My clothes and things

Cheched: I.Zhauynbaeva

Long-term plan unit:

Unit 1: All about me

School:Sh.Bersiev

Date:14.09ю2020

Teacher name: Arailym

Grade: 2

Number present:

absent:

Theme of the lesson:

My clothes and things (These ….are)

Learning objectives(s)

2.UE3 use basic adjectives to describe people and things

2.W5 copy letters and familiar high frequency words

Lesson objectives

• learn to describe clothes by using their colors.

• to learn to ask for and give descriptions of things using adjectives of color

• What are you wearing today?

• I’m wearing a yellow T-shirt.

Plan

Planned timings

Planned activities

Resources

Beginning

3 mins

1. Warm up.Greeting

— Hello, children!

— How are you?

— I’m fine, thank you!

• Sit down, please.

What colour is it?

Middle

5 mins

10 mins

13 mins

Listening and Speaking: Let’s start our lesson.

Teacher will repeat the structure

What are you wearing today? Learner will continue to practice and repeat

Vocabulary bank: learners look at the vocabulary bank and try to remember the clothes spelling:

• choose only 5 words: dress, skirt, blouse, cardigan, sweater

Writing: Learner will be given clothes handouts to practice writing clothes spelling according to vocabulary bank

Bl_ _ se

C _ _ t

Dr _ s _

H _ t

J_ ck _ t

Picture

End

2 mins

Learners give feedback to each other. 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

h/t to learn new words by heart: dress, skirt, blouse, cardigan, sweater

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, 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

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: