| Long-term plan Unit 3: My family and friends | School: U.Gagrin |
| Date: | Teacher name:Nurhanova N |
| Grade: 2 | Number present: | absent: |
| Theme of the lesson: | Friends’ names |
| Learning objectives(s) | 2.W2 form lower and upper case letters of regular size and shape2.R1 recognise, sound and name the letters of the alphabet2.L3 recognise with support common names and names of places and the spoken form of a limited range of everyday and classroom words
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| Lesson objectives | All learners will be able to:Write their names correctlyWrite 40% of the friends’ names correctlyMost learners will be able to:-name their classmates and write 60 % of their friends’ names correctly
Some learners will be able to-say and write all the names correctly
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| Success criteria | Leaners ask question What is your name?answer itLearners can form lower and upper case lettersLearners can write names |
| Value links | Valuesare instilled through the tasks on work in pairs and name the classmates with respect |
| Cross curricular links | Humanities |
| ICT skills | PPT, Video, The use of whiteboard |
| Previous learning | Term 1 topics |
| Plan |
| Planned timings | Planned activities
| Resources |
Beginning
5mins
| Learners are introduced LO.1.Warm upRevision of the ABCLearners revise the alphabet singing the song “ABC”
Revision Question GameLearners make a circle and ask right-hand partner the question, he/she answers it and asks her/his right-hand partner and so on.-What is your name? -Look at the picture. What do you see?Today we’ll talk about names and friends. |
PPT (1) |
Middle
13mins
20mins
| 2.Presentation
[W] Learners all write their own names in large letters on a card. Learners in rows then turn and back-write their name [write with finger on another learner’s back]. Learners turn the other way and repeat process. Learners then look at each other’s names and find common letters.Provide learners with card. Back-writing is a sensory way to communicate through letter shapes. Make sure that learners are writing from left to right.
[W] Teacher asks a group of three or four learners to come to front of class withname cards. Teacher asks class to sound letters which are the same in names.
Friends’ Names GameTeacher creates wordsearch game individually for the group(type the names of your students and ‘create’, print out the version).-Find your groupmates’ names.
3. Ph. TrainingLearners listen to the teacher and circle the words with the same sounds(teachers may choose the worksheet, the task depends on the time)
4. Production Learners go through the PPT and repeat the namesafter the teacher. Learners have to write the names of the boys and girls. They copy the letters.
5. Practice Teacher tells the names. Learners write the names in their copy-books into 2 columns: boys,girls: Tom, Tim, Dimash, Emily, Symbat and so on. |
Cards, markers
Worksheet 1
Worksheet 2
PPT(2-5)
Worksheet 3
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| End2mins | 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
550
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