Long-term plan Unit 2: My family and friends

School:

Date: 19.10.2018

Teacher name:

Grade: 2

Number present:

absent:

Theme of the lesson:

People I know

Learning objectives(s)

2.UE10 use this is to make short statements and ask questions

2.S3 pronounce basic words and expressions intelligibly

2.L1 recognise short basic instructions for a limited range of classroom routines spoken slowly and distinctly

Lesson objectives

All learners will be able to:

• use basic structures e.g. This is to describe families,things

Most learners will be able to:

• make a dialogue and make sentences

Some learners will be able to

• say all expressions correctly

• The students themselves must guess the words.

Success criteria

Learners have met this learning objective if they can:

• Learners can use structure this is correctly

• Learners can use pictures in storyline

• Learners can say describe by using phrases

Value links

Value сare instilled through the tasks on work in pairs and usage of structure tasks

Cross curricular links

Primary Science

ICT skills

PPT, The use of whiteboard, Video

Previous learning

1. Learners created their own plane and practiced some words like family,house, ball,car,teeth

Plan

Planned timings

Planned activities

Resources

Beginning

10 mins

Learners are introduced LO. 1. Warm up.Greeting — Good morning, children! — How are you? — I’m fine, thank you! — Sit down, please.

Teacher checks home task. Repetition of vocabulary beyond the Circle of Joy section

1. Warm up

group division

Listening and Speaking: Let’s start our lesson. Teacher will repeat the structure: Is this your mummy?this is my mummy

Pictures

Dice

Middle

25mins

the teacher distributes the word sheets with pictures then they should match the words

Ss work in pairs (ask questions)

Then Ss make short summary of the story in their copy – books; T help and support the Ss work;

Ss do the tasks (ICT)

worksheet

bilimland.kz

End

5 mins

Learners give feedback to each other. This might be done in oral form.

Teacher gives feedback for students’ What has been learned

• What remained unclear

• What is necessary to work on

answers and gives home task to learn new 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?

Checking the task

Feedback on the work

Health and safety check
ICT links
PPT, Video

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

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