| Long-term plan Unit 2: My school | School:U.Gagarin |
Date:
| Teacher name: Nurhanova N |
| Grade: 2 | Number present: | absent: |
| Theme of the lesson: | Class photos |
| Learning objectives(s) | 2. UE7use personal subject and object pronouns to give basic personal information2.S4 respond to basic supported questions about people, objects
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| Lesson objectives | All learners will be able to:practice with teacher’s supportusespoken form of a limited range of everyday and classroom wordsMost learners will be able to:-practice with little teacher’s supportSome learners will be able to-practice without teacher’s support |
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| Success criteria | Leaners will practise and revise most topics from Unit 2Learners can answer the question Learners can use prepositions and some new words |
| Value links | Values are instilled through the tasks on work in pairs and name the school objects |
| Cross curricular links | Humanities |
| ICT skills | PPT, Video, Worksheets |
| Previous learning | School activities |
| Plan |
| Planned timings | Planned activities
| Resources |
Beginning
5 mins
| Learners are introduced LO.1.Warm upTeacher gathers the learners in a circle and checks home task; (days of the week)
Teacher revises school days/days of the week with PPT
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PPT days of the week |
Middle
15 mins
10 mins
5 mins
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Teacher introduce new topic: What are you doing ? questions and answers
Learners practice construction: What are you doing? I’m ......ing
What is he doing? he is.......ingWhat is she doing? She is....ingWhat are they doing? The are .....ing
Physical Training. Learners will practice ‘on, in, under, by’Learners will practice ‘in front of, behind, between’
Practice: Learners practice how to write the present cont forms (copies attached)
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what are they doing 1 and 2
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| End5 min | Learners give feedback to each other. This might be done in oral form.Learners reflect on their learning:What has been learnedWhat remained unclearWhat is necessary to work on |
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| 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, phrasesChallenges for moreable students: Encouraged to do more writing; assist weaker students. | Assessment – how are you planning to check learners’ learning?Checking the taskFeedback on the work | Health and safety checkICT linksPPT, 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 techniquesBreaks 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. |
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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?
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ҚР Білім және Ғылым министірлігінің стандартымен жасалған
21 Желтоқсан 2018
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