English lesson_Grade_2_ Home cooking

Long-term plan unit: 2

School: NIS Kokshetau

Date:

Teachers’ names: Kim L.I.

CLASS: 2

Number present:

Absent:

Theme of the lesson: Story time “The very hungry caterpillar”

Learning objectives(s) that this lesson is contributing to

1.S1 make basic personal statements and simple statements about objects

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

Lesson objectives

Students will:

• Sequence the days of the week, numbers and food words in the story

• Name the objects, numbers and days of the week in English

Language objective

Learners will be able to:

• listen to the story (The very hungry caterpillar) which will be read aloud and listen attentively and recognize when it is appropriate for them to speak

• follow along the story through the illustrations in the book

• repeat and recall new English words after the teacher

• write days of the week

Success criteria

Learners have met this learning objective 2.R.3, if they can identify and match 80-100% familiar sight words

Value links

Education throughout life

Previous learning

Learners were introduced to new vocabulary for household items in their English subject area class.

Cross-Curricular Link

Learners can apply sequencing in math as well as in their Russian and Kazakh classes.

Use of ICT

E-book: The very hungry caterpillar by Eric Carle

Pastoral Care

Facilitating learning and development through teaching and guidance

Health and Safety

Learners will be safely arranged and seated in front of the monitor away from electrical outlets and cables.

Plan

Planned timings

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

Resources

Beginning

Middle

Starter:

Prior Knowledge-

• Ask learners what they eat during the week.

• Encourage them to describe their food.

Main:

Introduce the Book-

• Show learners the cover of the story and introduce the title, the author and the illustrator.

• Ask learners if they think the book is real/non-fiction or pretend/fiction.

Picture Walk-

• Take the learners on a picture walk through the book.

• Challenge the learners to look carefully at the pictures.

• Point out to learners that on each page a new food and week word. Say the English names of each item and have students repeat

• Stop at the page where the caterpillar became a butterfly.

Read-Aloud-

• Read the story using story props (the caterpillar, week days, food pictures) to tell the story.

• Have the children sit in a circle and give each child a prop to hold.

• Direct each learner with a prop to bring his prop to the middle of the circle at the appropriate time.

• Make Predictions- Have learners make predictions about what they think will happen to the caterpillar.

Assessment-

• Pupils will answer the questions in worksheets to show their understanding of the story

• Learners will color and cut out food pictures from the story and glue them on the pictures of week days in sequential order as they occur in the story.

Plenary

• Together, in a choral response, learners will name the days of the week and food words of the story in sequential order.

.

Internet: e-book- The very hungry caterpillar by Eric Carle

• Glue

• scissors

• Worksheets

• colors

Story The very hungry caterpillar

https://www.youtube.com/watch?v=EUq8dQAh3ck

worksheet

https://www.google.ru/search?q=The+very+hungry+caterpillar+worksheets

Additional information

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

Formative Assessment – how are you planning to check students’ learning?

• Questions were formulated at all levels according to Bloom’s Taxonomy levels

Support:

• Questions that do not have right or wrong answers

Challenging:

• Evaluative questions which promote further discussion.

Application questions that allow students to relate the topic to their own lives and experiences.

Learners will cut out the pictures of food from The very hungry caterpillar and glue them on the days of the week in sequential order.

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?

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?