Long-term plan unit:

Traditions and customs

School:

Date:

Teacher name:

Grade: 2

Number present:

absent:

Theme of the lesson: Home cooking

Learning objectives(s)

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:

-identify at least 1 word from the list of food vocabulary

-write 1 salad’s ingredient

-match 1 food cards with the right basket

Most learners will be able to:

- identify at least 2 words from the list of food vocabulary

-name a salad and 3 salad’s ingredients

- match a half of food cards with the right basket

Some learners will be able to:

- identify 2 and more words from the list of food vocabulary

• name ingredients and describe them

-match all food cards with the right basket

Success criteria

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

read all the words and match all food cards with the right basket

Value links

Respect, Cooperation

Cross curricular links

Diet

ICT skills

PPT, video

Previous learning

Students learned the words for holidays

Plan

Time

Planned activities

Resources

Beginning

10 m

Greeting, Warm Up

Greet the learners.

• "Hello! Hello! Hello to you!"

• I am well and you?“

• I’m well too. Thank you.

Brainstorming

Learners guesses theme of lesson. Home cooking.

Learners will:

• read and spell out words for others

• understand a range of short basic supported classroom instructions

• use a limited range of basic words, phrases and short sentences to describe objects, activities and classroom routines

PPT

Slide 1,2

PPT

Slide 4

Middle

25 m

Group work

“Three baskets”

Learners divide food into three baskets.Fruits,vegetables, food.

Speaking

Learners speak about their food in their baskets. Teacher names them example

There is one banana in our basket
There are five carrots in our basket

Let’s have rest

Learners sing song and repeat words

Differentiation by support: Less able learners work with teachers` assistance.

Writing “Make your salad”

Teacher give them hand-out

Learners make your salad.

Assessment Criteria

• Imagine the name of your salad

• Name ingredients of your salad (there is/there are)

• Describe your salad (tasty, good, sweet)

PPT

Slide 5

Hand-out 1

Food

PPT

Slide 5

https://www.youtube.com/watch?v=ddDN30evKPc

Hand-out

“My salad”

PPT

Slide 8,9

End

5 m

Closing Reflection/Self-Assessment & Goodbye

Students choose smile “How do you work on the lesson?”

PPT

Slide 10

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 vocabulary activities.

More-able learners:

Encourage very strong students to model answers

Students will be assessed through the controlled practice activity

• 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?