thursday,

Hop.

Friday,

Stop.

Saturday,

Turn around, like a top.

Seven days are in a week.

Now, sit down or take a seat.

PRACTICE

Learners name simple verbs and week days.

1) Teacher: Now, work in pairs and tell your partner 3 things what you do on this and that day of the week. Your partner will tell us later about your activities. This table will help you to make your choice.

The teacher hands out «time charts» with marked abbreviations of week days, separately list of verbs.

2) Teacher: I know that you are very busy, you attend different hobby and sport clubs during the week. Now let's have a look at the activities we may do.

(Have an English class, meet friends, go to the sport center, visit grandparents, go for a walk, and come home late).

So, try to fill in the timetable with the activities you do each day of the week. It will help you not to forget about them.

Pupils put actions cards on the corresponding blank field in the schedule.

3) Now, I hope you've done that, Nick. I know you attend the hockey club. When do you go there?

Ball

Card for writing days

Action song

https://www.youtube. com/watch?v= caZwVE4Ij5I

PPT

Worksheets

End

Well what did we do in our lesson?

• Evaluation of the lesson

Give the home task Learn the spelling of week days

Children sing a Good bye song