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Толығырақ
16 Желтоқсан 2017
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5 рет жүктелгенТегін турнир Мұғалімдер мен Тәрбиешілерге
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Content
Long term plan 3
Medium term plan 7 Unit 1. All about me 7
Unit
2. My
family
and
friends 16 Unit
3. My
school 29 Unit 4. The
world
around us
38 Unit 5.
Health and
body
46 Unit 6.
Tradition
and customs 56 Unit 7. The
natural
environment 61 Unit 8.
Travel
68
Suggested
vocabulary
list
78 Short term
plan (Lesson plan) 83
Long term plan
Subject: English Grade 2
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Term 1 |
Term 2 |
Term 3 |
Term 4 |
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1 All about me |
3 My school |
5 Health and body |
7 The natural environment |
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Hello again I can... My clothes and things |
Counting and Measuring Around school School days Class Photos |
Our body Let’s measure Hats and Bats Reading Time |
The weather Changing seasons What can animals do? Sea Adventures |
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2 My family and friends |
4 The world around us |
6 Traditions and customs |
8 Travel |
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Friends’ names Helping hands People I know |
Different Places Reading Signs Where’s it from? Days Out |
Special Days Home cooking What’s it for? |
A to B Types of vehicles My plane Bike Story Altogether Now |
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Term 1 |
Term 2 |
Term 3 |
Term 4 |
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Listening: |
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● In Term 1, learners develop their discrete listening skills through listening to words being spelt out and through following instructions in participating in number and other games. ● Broader listening skills are developed through listening to and singing along with nursery |
● Listening in Term 2 requires learners to employ a wider range of listening skills in a variety of classroom contexts. ● As well as following instructional language and supported stories, learners are asked to listen to teacher presentations, video |
● Listening in Term 3 involves learners in the full range of listening learning objectives, from listening to recognise individual phonemes to listening to detailed descriptions of buildings and animals. ● Learners are engaged in a wide range of listening |
● Listening in Term 4 involves learners in the full range of intensive and more extensive listening learning objectives. ● Learners listen to identify sounds, to identify words in songs and questions, and to follow stories and factual |
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rhymes and following picture story narratives. |
explanations of how things work, and quiz situations. ● Skills learners practice include identifying focus or questions and listening for specific information. |
activities: following instructions for experiments, following video narratives, identifying structures from descriptions and identifying from context where speakers must be. |
presentations. ● Active listening is also heavily involved in all aspects of the production of this Term’s final puppet show. |
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Speaking |
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● Speaking skills are developed in Term 1 through activities such as pronouncing words and phrases correctly in response to picture and other prompts. ● There is also a focus on forming and answering questions using picture scene cards. |
● Speaking in Term 2 involves learners in a range of different types of interactional exchange: asking informational questions, giving short answers, and reporting experiment results. ● Learners also practise giving answers to time and number problems, giving personal information, and responding to auditory prompts. |
● Speaking in Term 3 involves learners in a wide range of activity types, such as giving directions for others to follow, answering questions, solving puzzles, and classification, identification and reporting activities. ● The focus is on achieving learning objectives in the context of school-based rather than interpersonal speaking tasks. |
● Speaking in Term 4 involves learners in a range of activities such as problem solving, expressing likes and dislikes and giving short responses. ● There is wide integration of speaking with other skills in this term and coverage of the majority of learning objectives. |
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Reading |
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● Reading skills in Term 1 start to be developed in much wider and more varied ways than in the work in Grades 1 and 2. ● Learners are involved in diagram completion, sentence matching, picture dictionary work, rhyme matching and |
● The level of reading challenge in Term 2 continues to grow as learners are engaged in activities such as reading short factual texts relating to diagrams, reading instructions on how to do experiments, and reading to remember facts when |
● Reading in Term 3 relates to a wide range of reading sources: signs, informational texts, texts with diagrams and graphics, and a wide variety of school-based reading tasks: labelling, matching, answering comprehension questions, reading definitions, and |
● Reading in Term 4 relates to both comprehension of short factual texts, and to reading in combination with other types of input for the completion of curricular tasks. ● Learners use reading skills to complete matching, ordering, |
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reading written comprehension questions over the two units of work. ● Learners will be introduced with the basic principles of reading in order to form reading literacy. |
texts are removed. ● Learners develop skills such as reading for specific information, using contextual clues, and reading for main points. |
researching. ● The wide range of learning objectives covered in this Term is supported by the range of text types and reading outcomes. |
identification, and comprehension tasks. |
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Writing |
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● Writing tasks in Term 1 require learners to focus on a range of learning objectives and produce a range of short written text outcomes. ● These include writing words in questions and spelling games, and writing sentences in texts such as posters, rules for display and postcards. ● It is important to teach learners written English language and monitor learners accuracy and speed. Use ready particular English samples of the written alphabet. |
● Writing in Term 2 provides learners with a range of activities that are integrated with other skills work. ● Learners work mainly at the sentence level, focusing on a range of spelling, punctuation and accuracy objectives. |
● Writing in Term 3 is again mainly integrated with other skills work. ● Learners write sentences or complete phrases in response to different aural or visual stimuli, focusing on communicating simple ideas and short responses in writing. |
● There is more extensive and creative focus on writing in Term 4 as learners take part in a wide range of activities involving written outcomes. ● Additional writing learning objectives are covered in display work, quizzes, labelling, dictation and creative writing using games. |
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Use of English |
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● In Term 1 learners consolidate and revise key areas of grammar explored in Grade 2: the use of |
● In Term 2 learners focus on a wider range of learning objectives and the use of a |
● Use of English work in Term 3 focuses on a wide range of learning objectives focused on |
● A wide range of Use of English objectives are covered in Term 4 as befits the varied types |
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the present continuous form to talk about what is happening now, and the use of present simple forms in talking about routines. ● Further focuses include the use of imperative forms, the use of simple adjectives, basic prepositions, and cardinal numbers 1 – 50. ● Teachers and learners must be aware of the certain number of new vocabulary and new grammar structures for each unit and for the whole academic year. |
wider range of structures than in Term 1. ● Focuses include ‘can’ to talk about ability, use of short forms in short answers, prepositional phrases to talk about different aspects of time, using a wider range of adjectives to describe objects, and use of simple present to describe both facts and routines. |
the noun phrase, as there is a lot of new vocabulary introduced in each unit of this Term. Therefore, there is a focus on nouns, determiners and interrogative and demonstratives uses with nouns as well as adjectives that qualify nouns. ● The Term’s work also includes focuses on prepositional phrases of position, and the ‘has got’ and ‘there is’ structures. |
of activity that learners are engaged in across the two units of work. Learners focus on sentences involving the use of different types of pronoun: subject, object, demonstrative and interrogative. ● There are focuses on ‘has got’, short answer forms, and the structure and use of the simple present form. Activities around inventions and explorers involve use of present forms. |
Notes: A unit is a body of lessons which covers a defined topic. W = whole class
G = group work P = pair work
I = individual work
E = learner experiment
D = teacher demonstration
f = supports formative assessment
6
Medium term plans
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English Primary Grade 2 |
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Unit 1. All about me |
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Recommended prior knowledge |
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Learners will need to be familiar with/reminded of simple ways of greeting and introducing themselves/others / personal pronouns/ common lexical verbs / simple determiners / plural ‘s’ and possessive adjectives. |
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Context |
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The aim of this unit is largely to re-engage learners with listening to and speaking English and to remind them of what they can already do and say in English. The notion of talking about and exploring abilities in English is a new area of language for learners Some new vocabulary is introduced relating to the context of greetings at different times of the day and the context of talking about clothes and accessories. The cross-curricular focus in this unit is different customs [greetings] in different countries. |
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Outline |
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This unit involves learners in activities based around short greeting and introduction exchanges which will reacquaint learners with the English they learned in Grade 1. Similarly, the activities which relate to learning how to talk about abilities will give learners an opportunity to remind themselves of what they can already do in English and through the new context of talking about clothes and accessories Teacher can revisit many of the language structures introduced in Grade 1. For learners’ safety teachers should pay attention while planning lessons to Disaster Risk Reduction and prepare some lessons or activities using the sites or Safety Instruction rules; http://oureverydaylife.com/clothing-safety-toddlers-4374.html This unit is recommended to be covered in ~8 academic hours and start with a one-hour introductory lesson. (~ - approximately) |
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Key learning objectives (Familiarise yourself with all of the learning objectives and decide which to work towards depending on your learners. Suggestions are given below.) 2.L1 understand a range of short basic supported classroom instructions 2.L2 recognise with considerable support an increasing range of common personal questions 2.L3 understand the main points of short, slow and carefully articulated talk on routine and familiar topics features such as colour and number 2.S1 make basic statements related to personal information, people and objects on familiar topics and classroom routines 2.S2 ask questions in order to satisfy basic needs and find information on familiar topics and classroom routines |
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2.S4 respond to basic supported questions giving personal and factual information
2.S6 use short answers appropriately in short, basic exchanges and take turns when speaking with others in a limited range of short, basic exchanges
2.S8 give simple instructions for others to follow
2.R2 identify, remember and sound out high-frequency sound and letter patterns
2.R3 read and follow with considerable support simple, words, phrases and sentences on familiar topics 2.W5 write letters and familiar high frequency words when read aloud or spelt out for learners
2.W6 use with support upper and lower case letters accurately when writing familiar high frequency words
2.UE1 use
singular nouns,
plural
nouns –
including some common
irregular
plural
forms
in giving simple
descriptions 2.UE3 use common adjectives in
descriptions
and to
talk about simple
feelings
2.UE13 use can to talk about ability and to make requests and offers; use can / can’t to talk about permission
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Learning objectives |
Suggested teaching activities |
Teaching notes |
Learning resources |
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2.L2 recognise with considerable support an increasing range of common personal questions
2.S6 use short answers appropriately in short, basic exchanges and take turns when speaking with others in a limited range of short, basic exchanges
2.L3 understand the main points of short, slow and carefully articulated talk on routine and familiar topics features such as colour and number |
Hello Again Introductory lessons (1 or 2 hours optional) Pre-learning (G) 6 – 8 learners come to the front of the class facing the board. Teacher touches shoulders randomly and learners should turn round and respond correctly to teacher’s greeting. Teacher invites another group and repeats greetings again.
(G] Teacher models a circle activity with a ball. A ball |
Teacher has / prepares a list of greeting prompts : Hi, I’m Tom. Hello, Kim, this is Ben. See you soon! Are you OK? Bye! Nice to meet you, Kim! How are you, Ben. Hi Tim, how old are you? etc.
Step into the circles yourself to provide further support if necessary. Hello-Hi, What is |
Useful worksheets relating to this topic. http://www.eslprintables.com/vo cabulary_worksheets/greetings/g reetings_and_farewells/
Hello song http://www.youtube.com/watch? v=hqx2phxn_cM |
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2.R2 identify, remember and sound out high-frequency sound and letter patterns
2.R3 read and follow with considerable support simple, words, phrases and sentences on familiar topics
2.S6 use short answers appropriately in short, basic exchanges and take turns when speaking with others in a limited range of short, basic exchanges |
thrower makes greeting /introduction/color/number to a ball catcher. The ball catcher responds appropriately and then becomes a ball thrower.
Activity 2 (G) As above but teacher models introduction /plus a detail: Hi Kim. This is Sam [He’s seven / He’s my friend etc.] Again a ball-catcher responds appropriately and then becomes a ball thrower. (P) Teacher divides learners into pairs (more able learner with a learner who needs help.) learners will practice their speaking skills based on the dialogue. My name is _______.What is his (her) name? His name is ____. I am ___ years old. How old is he (she)? He(she) is __ Activity 3 (D) Teacher shows and models |
your name?- My name is___. What color is your book?- It is ______. How old are you?- I am ____.
Learners should sight-read these words, do not break them down or sound them out.
Come up with plenty of prompts that encourage learners to think before they speak.
The words used in this task should be treated as sight-words that the display element here will help learners to commit to |
www.learningchocolate.com
http://www.anglomaniacy.pl/exp ressions-4-greetings-lesson.htm |
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2.W5 write letters and familiar high frequency words when read aloud or spelt out for learners
2.W6 use with support upper and lower case letters accurately when writing familiar high frequency words |
words: morning, afternoon, evening, night (P) Completing a clock visual with different images and greetings for different times of the day
Activity 4 (W) Teacher divides the class into four teams and reads out simple prompts about times of the day. e.g. Time for bed English on Friday Time to go home See you later etc. The first team to shout out correct greeting/farewell wins a point.
Activity 5 (P) Each pair of learners is given an image of a different form of greeting around the world and performs the greeting in English for the class.
Activity 6 (G) Learners are put into groups of three and asked to practice |
memory.
This task blends familiarity with other cultures and speaking English at the same time. The gesture element should make the language element more memorable. Use different greeting customs from around the world whilst exchanging greetings in English. The images from the previous task can be recycled in this |
http://www.ehow.com/how_834 5711_teach-children-write-name-themselves.html |
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and then perform to class greeting exchanges. Ask learners to perform the exchange in one of the greeting styles from different countries [above]. (I)(f) After performing exchanges learners stick ‘greeting’ phrases on collage. All learners stand and only may sit down when they have read and said aloud two phrases teacher points to in collage.
Plenary Write all the letters of the alphabet on one long strip of paper. Give one to each child. Ask children to find and circle all of the letters in their names on the alphabet sheet. Children may be able to find all the letters they recognize from their names but still struggle to put them in order. Walk around to visit each child. One at a time, ask children to point at each letter in their name in order. Correct children if necessary. Give each child a piece of lined paper. At the top of the page, write his name in dotted lines. |
display.
Teaching a child to write their name is the first step in literacy for a young child. It should be an enjoyable experience for you and the child. |
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Children must first trace their names once, and then rewrite their names on their own on the plain dotted lines. |
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2.UE13 use can to talk about ability and to make requests and offers; use can / can’t to talk about permission
2.S4 respond to basic supported questions giving personal and factual information
2.L2 recognise with considerable support an increasing range of common personal questions
2.S2 ask questions in order to satisfy basic needs and find information on familiar topics and classroom routines
2.S4 respond to basic supported questions giving personal and |
I can … Activity 1 (D) Teacher models use and meaning of can / can’t to talk about ability through video presentation and demonstration with learners at front of class.
Activity 2 (W]) Use slides /flashcards and ask Can questions to elicit answers about different abilities Yes she/ they can No they can’t etc.
Activity 3 (G) Call different groups of learners to the front of the class and give them different Can you do this? challenges (according to their interests) Activity 4 (P, W) Give learners worksheets with images of different abilities [common verbs - ride a bike, |
Use a video presentation, flashcards or slide presentation that recycles action verbs vocabulary from Grade 1. Keep the pace lively by scattering questions around the class and recycling images/questions with different learners.
Make a list of challenges learners will find fun to try to do: crossing eyes, raising one eyebrow, separating fingers, hopping on one leg five times etc. Model question and answer sequences with one or two learners before the activity starts. |
https://www.youtube.com/watch ?v=4c6FyuetSVo
www.eslvideo.com/esl_video_q uiz_beginning.php?id=11796
www.slideshare.net/yojelen/can cant Action verbs www.kidsgoflash.com
Useful worksheets / images for this can be found at http://en.islcollective.com/works heets/worksheet_page?id=12848
Primary Colours [Hicks and |
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2.L1 understand a range of short basic supported classroom instructions
2.S8 give simple instructions for others to follow
2.S4 respond to basic supported questions giving personal and factual information |
swim write name etc.] Learners should tick what they can do and put a cross against what they cannot. Learners ask each other in pairs about what they can do e.g. Can you swim?
Activity 5 Teacher then asks questions around the class about what learners’ partners can do e.g. Marat, can Samia ride a bike?
Activity 6 Learners take turns to ask their partners if they can say what the image requires them to. Can you write? Can you read? Can you sing? Can you fly? Can you swim? Can you jump? Can you say 1-10 in English? Can you say three colours? Plenary (W)(f) Play a game. Name an |
Vary questions by asking confirming questions e.g. Is that true, Samia? Can you ride a bike?
Prepare worksheets that include a variety of objects to talk about: e.g. four boxes one coloured red other three plain with question mark in.
If students find it difficult to understand some action verbs, model them |
Little John CUP 2002] 3A 3B http://www.eslkidslab.com/flash cards/set2/actionflashcards/inde x.html
Possible checklist for adaptation http://esllfpilot.pbworks.com/f/E SLChecklistLevel1Entering.pdf Primary Colours [Hicks and Littlejohn CUP 2002] |
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action using can patterns, such as "Can you...?" "Yes, I can" "No, I can't". The actions are fun: jump, dance, run quickly, touch your toes, cross your eyes, snap your fingers, whistle, sing, etc. E.g. "Can you cross your eyes?". If the student replies "Yes, I can" then say "Ok, go!" and the student does the action. If the student says "No, I can't" say "Not good. Ok, can you (jump)?" |
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2.UE1 use singular nouns, plural nouns – including some common irregular plural forms in giving simple descriptions
2.S1 make basic statements related to personal information, people and objects on familiar topics and classroom routines |
My clothes and things Activity 1 (D) Teacher demonstrates clothing words which are used in plural form: jeans, pajamas, shorts, trousers glasses and verb form are and the demonstrative These.
Activity 2 (W) Teacher uses flashcards of clothing to elicit singular /plural contrasts above. Images should |
Highlight for learners the plural sound at the end of the word.
You may want to introduce some comment words like: cool fab wow great to add emotions to students’ commentary. Ensure that you have enough |
http://www.esolhelp.com/picture -dictionary-clothing.html A good variety of different types of flashcards for clothes can be found at http://www.eslkids.com/flashcar ds/clothes.html
Good resource for colouring |
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2.L1 understand a range of short basic supported classroom instructions
2.UE3 use common adjectives in descriptions and to talk about simple feelings
2.L1 understand a range of short basic supported classroom instructions |
be characterised by clear details: clean / dirty / old / new / big / small e.g. These trousers are dirty. Activity 3 (W) Teacher asks four or five learners to come to the front of the class and dress up using items in a bag of old clothes, hats, belts etc. Learners then take turns to fashion parade and other learners using an imaginary microphone describe what they are wearing.
Activity 4 (I)(f) Give learners a clown outline to complete and colour. Listening, completing, and colouring the image of a clown according to teacher instructions.
Activity 5 (P) Completing a worksheet matching items of clothing / accessories to people and saying whose something is e.g. This is his coat / These are |
items for each team to have one e.g. belts, shoes etc.
Ensure that you repeat key instructions e.g. Todo’s got a red nose ...so colour his nose red.
Base worksheet around easily identifiable characters from TV and local environment e.g. police, doctors, nurses, football players, firefighters, builders, ballerinas etc. [remember there is no need to introduce the names of these types for this task]. Find images where the wrong item is obvious. If learners are still finding using the structure difficult think about drilling with whole glass after the target language has been elicited. |
images www.coloringpages101.com
Similar idea found here http://www.eslprintables.com/vo cabulary_worksheets/clothes/typ es_of_shoes/Whose_shoes_are_t hese_Rul_501063/
Primary Colours [ Hicks and Littlejohn CUP 2002] 6C |
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her shoes.
Plenary (G) Divide class into teams and nominate 1 learner from each team to come to the front of the class for each round. Take a bag of clothes used before and give a ‘dressing challenge each round for learners to complete. e.g. Use one hand. Put a glove between your teeth. Put your hand in the glove. Put the belt on Use one hand. |
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English Primary Grade 2 |
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Unit 2. My family and friends |
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Recommended prior knowledge |
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Learners need to be familiar with common consonant sounds and five vowel sounds and most common sound pictures [letters], vocabulary for body parts and structures can/can’t to talk about ability and like +ing activities e.g. likes dancing. |
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Context |
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The aims of the literacy work in the unit are to reinforce work done previously on reading and sounding CVC words and to introduce the first 8 letters [letter names] of the alphabet ] and the idea of alphabetical order. Learners work on this in the context of learning the names of jobs. The listening and speaking work relates to the idea of making, accepting and declining requests and describing friends’ looks, likes and abilities. The cross-curricular elements in this unit relate to learning about script and using an alphabet code. |
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Outline |
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Learners are involved in sound / sound picture blending, segmenting and manipulation tasks relating to CVC names and words. Learners |
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This unit is recommended to be covered in ~8 academic hours. |
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Key learning objectives (Familiarise yourself with all of the learning objectives and decide which to work towards depending on your learners. Suggestions are given below.) 2.L1 understand a range of short basic supported classroom instructions 2.L3 understand the main points of short, slow and carefully articulated talk on routine and familiar topics features such as colour and number 2.S1 make basic statements related to personal information, people and objects on familiar topics and classroom routines 2.S3 use a limited range of basic words, phrases and short sentences to describe objects, activities and classroom routines 2.S5 begin to articulate clearly the difference between various sounds 2.S6 use short answers appropriately in short, basic exchanges and take turns when speaking with others in a limited range of short, basic exchanges 2.R1 read and spell out words for others 2.R3 read and follow with considerable support simple, words, phrases and sentences on familiar topics 2.W1 write with support short responses at phrase level to questions and other prompts 2.W2 write letters and familiar high frequency words when read aloud or spelt 2.UE3 use common adjectives in descriptions and to talk about simple feelings 2.UE6 use demonstrative pronouns this, these, that, those to make and respond to requests for information 2.UE13 use can to talk about ability and to make requests and offers; use can / can’t to talk about permission |
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Suggested teaching activities |
Teaching notes |
Learning resources |
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2.R1 read and spell out words for others
2.L3 understand the main points of short, slow and carefully articulated talk on routine and familiar topics features such as colour and number 2.R1 read and spell out words for others
2.R3 read and follow with considerable support simple, words, phrases and sentences on familiar topics
2.R1 read and spell out words for others
2.W2 write letters and familiar high frequency words when read aloud or spelt |
Friends’ Names Pre - learning (W) Teacher asks a group of three or four learners to come to front of class with name cards. Teacher asks class to sound letters which are the same in names. (W) Learners read the sentences and name the missing CVC word in each sentence. Teacher can show pictures. A __ __ __ says meow. I __ __ __ on my chair. You hit a ball with a __ __ __etc. Can you think of any other words like these?
Activity 1 (P) Listening to English CVC names being sounded out and finding them in a word search. (I) Listening and completing different characters’ names CVC that are sounded out. e.g. Her name’s Pat. P - A - T |
Provide learners with name cards.
Create a simple word search with around 12 simple CVC names e.g. Bek Pat Kim Sam etc. and sound these names out.
Create a simple worksheet with images of each character numbered.
Use a large scene card projected to the board so that in feedback you can point to characters and ask: “Who is this?’ To make this activity work, it is important that the third learner does nothing to identify himself/herself to first learner. Be consistent about learners using letter sounds rather than letter names in this activity. |
http://kidspressmagazine.com/gr ade/grade-2 A free word search creation tool www.edcreate.com/wordsearc h
Further simple rhyming worksheets can be found at http://havefunteaching.com/wor ksheets/english-worksheets/rhyming-worksheets/ |
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[sounded] (I) Listening to descriptions / reading names to match to descriptions e.g. The boy with the bike. That’s Bek B – E – K. [sounded] (P) Unjumbling CVC words that rhyme with names and matching them to an image. e.g. That’s Pat’s a-t-c Activity 2 (G) Back-writing other learner’s names. Blindfold one learner, make one learner the back-writer and rotate third learners around group. The third learner back-writes name on the second learner. The second learner copies/back-writes for first and first learner says who third learner is. (W) Use flashcards of most frequent consonant letters [lower case] and five vowels (use only lower case) and get learners around the room to sound letters when shown. |
To make this activity more physically interactive you can place/stick letters on board/walls and teacher’s desk. Select three or four learners and give them instructions e.g. Stand under k [sound] touch b etc. Then say ‘Everybody b’.
Use class realia, flashcards and images around the room to provide the contextual input for this task. |
Simple font print outs can be found at
simple jumbled word games and letter flashcards can be found at: |
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Plenary (P)(f) Give learners a worksheet with strings of four letters [2 consonants and 2 vowels]. Explain three of the letters unjumbled will make the word they are looking for each time. Go to learners in room and say e.g. This is Karen’s ____. [holds up bag]. On their worksheets learners should unjumble e. g. b a _ _ _ |
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2.S3 use a limited range of basic words, phrases and short sentences to describe objects, activities and classroom routines
2.UE13 use can to talk about ability and to make requests and offers; use can / can’t to talk about permission
2.S5 begin to articulate clearly the difference between various sounds
2.S6 use short answers appropriately in short, basic |
Helping Hands Pre-learning Sing a song “Fun Action-Verbs Song for Kids: What Can You Do?”
After singing learners answer the question What Can You Do? I can swim. I can jump etc.
Activity 1
(D)Teacher pre-teaches words: help, problem , need |
Use these words and situations in projected images of asking for help [requests].
Limit the range of possible answers to simple phrases sure, no problem, here you are, sorry I can’t, sorry I need it Encourage learners to use props and act out roles.
Ensure that each learner has a different worksheet to complete |
www.youtube.com/watch?v=7M KmbyfhkkE&spfreload=5
Nursery Rhymes Clap Your Hands
In On Under Song |
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2.L1 understand a range of short basic supported classroom instructions
2.UE13 use can to talk about ability and to make requests and offers; use can / can’t to talk about permission
2.UE6 use demonstrative pronouns this, these, that, those to make and respond to requests for information |
Activity 2 (D) Teacher uses realia contexts to introduce language idea of requests e.g. hands full , broken pencil ,maths problem , etc.Activity 3 (W) Teacher elicits language for agreeing to/ declining requests.
Activity 4 (P) In pairs learners are given images of a problem scenario as a prompt to act out a requested scenario.
Activity 5 (P) Each learner in a pair has a set of letters [common consonants and 5 vowels] and a worksheet with CVC words next to an image with a letter missing c _ t with picture of a cat. Learners take turns to request letters [sound] Can I have ‘a’ please? Can you give me a pen, please? Can you give me this pencil, please?
Activity 6 (I)(f)Listening to requests and doing what is asked. The teacher reads out requests and learners |
and that each has all the letters plus a few extra ones that the other learner needs to request from them.
Think of requests that learners can perform at their desks, present a simple challenge that can be performed in a sequence.
To ensure that there is sufficient challenge in this game, get learners to bring their objects and put them down but in different places on the table at the same time. |
https://www.youtube.com/watch ?v=QYerFOnPxu8 Action verbs www.kidsgoflash.com |
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follow e.g. Can you put one shoe on the desk please. OK. And you put a pen in the shoe … etc.
Plenary (G)In groups of 8 to 10, have learners stand around a table and bring 3 objects of theirs to the table. Ask learners to place their objects randomly around the table. One learners begins : Can you give me this book, Kim? Kim answers Here you are [if hers] Sorry, it’s not mine [if not]. Game continues until all objects removed. The player with most objects wins. |
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2.R3 read and follow with considerable support simple, words, phrases and sentences on familiar topics
2.UE3 use common adjectives in descriptions and to talk about simple feelings
2.S1 make basic statements related to personal information, people and objects on familiar topics and classroom routines |
People I know Pre - learning (W) Revise body parts vocabulary using a song
Activity 1 (D) Teacher pre teaches adjectives to describe hair and eyes. long /short dark / light brown/blonde
Activity 2 |
Use the song and activities from the book based on visuals to revise body vocabulary.
Use a projected animation to introduce and practice these words.
Remind learners quickly of how to make simple introductions. |
This is me song http://www.youtube.com/watch? v=QkHQ0CYwjaI
Primary Colours 5C [ Hicks and Littlejohn 2002 CUP]
you can find an interactive presentation of hair and eye colour at www.abcteach.com |
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2.S1 make basic statements related to personal information, people and objects on familiar topics and classroom routines
2.W1 write with support short responses at phrase level to questions and other prompts
2.UE13 use can to talk about ability and to make requests and offers; use can / can’t to talk about permission
2.S1 make basic statements related to personal information, people and objects on familiar topics and classroom routines |
(W) The teacher nominates learners to introduce and describe the person next to them.
Activity 3 (W) The teacher gives learners a worksheet on which they should write an initial letter of a character in the picture below according to the description they have heard. Learners read the description and draw a fantastic face: It has got 4 eyes, 2 ears, 3 noses, 2 mouths, dark hair. Isn’t it fantastic? One pupil draws on the board.
Activity 4 (I) Give learners a worksheet entitled My friend ___. The worksheet is divided into four columns has got, likes, can, can’t. Learners tick images in each column that relate to their friend and then tell their partner about their friend. e.g. This is Aisha. She’s got long brown hair and dark green eyes. She likes singing. She can ski |
Either read out descriptions or use a recording.
Learners will need scissors paper and coloured pens. Done with care, these cards can form the basis of fun classroom display.
Initially done with image only worksheets, this activity can generate a lot of language related to many previously learned structures and words.
After listening the teacher may ask some questions about the people from the recording for example -Did you understand everything? -Can you answer my questions? -What is the baby’s name? |
face match activity http://learnenglishkids.britishcou ncil.org/en/fun-with-
Way Ahead 1. Teacher's CD AUDIO PDF http://www.twirpx.com/file/708 132/ Track 51 |
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and skate. She can’t ride a bike. Repeat the process for different friends.
Activity 5 Learners listen to the recording and look at the picture at the same time. They listen to four people from the picture. The teacher asks pupils to repeat the sentences after the announcer in order to practice pronunciation. It is important to draw pupils’ attention to she/he/it and explain that the verb has is always used with these pronouns.
Activity 6 Pupils look at the picture of two monsters. Tell students they have to look at the pictures of the monsters and find the five differences between them.
Tell students to trace the food and drink in the thought bubbles. After they have traced and found all the differences divide them into pairs and have them take turns talking about the |
-What colour is her hair? -What colour are Lucy’s eyes? -What colour are grandfather’s hair? -Does grandfather have big or small ears? -What colour are grandfather’s eyes?
Blindfold learner in the middle before other members of the group take their places. The teacher draws students’ attention to the pictures of the food and drink and ask students to identify them (a sandwich and a milkshake) You may want to tell students to circle the differences on the picture of the second monster.
The activity is aimed to involve students to speak and cooperate with their partners Identifying the differences becomes an act of genuine communication. |
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differences between the monsters. Point out the first difference to students to demonstrate what they must do. Point first to the first monster and say, It has (got) four ears. Then, point to the second monster and say, It has (got) four five ears. Point out to students they should say what each monster is feeling as well, e.g 1st monster It’s hungry. 2nd monster It’s thirsty. When students finish, tell them to colour the pictures. Key Monster1 Monster2 It has got three eyes. it has got one eye. It has got four ears. It has got five ears. It has got one nose. It has got two noses. It has got three arms. It has five arms. It has two legs. It has four legs. This activity
Activity 7 |
At the end of this activity the teacher shows the image or takes the correct work and shows to others in order to check their works. Also the teacher can describe |
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Teacher gives every learner a worksheet with two faces without any facial features. The teacher reads the instructions first, learners listen to and draw features according to the description of people heard. The teacher circles the classroom to see if students do the task correctly.
Activity 8
The learners are given a worksheet with 6 images of the girls and their descriptions. The first description refers to the first girl, the second to the next girl and so on. -Read the first sentence, look at the picture and put a tick if the description is right. If it’s incorrect you may write no in the second box. The first sentence can be done as an example together with the teacher. Number 1. She has pink hair and blue eyes. Is it right or wrong? Is it true or false?
Activity 9 |
somebody from the class by the photo to make this activity more engaging.
This activity is aimed to check understanding and see if the students have memorised new words or not, also “colour” revision is included there. It will be better if the worksheets are printed ahead, because the teachers will need a colour printer for it. For this activity teachers may also ask girls to bring their dolls to the school and put them in the central place as a sample. Or teachers may download images of WINX or BRATZ dolls as a sample for their worksheet.
You may switch on the music while doing this activity and say that the dictation will be finished when the music stops. Find any |
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Pupils are suggested to play a running dictation game. The teacher explains the task. The pupils are divided into two teams. Each team has got eight words on the list of paper. The pupils should rewrite the words from the lists to the board. They are instructed that the words must be written in their original order Put the copies up around the walls of the classroom. The aim is for one of the students in each group to walk (or run!) to read the word on the wall. They remember the word and walk (or run!) back to their partner. They quietly write on the board what they remembered. The winning group is the team that finishes first - although you need to check for mistakes. If there are mistakes, they must keep walking to check! It's a good way to check spelling and fabulous for pronunciation - and great memory training! 1. Astronaut 2. Butcher 3. Chef |
songs you and your learners like. |
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4. Dancer 5. Engineer 6. Firefighter 7. Pilot
Plenary (G) Learners complete above worksheet about themselves. In groups of 8 learners sit in circle with one student blindfolded in middle. In funny voices, learners say things about themselves. After three learners have spoken, the learner in the middle guesses who they are. |
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Unit 3. My school |
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Recommended prior knowledge |
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Learners will need to be familiar with numbers 1 -20, words for basic classroom objects, words for basic action verbs and subject pronouns |
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Context |
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The context here is school activities in terms of the physical space of their school, the days on which they do things and what learners are asked to do in school. New areas of language for learners in this unit are counting up to 50 in English, new words relating to areas of the school and using present continuous forms to describe what is happening around them. The cross-curricular elements in this unit relates to performing simple math operations in English and talking about spaces and behaviour in school. |
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Outline |
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This unit involves learners in description and question activities relating to different aspects of school life. Learners perform different calculating, measuring and diagram tasks and talk about things that typically happen around them in school. The learning is primarily driven in this unit through learners engaging in different question and answer activities where learners respond to teacher questions and ask questions themselves. For learners’ safety teachers should pay attention to Disaster Risk Reduction and prepare some of the lessons or activities on the theme “My school” using safety instructions provided by the following site: http://www.answers.com/Q/What_are_the_safety_rules_at_school?#slide=3 http://forestview.uk.com/school-rules-for-children/ It is strongly recommended to modify the information accordingly. This unit is recommended to be covered in ~8 academic hours. |
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Key learning objectives (Familiarise yourself with all of the learning objectives and decide which to work towards depending on your learners. Suggestions are given below.) 2.L1 understand a range of short basic supported classroom instructions 2.L2 recognise with considerable support an increasing range of common personal questions 2.L3 understand the main points of short, slow and carefully articulated talk on routine and familiar topics features such as colour and number 2.L4 recognise with support short basic questions relating to features such as colour and number 2.L5 identify missing phonemes in incomplete words 2.S2 ask questions in order to satisfy basic needs and find information on familiar topics and classroom routines |
2.S3 use a limited range of basic words, phrases and short sentences to describe objects, activities and classroom routines 2.S4 respond to basic supported questions giving personal and factual information
2.R2 identify, remember and sound out high-frequency sound and letter patterns 2.R4 begin to use with support a simple picture dictionary
2.W3 write short phrases to identify people, places and objects
2.W7 spell some familiar high-frequency words accurately during guided writing activities 2.UE2 use cardinal numbers 1 -50 to count
2.UE7 use
personal
subject and
object pronouns
to describe people and
things
2UE10 use common
present continuous
forms [positive,
negative, question] 2.UE11 use have got+noun to
describe and
ask
about
possessions
2.UE14 use basic prepositions of location and position: at, behind, between, in, in front of, near, next to, on, to to describe where people and things are; use prepositions of time: on, in, at to talk about days and times
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Learning objectives |
Suggested teaching activities |
Teaching notes |
Learning resources |
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2.S4 respond to basic supported questions giving personal and factual information
2.UE2 use cardinal numbers 1 -50 to count 2.R4 begin to use with support a |
Counting and Measuring Pre-learning (W) Learners revise numbers 1 – 10 and ask ‘how many’ questions about objects in the room to elicit 1 – 10 answers.
Activity 1 (D) Teacher models and drills numbers 11 -20 using flashcards and underlining numbers on the board: 14, 16, 17, 18, 19 which add teen to known number |
Pre-learning
Prepare the list of simple questions that learners can answer through observation e.g.: How many doors are there in class? How many boys are there?
Activity 1
Write numerals 11 – 20 in sequence on a board underlining 14, 16, 17, 18, 19 to highlight the pattern. |
Simple 1 -20 counting presentation http://www.youtube.com/watch? v=6bQEpWAL7ps
Such short dialogues can be found in examples of Cambridge English Starters |
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2.L3 understand the main points of short, slow and carefully articulated talk on routine and familiar topics features such as colour and number
2.L1 understand a range of short basic supported classroom instructions
2.UE11 use have got+noun to describe and ask about possessions
2.L5 identify missing phonemes in incomplete words |
(P) Write down numbers 1-10 in a random sequence on the board. Ask learners to say numbers in a sequence. Then ask them to say numbers in a sequence according to the initial letter in the alphabetical order.
Activity 3 (I) Listening to children in short dialogues and circling the correct number [1 – 20] in response to a question.
Activity 4 (D) Teacher models and drills 20, 30, 40, 50.
Activity 5 (W) Using flashcards [projected flashcard] sequences 20 / 2 / 22 30 / 7 /37. Teacher elicits how to count in English from 20 – 50.
Plenary True or false. Teacher holds up a card/whiteboard with a written number. Then asks if the number on the card corresponds to the number the teacher says. |
Model this task to the whole class with one learner at board. Monitor learners’ progress in this task and remind learners to sing the ABC song to themselves when they get stuck.
Activity 3 Give learners simple 2 or 3 option multiple choice worksheet to complete .
The idea here is to simply reinforce the ‘counting’ pattern.
Pre-learning
Give instructions like: Find number twenty-six. Colour it red.
Activity 1 |
Listening Tests https://www.teachers.cambridge esol.org/ts/exams/younglearners andforschools/ylemovers/listeni ng A short animation introducing numbers 20 -30 http://www.youtube.com/watch? v=stfNjRGVYIk at this site, in the section : Maths/The number system/Counting there are hundreds of tasks and worksheets for practicing numbers |
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Learners’ task is to thumb up if it’s true and to thumb down if it’s false.
Pre-learning
(I)(f) Listening to instructions to colour numbers on a row grid 1 -50
Activity 1 (I) Listening and writing down answers to ‘How many …are there?’ questions about the class. Activity 2 (P) Listening and playing a game of ‘half’ bingo. Give each pair of learners a bingo card with numbers 1-50 on it. Call out numbers, which are double the numbers learners have on their cards. Learners cross numbers, which they are half the value of the number they hear.
Plenary Learners imagine that they are in a ‘Many’ country. They can describe/tell the number of the objects/things they see using numbers from 21-50. e.g. I can see 25 hats. There are |
Use this as opportunity to revise and reinforce all kinds of vocabulary relating to the immediate environment e.g. How many boys are there in the class? How many pairs of shoes are there in the class? etc.
Activity 2 This is a challenging but fun game involving mental arithmetic. Explain to learners that they shout Bingo! when they have crossed off all their numbers. Teacher needs to prepare a list of numbers that can be halved as well as a few odd ones that can’t be read out. |
At this site in the section : Maths/ Measures, Shape, Space : Measures / Length there are hundreds of measuring tasks and worksheets |
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40 people outside |
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2.S3 use a limited range of basic words, phrases and short sentences to describe objects, activities and classroom routines
2.L5 identify missing phonemes in incomplete words
2.L1 understand a range of short basic supported classroom instructions
2.L3 understand the main points of short, slow and carefully articulated talk on routine and familiar topics features such as colour and number
2.W3 write short phrases to identify people, places and objects
2. UE14 use basic prepositions of location and position: at, behind, between, in, in front of, near, next to, on, to |
Around School Plenary (W) Use flashcards to revise words relating to classroom and school (W) Integrate other flashcards and elicit words using initial question: ‘What is this?’
Activity 1 (P) Give learners a blank diagram/ floor plan of their school. Give learners different images e.g. car park, hall, toilet, gym, office, classrooms, canteen, library etc. to cut out and stick on their diagram according to the school layout.
Activity 2 (W) Use a large scene card [projected] to ask Where? questions about places in the school.
Activity 3 (G)(f) In groups of three give |
For these activities have initial letters of words written/stuck on board to refer to.
Activity 1 Adapt or make a floor plan of school buildings [floors] with enough details to teach learners about 8 key words for parts of school
Ask questions about items in the scene card to elicit names of areas of the school taught previously e.g.‘Where are the bicycles?’
Give learners time in groups to place the object before repeating |
There are a lot of worksheets: about classroom objects: http://esl-kids.com/flashcards/classroom.h tml http://www.eslgamesplus.com/sc hool-supplies-flashcards/ Primary Colours [Hicks and Littlejohn CUP 2002] 2E
A useful flashcard/activity resource site for things related to school:
http://bogglesworldesl.com/kids _worksheets/schoolsupplies.htm
The Cambridge English YLE Picture Resource Bank has hundreds of useful visuals for communication activities |
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to describe where people and things are; use prepositions of time: on, in, at to talk about days and times
2.S3 use a limited range of basic words, phrases and short sentences to describe objects, activities and classroom routines 2.L4 recognise with support short basic questions relating to features such as colour and number |
learners a scene card of a school and 10 object pictures. Give instructions to learners [repeated twice] to put objects in places on scene card.
Activity 4 (W) To check answers get a learner to ask a learner in another group a ‘Where?’ question about the completed scene card. Teacher holds up flashcard e.g. ball, learner asks: ‘Arman, where’s the ball ?’
Plenary [W] Get two learners to come to front of the class; blindfold them and spin them round. Ask Where? questions about class/school, which learners respond to by pointing. Ask the class ‘Is Arman right?’ to elicit responses. |
the instruction. Give instructions like ‘Put the ball in the gym.’
Model the activity with one group to the whole class before indicating who is to ask who questions.
This should be a fun closing to this lesson sequence involving spatial/orientation awareness as well as language processing. |
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2.R2 identify, remember and sound out high-frequency sound and letter patterns |
School Days Pre-learning (W) Use common abbreviation and/or initial letters of days to elicit and revise days of the |
Use this activity to remind learners of days of the week taken in Grade 1.
Play song through a few times, |
A wide range of days of the week visuals /activities can be found here http://www.eslprintables.com/vo cabulary_worksheets/time/days_ |
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2.L3 understand the main points of short, slow and carefully articulated talk on routine and familiar topics features such as colour and number
2.L2 recognise with considerable support an increasing range of common personal questions
2.S3 use a limited range of basic words, phrases and short sentences to describe objects, activities and classroom routines
2.W7 spell some familiar high-frequency words accurately during guided writing activities |
week.
Activity 1 (W) Listening and singing along to a song about days.
Activity 2 (I) Ask questions for learners to write down answers [either number or initial letter/abbreviation of day].
Activity 3 (I) Listening to children talking about on which day they do things at school. Learners draw lines to the correct day.
Activity 4 (P) Matching images of school activities to places around the school where learners do them. Give each pair of learners a school scene card and twelve object cards e.g. ball bus lunch. Ask questions What’s this? [a ball] Where do you play with a ball? [learners place ball on scene card] |
silencing at various points to see if learners can maintain rhythm of the song on their own.
Model for learners that they only need to write down day abbreviations or a number and ask questions like What’s your favourite day? How many days are there in a week? How many days are school days? What day is it today? etc. Differentiation: more able learners can write more that one letter or even the whole word.
Provide a printed worksheet for the completion of this task. You can find a model for this activity in Cambridge English Movers test Part 3 activities. You can recycle the school scene card / diagram visual used |
Days of the week song: http://www.youtube.com/watch? v=36n93jvjkDs
You can find examples of such listening tasks to download at https://www.teachers.cambridge esol.org/ts/exams/younglearners andforschools/ylemovers/listeni ng
Useful flashcards and activities on this topic can be found here http://www.anglomaniacy.pl/sch oolTopic.htm
The Sports Day (1988) (A book in the Knight Books series) A Picture Book by Nick Butterworth and Mick Inkpen |
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(W) (f) Nominate one learner to ask another learner [different pair] a question; Where do you eat lunch? etc. Activity 5 (W) Listening to and following a picture story about a school Sports Day.
Plenary (I) Students can write the words from the story into their notebooks (days of the week, objects, things) |
earlier for this activity.
Do this activity in an open forum so that all learners get to hear the questions, answers, your praise, and recasting of language.
Teacher should read the story to modify language to appropriate level. |
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2.R2 identify, remember and sound out high-frequency sound and letter patterns
2.UE7 use personal subject and object pronouns to describe people and things
2.S4 respond to basic supported questions giving personal and factual information 2.L3 understand the main points of short, slow and carefully articulated talk on routine and familiar topics features such as |
Class photos Pre-learning (W) Sight-reading subject pronouns and learning to associate pronouns with an indicative gesture. Display subject pronoun words on the wall.
Activity 1 (P) Matching subject pronouns to context images
Activity 2 Learners revise some action verbs and show them as actions |
Use flashcards – vary activity by putting them on the board and giving them to learners to hold up.
Use a classroom / school scene visual with plenty of visual details. Use rapid fire questioning to optimise the number of questions asked/amount of language heard. |
A range of simple subject pronoun tasks can be found here: http://en.islcollective.com/resour ces/search_result?Grammar_Foc us=Pronouns https://learnenglishkids.britishco uncil.org/en/search/apachesolr_s earch/actions Scene cards for classroom and other picture activities can be found here: |
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colour and number
2.S2 ask questions in order to satisfy basic needs and find information on familiar topics and classroom routines |
Activity 3 (W) Talking about what different characters are doing [school context] and focusing on subject verb agreement. Learners answer: yes, she is / no, they’re not. etc.
Activity 4 (I)(f) Listening to statements about a classroom scene card and deciding if they describe the scene correctly [indicating yes /no]
Activity 5 (P) Asking another student about what a character in a picture is doing and copying the name next to the image. [information gap activity]. e.g. What’s Aisha doing? / She’s reading.
Plenary 1-minute challenge One of the learners shows an action (e.g.: swimming, playing), the rest of the class should guess it using the structure: He/She is swimming |
Read statements slowly and repeat each one e.g. Two boys are reading. A girl is talking to the teacher etc.
Each learner in the pair needs different information on their visuals: names to ask about / names under characters on the visual.
Use cards in quick fire question activity and then give out to learners for subsequent activity.
Do this activity in an open forum so that learners can hear teacher praise and recast questions and answers where necessary. |
The Cambridge English YLE Picture Resource Bank has hundreds of useful visuals for communication activities https://www.teachers.cambridge esol.org/ts/teachingresources/res ourcedetails?resId=379
Plenty of picture activities relating to school context can be found here |
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English Primary Grade 2 |
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Unit 4. The world around us |
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Recommended prior knowledge |
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Learners will need to familiar with can /can’t for talking about ability and requests, interrogative pronouns, imperative forms, present continuous forms and simple determiners. |
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Context |
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This unit focuses on talking about names, countries, nationalities and languages and the types of signs and objects that might be found in different places. Learners are presented with the next eight letters of the alphabet and practice using contextual clues in the reading of signs. They talk about different types of trips and things that look familiar and foreign. The cross-cultural elements in this unit are geography skills in terms of the political map and environmental awareness through the recognition of the shape and meaning of signs. |
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Outline |
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This unit involves learners in terms of fluency development and a range of instructional listening and question and answer exchange tasks and in terms of literacy further development of their alphabet books. Learners are also introduced to word endings, which can signify nationality, reading signs in different contexts. The craft focus activities in this unit, making a passport and making a class trip poster, provide a platform for the achievement of the writing Learning Objectives in this scheme of work. For learner’ safety teachers should pay attention to Disaster Risk Reduction using Safety Instruction Rules while planning the lessons on the topic “The world around us” or the following sites - “Children's Songs and Chants that Teach Safe Habits” http://www.songsforteaching.com/safetysongs.htm; https://kids.usa.gov/health-and-safety/safety/index.shtml; http://www.momjunction.com/articles/safety-rules-you-should-teach-your-children_00121675/ This unit is recommended to be covered in ~8 academic hours. |
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Key learning objectives (Familiarise yourself with all of the learning objectives and decide which to work towards depending on your learners. Suggestions are given below.) 2.L3 understand the main points of short, slow and carefully articulated talk on routine and familiar topics features such as colour and number 2.L5 identify missing phonemes in incomplete words 2.S1 make basic statements related to personal information, people and objects on familiar topics and classroom routines 2.S2 ask questions in order to satisfy basic needs and find information on familiar topics and classroom routines |
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2.S3 use a limited
range of
basic words,
phrases
and short
sentences to
describe objects, activities and classroom
routines
2.S4 respond to
basic supported
questions giving
personal and
factual
information
2.R3 read and follow with considerable support simple, words, phrases and sentences on familiar topics 2.UE4 use determiners a, an, the, some, any, this, these, that, those to identify things
2.UE5 use interrogative pronouns including which, what, where, whose to ask who people are and what they are doing 2.UE8 use simple imperative forms [positive and negative] for basic commands and instructions
2.UE12 use basic adverbs of place here / there to say where things are
2.UE13 use can to
talk about
ability
and to make
requests and
offers;
use can /
can’t to talk about
permission
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Learning objectives |
Suggested teaching activities |
Teaching notes |
Learning resources |
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2.UE5 use interrogative pronouns including which, what, where, whose to ask who people are and what they are doing
2.L3 understand the main points of short, slow and carefully articulated talk on routine and familiar topics features such as colour and number
2.S3 use a limited range of basic words, phrases and short |
Different Places Pre-learning Teacher prepares slides with pictures of different sights and models the language: T:What is it? L: It`s Baiterek T: Right! Where is it? L: In Astana. Learners work in pairs, ask and answer the questions each other. Teacher changes the slides and monitors learners` discussion. Role play game “In the Airport”. Learners in groups play roles of customs officers and passengers. They use questions: Where are you from? Who are you? What nationality are you? When is your birthday? Which language |
Teacher makes a presentation with pictures of different sights followed by the picture of a city or a country where it is located.
Use a simplified template with a cover page that incorporates Kazakh flag. If you have a file of students’ photos you could produce one with a photo already inserted. |
Pictures of famous sights can be found here: http://designlike.com/100-most-famous-landmarks-around-the-world/ https://www.activityvillage.co.u k/passport-for-kids Teacher chooses only those sights that her learners might know |
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sentences to describe objects, activities and classroom routines
2.S4 respond to basic supported questions giving personal and factual information
2.UE12 use basic adverbs of place here / there to say where things are
2.L5 identify missing phonemes in incomplete words |
do you speak? Activity 1 (I) Learners complete a passport page with personal information, national flag, nationality, birthday etc. (W) Run a session of asking questions using interrogative pronouns in relation to passport information above.
Activity 2 (W) Teacher gives learners instructions to colour 8 different flags. Learners use worksheets with flags to colour.
Activity 3 (D)Teacher presents initial letters [sounds] of eight countries where flags are from: I J K L M N O P. Learners cut out flags and stick on next eight pages of book. Iran Japan Kazakhstan Latvia Mongolia Nepal Oman Poland. (P) Learners are given the world map with I – P places highlighted and decide which one is which. e.g. This is Mongolia. |
Put question words on the board for learners to practice sight reading.
Use a mixture of ability, request and imperative forms in your instructions. Can you see the flag with the circle? Colour the circle. Go back to learners’ alphabet books begun previously and complete the next sections. Adapt the map so that only the eight countries are highlighted. Try to get learners to guess where other countries are in relation to Kazakhstan.
Explain that these endings will be used to make the nationality word / adjective from the countries above. Give example. Ivan is Russian. This is a Russian car. Teachers can use an online |
Template for a printable passport can be found at :http://www.fiarcircle.com/down loads/lessons/fc_passport.pdf
Flags for colouring can be found at http://www.coloringcastle.com/fl ag_coloring_pages.html
Alphabet book template Primary Colours [Hicks and Littlejohn CUP 2002] 3D
You can find interactive maps |
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Activity 4 (D) Teacher demonstrates sounds and writes to board common adjective/ nationality endings - an -ian – ish –ese - i (I) Learners listen to nationality words said for eight countries. Teacher then nominates individual learners to come to say the words.
Plenary (P) Learners are given images of different pairs of items and have to say which one is Kazakh. |
pronunciation dictionary to sound the words. Create a worksheet of images of different things e.g. Kazakh / Mongolian dancers. |
for children at :http://mrnussbaum.com/geograp hy/
You can use as an online pronunciation dictionary |
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2.S3 use a limited range of basic words, phrases and short sentences to describe objects, activities and classroom routines
2.R3 read and follow with considerable support simple, words, phrases and sentences on familiar topics
2.UE8 use simple imperative forms [positive and negative] for basic commands and instructions |
Reading Signs Pre-learning (D) Teacher demonstrates different things signs can typically mean Here Danger Please Stop This Way Don’t
Activity 1 (P) Learners read different signs in English and say which one of above each one means. (W or P) Online interactive sign reading. Learners read signs and |
Use blank sign templates to highlight these different meanings.
Use signs with no more than two words and strong visual support. This activity can be done in a number of ways. If done as a whole class, you might consider having individual learners come to the front to type in answers or |
A useful resource for hundreds of different English signs http://www.manythings.org/sign s/ Sign reading activities for children can be found at http://www.eslkidsworld.com/w orksheets/signs An interactive sign reading resource for children |
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2.UE13 use can to talk about ability and to make requests and offers; use can / can’t to talk about permission
2.S1 make basic statements related to personal information, people and objects on familiar topics and classroom routines
2.S2 ask questions in order to satisfy basic needs and find information on familiar topics and classroom routines |
complete short sentences either as whole class to board or on personal computers. (I) Learners read signs and draw pictures to each sign.
Activity 2 (P) Learners draw/make signs using guided templates to put around school/classroom. All signs placed on a wall and other learners say what they mean.
Plenary (P) Students work with a partner and ask basic questions pointing to the signs teacher gave them e.g. Can I go? (Stop sign) |
having a learner type in answers that others tell him/her to.
Have learners make a rough version of signs to begin with and then select best ones to make a version for class display. |
http://www.eslgamesplus.com/p ublic-signs-imperative-form-and-sentences-esl-grammar-activity-online
Useful sign templates for children to use /copy |
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2.L3 understand the main points of short, slow and carefully articulated talk on routine and familiar topics features such as colour and number
2.R3 read and follow with considerable support simple, words, phrases and sentences on familiar topics
2.L5 identify missing phonemes in incomplete words
2.S3 use a limited range of basic words, phrases and short sentences to describe objects, activities and classroom routines |
Where’s it from? Activity 1 (W) Listening and following instructions for colouring and labelling English-speaking countries on the map. USA GB Canada Ireland, Australia, New Zealand.
Activity 2 (W) Listening and matching objects [flags, animals, places etc.] peculiar for definite countries.
Activity 3 (P) Making a collage: colouring flags, cutting out pictures, sticking on words etc. on the silhouette of one of the countries for class display.
Activity 4 (D) Teacher introduces names of countries e.g. China Russia Mexico Germany. (I) Learners are given a table to complete. Countries on the left and nationality/adjective to complete on the right. Learners |
Use ability request and statement forms in giving descriptions e.g. Can you find the animal with two legs? That is a Kangaroo from Australia. Where computers are available, this can be done as an online craft project… If not you might set learners the task of bringing things in from these countries: printing at home etc. for next lesson. Teacher prepares flashcards of objects that are peculiar for some countries.
Keep to countries that use endings seen in previous section of this unit. Keep flashcards with endings so you can flash them for learners to correct words where they make mistakes. Read out simple statements e.g. Hi, I’m Tom ... from New York … I speak English. |
You find interactive maps for children at http://mrnussbaum.com/geograp hy/
A useful idea for a nationalities board/question game to adapt http://www.esl-galaxy.com/board.htm
Interactive nationalities game for young learners http://eslkidsworld.com/Interacti ve%20games/Vocabulary%20Ga mes/Countries%20&%20Nation alities/countries%20and%20nati onalities%20quiz.html |
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listen to the name of the country followed by a nationality word e.g. China Chin_ _ _ Canada Canad_ _ _ Teacher then nominates individual learners to come to the board to write them.
Activity 5 (I) Listening to children saying their names and capital city and other clues. Learners guess and tick the nationality.
Plenary (G) Projected image quiz. Teacher projects images [flags, objects e.g. hats buildings, names of cities etc.] Learners call out nationalities. First correct answer wins a point for a team. |
Accept country or nationality answer as correct. |
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2.S3 use a limited range of basic words, phrases and short sentences to describe objects, activities and classroom routines
2.L5 identify missing phonemes in incomplete words |
Days Out Pre - learning (D) Teacher introduces new words with flashcards and visuals.
Activity 1 (I) Listening and completing initial letter of places to go for a |
Introduce these words and or others [typical places to go] for the group circus lake zoo fun park countryside farm mountains |
Scene cards for trip / outdoor scenes and other picture activities can be found here |
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2.L3 understand the main points of short, slow and carefully articulated talk on routine and familiar topics features such as colour and number
2.S1 make basic statements related to personal information, people and objects on familiar topics and classroom routines
2.S2 ask questions in order to satisfy basic needs and find information on familiar topics and classroom routines
2.UE4 use determiners a, an, the, some, any, this, these, that, those to identify things
2.R3 read and follow with considerable support simple, words, phrases and sentences on familiar topics |
day out.
Activity 2 (P) Asking and answering questions about a class trip scene card [communication gap activity]. Each student has a scene card with different names of children given and different children to identify.
Activity 3 (P) Reading signs and matching them to places on trips where you might see them.
Plenary (P)(f) Making a poster for a school trip including: Time Day Things to see Things to bring etc. |
Give learners a worksheet with images of words above next to word with initial letter missing. Use a scene card to elicit and demonstrate question answer sequences.
Create simple instructions relating to visuals including instructions about what not to bring.
Recycle images of places above and add a few more such as skating rink, shopping centre etc.
Give learners A3 paper and give tasks one at a time: 1. Think of a title for the trip 2. Give time and day of trip … etc. |
A useful resource for hundreds of different English signs |
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English Primary Grade 2 |
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Unit 5. Health and body |
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Recommended prior knowledge |
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Recognition of letter names of the alphabet, vocabulary to describe parts of face and body and some sports. Demonstrative pronouns and familiarity with questions using ‘can’, counting 1—50 and using cm in measurements. |
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Context |
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The focus in this unit is on talking about parts of the body, looking for patterns in body measurements and the use of parts of the body in various sports. As this is the final unit, there is also an achievement focus in that learners recite and use the full alphabet for the first time and reflect on what they can do in English now. The cross-curricular elements relate to maths in measuring lengths and tabulating data and awareness of different types of sport. |
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Outline |
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Learners practice saying the letter names of the alphabet and are involved in activities that require them to put the words that are spelled out in alphabetical order. They are also engaged in talking about the body, sport and movement through singing songs, measuring and using measurement data and taking part in class quizzes. The final section allows learners to reflect on what they can now do in English and to learn and perform a celebratory song. This unit is recommended to be covered in ~8 academic hours. |
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Key learning objectives (Familiarise yourself with all of the learning objectives and decide which to work towards depending on your learners. Suggestions are given below.) 2.L1 understand a range of short basic supported classroom instructions 2.L3 understand the main points of short, slow and carefully articulated talk on routine and familiar topics features such as colour and number 2.L4 recognise with support short basic questions relating to features such as colour and number 2.L5 identify missing phonemes in incomplete words 2.S3 use a limited range of basic words, phrases and short sentences to describe objects, activities and classroom routines 2.S4 respond to basic supported questions giving personal and factual information 2.S8 give simple instructions for others to follow 2.R1 read and spell out words for others |
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2.R3 read
and follow
with
considerable support
simple, words,
phrases
and sentences
on familiar
topics 2.R4 begin to use with support a
simple picture
dictionary
2.W3 write short phrases to identify people, places and objects 2.UE2 use cardinal numbers 1 -50 to count
2.UE6 use demonstrative pronouns this, these, that, those to make and respond to requests for information 2.UE13 use can to talk about ability and to make requests and offers; use can / can’t to talk about permission
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Learning objectives |
Suggested teaching activities |
Teaching notes |
Learning resources |
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2.R1 read and spell out words for others 2.S3 use a limited range of basic words, phrases and short sentences to describe objects, activities and classroom routines
2.UE6 use demonstrative pronouns this, these, that, those to make and respond to requests for information
2.L1 understand a range of short basic supported classroom instructions |
Our body Pre - learning (D) Teacher quickly revises letter names of alphabet using flashcards – non-sequentially. (W) Learners listen to and sing along the alphabet song.
Activity 1 (I) Listening and labelling body parts that are spelled out on adiagram. (G) Students read the rules about a dice throwing and get a copy of a diagram to be completed when playing. (G) Playing ‘beetle drive’ and talking about dice throwing during the game and making a class display with the best results. e.g. Three That’s a leg. Activity 2 (W) Singing ‘body parts’ song and performing parts of body actions along with the words. |
Use flashcards, projected animation or learners alphabet books to remind learners of letter names [elicit sounds too] but focus more on letter names. Play this iconic song several times and then get learners to recite in groups and whole class from memory. Give learners a diagram of parts of face and parts of body with _ _ to indicate missing letters. Spell out words on diagram twice for learners to complete. Play song through a few times and give worksheet to learners to complete with missing lyrics. Divide the class into two and have each half sing alternate lines of the song when You indicate before getting whole class to sing together. Make sure that learners understand the process and the aim of the game. Project a simple number body part table on the board. |
Alphabet song http://www.youtube.com/watch?v=Q8 JmK5z6QD4
A range of body parts diagrams and worksheets can be found here http://www.allkidsnetwork.com/works heets/body/body-parts-worksheet.asp
Body parts song http://www.youtube.com/watch?v=7y_ TUJy2TY8 You can find beetle drive rules and visuals at : http://www.kidspuzzlesandgames.co.u k/games/beetle-drive-game/ |
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Activity 3 (D) Teacher demonstrates the rules of ‘beetle drive’ game using a projected graphic and dice.
Plenary (I) (f) Listening to instructions for drawing things on ‘body’ words that letter shape suggests, e.g. Make the two ‘o’ s in the word ‘look’ like eyes. |
Monitor groups for understanding of the game and encourage learners to say what throws mean. Alternative opportunity to create artistic learning mnemonics for display or publication look [eyes] hear [ear] foot [t] tongue [u] mouth [o]
leg [g] eat [mouth] nose [o] |
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2.UE2 use cardinal numbers 1 -50 to count
2.L1 understand a range of short basic supported classroom instructions |
Let’s Measure Pre-learning (G) Class activity to revise numbers 1-50 by memory game and solving simple problems on the board with flashcards
Play a game “Guess the number”. Teacher hides one number learners have to guess what number it is.
Activity 1 (D) Teacher introduces vocabulary for measuring: How long, How tall, How big, meter, centimeter, size, length, height, meter, centimeter, measuring tapeActivity 2 (G) Listening to and solving measuring problems relating to the body. Give learners, in groups of three, rulers / measuring tapes and get them to record their answers in their copybooks. Learners may discover that the lengths in these pairs of measurements are the same. |
Teacher demonstrates numbers using flashcards and after drilling attaches 1-20 on the board to play a memory game. Circle the numbers with a marker and tell learners to close their eyes. Meanwhile, put some of the numbers away. When learners open their eyes they have to recall all the missing numbers. Repeat the game until learners will be able to name all the numbers from 1-20. Differentiation: A an alternative learners may be asked to point at the flashcards on the board according to teacher’s instructions. This will take less time and easier for some learners. Or mixing up the numbers and asking learners to help the teacher to order the numbers and count together might be a form of differentiation on the lesson. To practice numbers teacher writes simple problems and asks learners to solve them. EX: 12+ 8 =? |
Numbers Song 1 to 50 https://www.youtube.com/watch?v=s8 r-9StI (does not exist) http://www.eslgamesplus.com/flashcar ds/
You can find further measuring challenges relating to the body at : |
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2.L4 recognise with support short basic questions relating to features such as colour and number |
Plenary Make a line by the biggest foot size, by the height, etc. |
Ask questions for learners to measure answers and note them down. Demonstrate some more difficult measurements. e.g. How long is your arm? How long are your five fingers? How tall are you? How long is your nose? How big is your feet? Model sentences and actions by measuring the steps from the door to the window, write on the board sentences prompts to be used by children while describing their measurements. Use instructions to explain learners to measure and draw the parts of body and classroom objects in their copybooks.
Read out questions and get learners to put down object [body part] in the table grid in each round. |
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2.R4 begin to use with support a simple picture dictionary
2.S8 give simple instructions for others to follow 2.R1 read and spell out words for others
2.L4 recognise with support short basic questions relating to features such as colour and number
2.UE13 use can to talk about ability and to make requests and offers; use can / can’t to talk about permission |
Hats and bats Pre - learning (D) Elicit from students and write on the board as many different sports that they know or can do. Highlight the initial letters in names of sports.
Activity 1 (G)(f) Ask learners to write out the sports in alphabetical order using second letter where first is the same.
Activity 2 (P) learners spell the words on sport to each other
Activity 3 (G)(f) Learners perform ‘do and say’ sports chants for other class members to follow. Learners should be in groups of 8. One learner starts a chant: ‘Do this [sports action] x 4’ and then says ‘Say the sport’ for other |
Try to elicit up to fifteen or twenty sports that learners are familiar with, as subsequent activities will be based on reference to lots of sports.
Monitor learner progress in this task and remind learners to sing the ABC song to themselves when they are stuck.
Pair up learners to have one more able learners with someone who needs support (differentiation) and distribute cards with sport vocabulary or children can spell the sport words from the board. Monitor and help where needed. As a feedback teacher may ask some pair to spell the words to the class without looking at the words. |
You can find a wide range of sports flashcards here |
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members to say. Plenary Learners should make up a sentence or ask a question with can /can’t about sport |
Model the chanting sequence with everyone before starting the activity. |
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2.UE13 use can to talk about ability and to make requests and offers; use can / can’t to talk about permission
2.R3 read and follow with considerable support simple, words, phrases and sentences on familiar topics
2.S4 respond to basic supported questions giving personal and factual information 2.L5 identify missing phonemes in incomplete words
2.L3 understand the main points of short, slow and carefully |
Reading time Pre-learning Start by dividing the class into teams. Get each team to come up with a team name and then elicit team names and write them on the board.
Activity 1
(W, I) First stick football flashcard onto the bottom of the board and ask: “What sport is this?” Learners say “Football” Teacher: “Can you play football?
Learners: “Yes, I can play football” “No, I can’t play |
Listen and complete __ootball , __ennis, __asketball
Before class cut out worksheets with the missing words enough for each group of learners. As learners are matching the words, go around the class checking and asking questions Practice talking about sports and sport equipment. Before the lesson, download and print off the reader “Alien Sports” Get learners really involved in the reader by asking questions (e.g. eliciting colors, clothes, body features with adjectives ( e.g. the alien playing golf has a big eye) and other objects and |
Sport worksheets http://www.kids-pages.com/folders/worksheets/Sports/ page5.htm |
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articulated talk on routine and familiar topics features such as colour and number
2.W3 write short phrases to identify people, places and objects |
football.”
Activity 2
(I) Students listen to the teacher reading sports words and focus on missing letters.
Activity 3
(D) On the board write the following: “You play football with your____. Elicit the missing word of body part and write “feet” in the blank.
(P) In pairs, learners have to match and write the words (e.g. tennis-hands, football-feet)
Activity 4
Read a classroom reader “Alien Sports”. Teacher goes through each page, pointing to the pictures and getting each learner to guess what sport each alien is playing. Also the teacher may elicit the names of sport equipment. |
getting them to guess each sport. Encourage everyone to say which sports they can and can’t play. |
Classroom reader “Alien Sports”
http://www.eslkidstuff.com/esl-kids-readers.html (membership is to be paid in advance) As an alternative resource for free online reading: http://myonlinereading.com/skateboar ding.php |
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e.g. Teacher: What sport do you think he is playing? Learners: Tennis? Teacher: Let’s see (turns over the page)…Yes, tennis! What is he hitting? Learners: A tennis ball! Teacher: I can (can’t) play tennis. How about you, Marat? Learner: I can (can’t) play tennis.
Plenary
The winning team from the sports competitions at the beginning of the lesson can end the class by choosing one of the sports for everyone to play again (no review flashcards are necessary this time) |
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English Primary Grade 2 |
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Unit 6. Traditions and customs |
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Recommended prior knowledge |
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Learners will need to be familiar with shape and form of letters, the structure I like +ing, short answers yes I do, no I don’t, interrogatives what, where and basic food vocabulary. |
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Context |
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The focus in this unit is on traditional objects, food, stories and celebrations in Kazakhstan. Learners are challenged to think about what something is for, what’s different in foods and where something is from. They talk about celebrations, traditional objects and mythical Kazakh stories. The cross-curricular focus is Kazakh history and legends and cultural differences. |
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Outline |
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Learners are introduced to interrogative ‘What’s it for?’ and involved in using nouns and determiners to describe what something is. Learners are introduced to the structure I like + ing and use present simple short answer forms in responding to questions about likes. The last ten letters of the alphabet also form part of the focus in this unit and learners complete their alphabet books in the process. This unit is recommended to be covered in ~8 academic hours. |
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Key learning objectives (Familiarise yourself with all of the learning objectives and decide which to work towards depending on your learners. Suggestions are given below.) 2.L1 understand a range of short basic supported classroom instructions 2.L3 understand the main points of short, slow and carefully articulated talk on routine and familiar topics features such as colour and number 2.L9 recognise the spoken form of familiar words and expressions 2.S3 use a limited range of basic words, phrases and short sentences to describe objects, activities and classroom routines 2.S4 respond to basic supported questions giving personal and factual information 2.R1 read and spell out words for others 2.W7 spell some familiar high-frequency words accurately during guided writing activities 2.UE8 use simple imperative forms [positive and negative] for basic commands and instructions 2.UE9 use common present simple forms [positive, negative, question] and contractions to talk about what you want and like and habits and facts |
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Learning objectives |
Suggested teaching activities |
Teaching notes |
Learning resources |
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2.S3 use a limited range of basic words, phrases and short sentences to describe objects, activities and classroom routines
2.UE9 use common present simple forms [positive, negative, question] and contractions to talk about what you want and like and habits and facts
2.L1 understand a range of short basic supported classroom instructions
2.S4 respond to basic supported questions giving personal and factual information
2.UE8 use simple imperative forms [positive and negative] for basic commands and instructions |
Special Days Pre-learning (D) Teacher introduces the idea of special days and projects photos of special days in Kazakhstan to elicit/teach words for special occasions: New year’s Day, Birthday, Independence Day, Wedding, Republic Day, Nauryz etc. Teacher pre-teaches /revises: Presents parties cakes fireworks songs dancing flowers balloons flags games.
Activity 1 (P) Talking about things learners like doing on special days using structure like –ing in relation to sentences and images on a worksheet. Learners think of possible –ing words. e.g. I like …..cakes. (eating)
Activity 2 (D, I) Watching a demonstration and following instructions on how to wrap a present. Silent video presentation which teacher pauses and prompts with |
Show a short slide show presentation on these days to pre-teach celebration words. Learners make notes in their vocabularies
Highlight the I like ___+ing something structure on the board. Give learners the worksheet and ask them to say in pairs what they like doing with the things in the pictures.
Bring left-over wrapping paper, scissors tape, small boxes ribbon and card for making decorations.
Give instructions to make four |
Photos of special days in KZ https://www.google.kz/search?q=i mages+of+holidays+in+kazakhsta n&espv=2&biw=1366&bih=662 &tbm=isch&tbo=u&source=univ &sa=X&ved=0ahUKEwiSyICA9 dnRAhXnBZoKHbePCqQQsAQI Gg
Simple celebration party worksheet http://www.eslkidsworld.com/wor ksheets/birthday%20and%20party %20worksheets/Birthdays%20and %20Parties%20Worksheet.pdf
Video wrapping demonstration http://www.youtube.com/watch?v =LNKdVrX_0Fg |
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language.
Activity 3 (I)(f) Listening to instructions to make decorations to stick on wrapped presents e.g. Draw a star. Colour the star purple. For extension more able learners can give the instructions and others will follow.
Activity 4 (W) Listening and performing learner part in a rap song ‘Do you like it?’
Plenary Pictionary – learners draw the word without speaking or writing and show it to each other (pictures of words covered during the lesson). Their task is to say what they see. |
or five shapes. If learners struggle to draw shapes, model the drawing sequence on the board. Arrange finished works as a display.
Prior to playing the song, remind learners of question form and short answer alternatives. Have learners clap beat and respond to children’s part in song. |
Rap song : http://www.youtube.com/watch?v =rV7X2T7nJ8o |
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2.S3 use a limited range of basic words, phrases and short sentences to describe objects, activities and classroom routines
2.S4 respond to basic supported questions giving personal and |
Home cooking Pre-learning (D) Teacher pre-teaches and revises basic food words e.g. milk, cheese, eggs, fish, meat, flour, rice, sugar, tea etc. |
Use flashcards and elicitation technique where you sound the first part of the word for the words learners have already met. |
You can download food flashcards at http://www.esl- |
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factual information
2.L9 recognise the spoken form of familiar words and expressions
2.R1 read and spell out words for others |
Activity 1 (W) Teacher shows images of traditional Kazakh food and asks learners: ‘What’s in it?’ Activity 2 (W) Ask learners to take out their alphabet books; give and present images of food words including some from above e.g. rice sugar tea which begin with letters R – Z. Activity 3 (W)(f) Ask two learners to come to the board and when you say a food word, say letter name or sound the initial letter. Activity 4 (G) Learners close their alphabet books and get ten words to put in alphabetical order. Plenary Learners sit in a circle. The teacher shows a word and their task is to read and spell the word correctly. |
Collect a range of Kazakh dishes and sweets, particularly ones eaten on festive days and ones popular with children.
Recycle some of the images from the previous activity in this one. |
Primary Colours [Hicks and Little John CUP 2002] 3D |
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2.S4 respond to basic supported questions giving personal and factual information
2.L3 understand the main points |
What’s it for?
Pre learning (P) Learners work in pairs to think and answer the question What is it? What is it for? Learners may answer in L1 on |
Distribute the worksheet with food, dishes and objects and ask learners to point and say which food product is used for. |
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of short, slow and carefully articulated talk on routine and familiar topics features such as colour and number
2.S4 respond to basic supported questions giving personal and factual information
2.W7 spell some familiar high-frequency words accurately during guided writing activities |
the stage.
Activity 1 (I)(f) Listening to short statements about images and putting a tick or a cross by the image. Include images of traditional objects. e.g This is for cooking beshparmak [meat] . This is for eating soup[a spoon] etc.
Activity 2 Introduce (or remind) children to verbs they are going to use : Sleep, play music, wear, play a game, eat.
(G)(f) Organise a slideshow quiz with a class divided into teams. Teacher shows a familiar object from Kazakhstan (e.g. baby shawl) and each time asks the question: What’s it for? Learners need to give a one-word English answer to score a point for their team. (e.g. learners’ answer: baby / babies, to sleep; for music (play music)). Then one learner spells out the word and the second learner writes it |
Use images of objects that enable teacher to make simple statements within learner’s vocabulary range.
Accept answers where learners produce a correct identifiable word but recast language to give a complete answer
Ask learners to spell the word ‘baby’ while another learner writes it on a board or paper |
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Plenary Learners say two words that they remember from today`s lesson and spell them as well. |
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English Primary Grade 2 |
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Unit 7. The natural environment |
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Recommended prior knowledge |
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Learners need to be familiar simple present and present continuous forms, can to talk about ability, the form I / you need and basic vocabulary for talking about the weather and seasons. |
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Context |
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The context in this unit is nature and weather changes through seasons and months and different animals that live on land and in the sea. Learners talk about when seasons begin and end and what different animals can do. The cross-curricular element relates to seasonal changes and the different types of limb that animals have. |
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Outline |
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Learners learn the name and order of the months and seasons and talk about the weather using common weather adjectives and verbs. Present simple, present continuous and can to talk about ability feature strongly in this unit. Learners are engaged in a variety of interactional and question activities about aspects of the natural world and take part in a wide range of story and craft activities. This unit is recommended to be covered in ~8 academic hours. |
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Key learning objectives (Familiarise yourself with all of the learning objectives and decide which to work towards depending on your learners. Suggestions are given below.) 2.L1 understand a range of short basic supported classroom instructions 2.L3 understand the main points of short, slow and carefully articulated talk on routine and familiar topics features such as colour and number 2.L4 recognise with support short basic questions relating to features such as colour and number 2.S3 use a limited range of basic words, phrases and short sentences to describe objects, activities and classroom routines 2.R1 read and spell out words for others 2.R3 read and follow with considerable support simple, words, phrases and sentences on familiar topics |
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2.W5 write
letters
and
familiar
high
frequency
words
when
read aloud
or spelt
out for learners 2.UE3 use common adjectives in
descriptions
and to
talk about simple
feelings
2.UE9 use common present simple forms [positive, negative, question] and contractions to talk about what you want and like and habits and facts
2.UE10 use common present continuous forms [positive, negative, question]
2.UE13 use can to talk about ability and to make requests and offers; use can / can’t to talk about permission 2.UE17 use me, too to give short answers
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Learning objectives |
Suggested teaching activities |
Teaching notes |
Learning resources |
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2.S3 use a limited range of basic words, phrases and short sentences to describe objects, activities and classroom routines
2.L3 understand the main points of short, slow and carefully articulated talk on routine and familiar topics features such as colour and number
2.UE3 use common adjectives in descriptions and to talk about simple feelings
2.L1 understand a range of short basic supported classroom instructions |
The weather Pre - learning (W)Students are offered to watch a short presentation on weather adjectives and repeat the words.
Activity 1 (I)(f)Students listen to the teacher telling weather adjectives and sound missing letters in the words.
Activity 2 (W) Listening to and singing along a weather song: How’s the weather?
Activity 3 (G) Talking about weather word |
Play the weather presentation and signal for learners to chant words together.
Give learners a worksheet with weather adjectives plus image. For some words initial and for some words final letters are missing. Read and repeat whole words and then sound missing letters.
Divide the class into two halves and have one half sing some |
Weather adjective slide presentation http://www.youtube.com/watch?v= 4qi9AtVqfok
Weather song animation http://www.youtube.com/watch?v= fWIhHTfJ34M |
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connections in a game of ‘weather card’: ‘go fish’ e.g. snow /skis. In feedback, learners explain connection between cards. e.g.You need skis when it’s snowy.
Activity 4 (G) Learning a weather nursery rhyme by heart and practising gestures to perform to other learners.
Activity 5 (W) Listening to instructions for making a weather pop-up card e.g. cloud, rain, wind, thunder, sunshine etc.
Plenary (W) Listening to a weather story read by teacher: Alfie Weather. Learners pop-up weather feature and make sounds whenever it is mentioned in the story. |
parts and the other the other parts before singing through all together. Remind learners of how to play ‘go fish’ and give out sets of picture cards to groups of three learners. Before feedback begins and learners show the cards they have collected, model the sentence: You need x when it’s……Give the learners, who need extra support, the card with this written structure and example: You need skis when it’s snowy. (Differentiation by support)
Give each group a printed version of the song and access to animation they can play again and again to learn the rhymes.
These are some weather nursery rhymes that could be used: it’s raining, it’s pouring / itsy bitsy spider / I hear thunder / I’m a little snowman. Provide scissors and card and |
Resources and worksheets to accompany story can be found at |
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give instructions for making and colouring different weather pop-ups. Read the story and project the page images. |
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2.S3 use a limited range of basic words, phrases and short sentences to describe objects, activities and classroom routines 2.R3 read and follow with considerable support simple, words, phrases and sentences on familiar topics 2.L4 recognise with support short basic questions relating to features such as colour and number
2.UE9 use common present simple forms [positive, negative, question] and contractions to talk about what you want and like and habits and facts |
Changing Seasons Pre - learning (W)Listening to and learning the months of the year through a simple song.
Activity 1 (P)(f) Reading months flashcards and putting the months in order.
Activity 2 (I) Listening to and answering questions about months that are important in learners’ lives to put in sequence for months of the year. Ask questions e.g.When is your birthday? What month is it now?
Activity 3 (W)Asking learners what things they associate with different seasons. Isolate: autumn winter |
After singing the chorus a few times, pause the song at various intervals to ask learners to say what month comes next. Alternative: Give learners the cards with months and numbers of the months. Tell them that they have got 2 minutes to look through the cards to revise/remember the information. (Differentiation by support) Then give them the cut cards without numbers of the months and ask them to put the months in order. Get learners to work in pairs and where they are having problems, encourage them to sound the first letter and sign the song to themselves. |
Months of the year song http://www.youtube.com/watch?v= 5enDRrWyXaw You can find a range of season flashcards at www.bogglesworldesl.com |
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spring summer on the board. Elicit words from learners and then elicit words from flashcards.
Activity 4 (I)Learners read information and match with appropriate seasons. 1. All children ride bikes and play. It’s very hot! We can swim in the river and build sand castle. 2. All trees are yellow and orange. Days are cold. It’s rainy and windy. 3. It’s snowing. Children are skiing and skating. We celebrate Christmas and New Year! 4. It’s warm. The grass is green. Birds are singing Plenary (I)Listening and answering questions about seasons and times of the year. Learners have 12 lines like this on the worksheet : J F M A May June J A S O N D and answer questions as follows: When does summer start? Find two months when it snows. |
Get learners to number the month that answers the question.
Use mime and gesture to elicit words if learners are not forthcoming.
Repeat the questions and try to elicit full answers from learners in feedback.
Teacher may use visuals to show snow, rain, hot answering the questions in order to support learners challenging in the topic.(Differentiation by support) |
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2.UE13 use can to talk about ability and to make requests and offers; use can / can’t to talk about permission
2.UE.10 use common present continuous forms [positive, negative, question]
2.L4 recognise with support short basic questions relating to features such as colour and number
2.UE17 use me, too to give short answers |
What can animals do? Pre - learning (W)(P)Talking about what animals can do [movements].
Activity 1 (W, I) Listening to animal sounds and saying what the animals are doing e.g. That’s a bird singing.
Activity 2 (I) Listening and answering yes/no questions. Teacher reads out ‘’Can questions” Learners tick yes/ no on the answer sheet to numbered questions.
Plenary (W) Talking about different parts of animals and what they can do using them |
Ask learners can/can’t questions about different animals on worksheet before giving worksheet out to complete in pairs. Alternative: Start the lesson with acting and showing, let the learners guess the topic of the lesson: I am a monkey, I can jump.
Use the sounds to get learners to describe what they can hear. You can remind them of simple animal names/ noises prior to the activity. Provide learners with a simple yes / no numbered answer sheet. Use numbers 39 -50 to revise different numbers.
Worksheet: where learners match legs arms and wings to different animal bodies. Have some learners sit in pairs and explain each other the task.(Peers' support) |
Animal worksheets and activities can be found at http://www.eslkidsworld.com/work sheets/animal%20worksheets/ Action verbs www.kidsgoflash.com Animal abilities activity http://bogglesworldesl.com/kids_w orksheets/can.htm
Animal sounds activity |
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2.S3 use a limited range of basic words, phrases and short sentences to describe objects, activities and classroom routines
2.R1 read and spell out words for others
2.W5 write letters and familiar high frequency words when read aloud or spelt out for learners
2.L1 understand a range of short basic supported classroom instructions |
Sea Adventures Pre- learning (W) Introduce the scene card words related to the sea: sea sand beach wave fish shell rock
Activity 1 (P) Reading and unjumbling words. Learners look at a picture of an object and at some jumbled letters. There are also dashes, which show learners how many letters there are in the word. Learners have to rearrange the letters and write the word for the object above the dashes.
Activity 2 (W) Listening to an animal story with illustrations. e.g. ‘Tiddler’. Teacher reads the story modified in accordance with the class language level. Plenary (W) Listening to instructions for drawing, making and decorating different fish. |
Once words have been elicited to board and drilled, erase words and put up jumbled words for learners to unjumble and sound out
Use the picture sequence to guide telling of the story. Make notes on names, events and voices in the story to help you. To check students’ comprehension of the story teacher may use the same pictures (having them jumbled) and ask learners to put them in order. Differentiation: High achievers may even retell the story (using basic language) with help of those pictures.
Prepare an area on the class wall with a large blue background for the making of the underwater |
Seaside scene activity Primary Colours [Hicks and Littlejohn CUP 2002]
‘Tiddler’ picture presentation https://www.youtube.com/watch?v =lWUPNFVgsOg
Bring scissors, sparkly things [tinsel, sequins, shiny paper] glue etc. for making of class display [under water Tiddler scene]. |
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display. |
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English Primary Grade 2 |
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Unit 8. Travel |
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Recommended prior knowledge |
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Learners with need to be familiar with numbers 1 – 50, alphabet letters a – p, words for means of transport, verbs of movement and action verbs and verbs related to morning routine activity. |
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Context |
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The context of this unit is getting from one place to another including getting to school routine and means of transport including vehicle shape and design. Learners talk about different types of vehicle, explore shapes in vehicles and design their own moving vehicle. They also focus on understanding directions and stages in their morning going to school routine. The cross curricular focus is mathematical in terms of learning the names of and spotting shapes and the making and design of moving parts of a vehicle. |
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Outline |
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Learners are introduced to the language of giving directions, new instructional verbs and language for talking about shapes. They are involved in a wide range of interactional, problem solving and instructional tasks and fluency and literacy development is fostered through activities such as listening to songs and stories, taking part in recognition games and a craft project involving making the moving parts of a vehicle. This unit is recommended to be covered in ~8-9 academic hours. |
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Key learning objectives (Familiarise yourself with all of the learning objectives and decide which to work towards depending on your learners. Suggestions are given below.) 2.L1 understand a range of short basic supported classroom instructions 2.L3 understand the main points of short, slow and carefully articulated talk on routine and familiar topics features such as colour and number 2.L5 identify missing phonemes in incomplete words 2.S1 make basic statements related to personal information, people and objects on familiar topics and classroom routines 2.S3 use a limited range of basic words, phrases and short sentences to describe objects, activities and classroom routines 2.S4 respond to basic supported questions giving personal and factual information 2.R3 read and follow with considerable support simple, words, phrases and sentences on familiar topics 2.W3 write short phrases to identify people, places and objects 2.UE9 use common present simple forms [positive, negative, question] and contractions to talk about what you want and like and habits and |
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facts
2.UE10 use common present continuous forms [positive, negative, question] 2.UE11 use have got+noun to describe and ask about possessions
2.UE13 use can to talk about ability and to make requests and offers; use can / can’t to talk about permission
2.UE14 use basic prepositions of location and position: at, behind, between, in, in front of, near, next to, on, to to describe where people and things are; use prepositions of time: on, in, at to talk about days and times
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Learning objectives |
Suggested teaching activities |
Teaching notes |
Learning resources |
|
2.S3 use a limited range of basic words, phrases and short sentences to describe objects, activities and classroom routines
2.UE14 use basic prepositions of location and position: at, behind, between, in, in front of, near, next to, on, to to describe where people and things are; use prepositions of time: on, in, at to talk about days and times
2.UE9 use common present simple forms [positive, negative, question] and contractions to talk about what you want and like and |
A to B Pre-learning (D, W) Learners look at the slide with different means of transport and try to guess the topic of the lesson
Activity 1 (D)Teacher uses images to revise and to introduce different types of vehicle.
Activity 2 (W) Learners listen to sounds of different vehicles and name the transport they hear
Activity 3 (D)Teacher demonstrates turn |
Make a PPT slide with different transport types using the link in learning resources
Use a variety of elicitation techniques involving showing visuals before and after questions and focusing questions on uses, types and shapes of vehicles. (Differentiation by support)
Use a simple projected animation if projection is available. |
Transportation flashcards http://esl-kids.com/pdf/transportation/small-transportation-words.pdf
Vehicle sounds can be downloaded from ;www.freesfx.co.uk/soundeffects/ vehicles_transportation/
A range of useful images, worksheets and activity frameworks for directions can be |
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habits and facts
2.R3 read and follow with considerable support simple, words, phrases and sentences on familiar topics
2.S1 make basic statements related to personal information, people and objects on familiar topics and classroom routines |
left, turn right, go straight on, go back. (P) Learners are given a street map scene card and eight different vehicle cut-outs. Teacher gives instructions about where to put each vehicle and then how to move it on the scene card to reach its destination. After giving all instructions teacher asks: ‘Where’s the bus now?’ etc..
(I) Learners are given a worksheet with different images [from bed to school activities]. Learners select, cut out and order 8 pictures, which best describe their morning routines.
Activity 5 (I) Learners have eight pictures in order and watch the slide show once again. (W)Learners in turns describe their morning routines using eight pictures. Teacher may ask other learners to prompt: What can she do |
Learners read the following instructions 1. Go straight. Turn right at street 20. Go straight. Stop. 2. Go straight. Turn right at street 20. Go straight. Turn left on street 10. Stop. 3. Go straight. Turn right at street 20. Go straight. Stop. Project the map to give clearer feedback.
Give learners more than eight pictures to choose from so they can have plenty of choice and can reject those that they do not think are important. NOTE: A slide show describing each activity is shown at the background while they do this. e.g. I get up / I brush my teeth I go the bus-stop etc.
Alternative: (P) Have learners join in pairs and explain each other the task. |
found at : http://www.eslflow.com/Giving_ Directions.pdf
Simple worksheet on morning routines http://en.islcollective.com/resourc es/printables_page?id=42947
Morning routine song and video |
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next? etc. if learner gets stuck. Plenary Learners name three things they have learnt by the end of the lesson. |
Encourage learners to hold their images in front of them and reveal in sequence so that the rest of the class can prompt them if they get stuck. |
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2.R3 read and follow with considerable support simple, words, phrases and sentences on familiar topics
2.L1 understand a range of short basic supported classroom instructions
2.S4 respond to basic supported questions giving personal and factual information
2.L1 understand a range of short basic supported classroom instructions
2.UE13 use can to talk about ability and to make requests and offers; use can / can’t to talk about permission |
Types of Vehicles Pre-learning (W) Learners watch the video and try to guess the topic of the lesson
Activity 1 (P)Learners are given a worksheet with vehicles that typically have names on them: taxi, school bus, police car, ice-cream van, ambulance, circus van, etc. Learners complete missing letters by sounding them out.
Activity 2 (W) Learners listen to instructions and colour the images of the vehicles. e.g. Can you see the ambulance? Colour the cross on |
Give learners time to look through the names of vehicles. Ask some students to name them aloud.(Differentiation by support)
Create a worksheet and remove maximum two letters from each word.
Give clear instructions and repeat core information in instructions twice if necessary.
Bring scissors, small round objects to use as wheels e.g. buttons toothpicks for axles, string, blue-tac, split pins etc. |
Pre-learning activity video: https://www.youtube.com/watch? v=5-DeiXPJ3H8
Short presentation on types of vehicle http://www.k-3teacherresources.com/transport-theme.html
Vehicles to colour : http://www.enchantedlearning.co m/colors/icancolor/vehicles/
Vehicle shape match up activity |
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the door red.
Activity 3 (W) Answering questions about outlines of vehicles and saying what they are.
Activity 4 (P) Listening to instructions for cutting out, vehicle outlines, making body of vehicles and showing how many people are inside.
Activity 5 (P) Visiting a ‘moving parts’ shop and requesting the things needed to make rest of the vehicle.
Plenary (W) Students say where their vehicle can get to[vehicles rolled down a gentle slope and along a flat surface]. The rest of class may be asked the following question by the teacher: Can it….? |
Get learners into context by asking how many people they think they could get in these types of vehicle.
Get learners to select a vehicle image above that they will turn into a moving vehicle. Give a short presentation on making a moving vehicle and then invite learners to come to your desk to ask for the parts they need. Encourage different learners to put their fingers to where they think the vehicles will stop. Alternative: Ask learners to do the details/parts using paper and cardboard they usually apply in Art classes. |
Vehicle cut-out pictures http://eflpreschoolteachers.blogsp ot.co.uk/2011/05/transportation-theme.html Presentation and worksheets on making a moving vehicle http://www.tes.co.uk/teaching-resource/Making-a-Moving-Vehicle-6016536/ |
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2.S3 use a limited range of basic words, phrases and short |
My plane Pre-learning (D) Teacher brings a paper plane |
This presentation is best done using a piece of paper like the one learners will use in the |
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sentences to describe objects, activities and classroom routines
2.L1 understand a range of short basic supported classroom instructions
2.UE11 use have got+noun to describe and ask about possessions |
and asks if learners know what it is and how to make it. Then tells that by the end of the lesson they will learn how to make origami paper planes.
Activity 1 (D) Teacher introduces some words which will be a key part of origami paper plane activity : fold, use, fly, straight, like this, show me
Activity 2 (W)Each learner has an A4 piece of paper or a card. Learners watch a video of how to make a paper plane. Teacher provides commentary support for the video e.g. ‘Use your finger’, Look, like this.’ and regularly pauses video and asks ’Show me, Can it fly now ? etc.
Activity 3 (W)Teacher gives instructions about decorating planes with shapes, colours, numbers and letters e.g. Draw three shapes on the |
actual task below.
Presentation of the words could be supported by the explanation for challenging learners individually or join them in pairs with high-achievers.
Give plenty of short instructions to support video demonstration. Pause video regularly to give learners time to fold correctly and to get learners to show you progress.
Give instructions clearly and distinctly, pausing to allow learners time to complete.
If space allows, get learners to come forward and all throw planes to the front of the class at the same time. Make sure learners do not retrieve their own plane. When all planes are identified learners fly them back. Teacher challenges learners: ‘Can you do |
Origami paper plane video |
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plane. Colour the shapes. Write one big and one small letter etc. Write the first letter of your name.
Activity 4 (W, I) Learners then throw planes as far as they can. Each learner retrieves a plane and takes back to their seat. Learners take turns to describe what there is on the plane and a learner calls out when they recognise their plane e.g. That’s my plane. Activity 5 (W) Listening to and singing along a ‘Can + motion’song.
Plenary (I) Learners tell three things that they liked about the lesson and one thing that has been difficult to complete |
it?’ |
‘Can an elephant fly’ song and animation |
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2.S1 make basic statements related to personal information, people and objects on familiar topics and classroom routines |
Bike Story Pre-learning (W) Learners look through illustrations of a bike story ‘My new bike’ and suggest language |
Elicit language by starting phrases and short sentences off and using finger expansion techniques to get learners to expand on what they say. Write |
My new bike picture book |
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2.L3 understand the main points of short, slow and carefully articulated talk on routine and familiar topics features such as colour and number
2.UE10 use common present continuous forms [positive, negative, question] |
for each picture. Activity 1 (W) The whole class watches the animation ‘Curious George rides his Bike’ and learners listen to teacher telling the story.
Activity 2 (P)Learners work in pairs; they make up and draw captions for different sequences in the story.
Activity 3 (W) Teacher tells the story with animation again and learners call out captions e.g. what ‘Curious George’ says / is thinking
Plenary (I) List 3 things you found out/learnt by the end of the lesson. |
the best suggestions on the board. (Differentiation by support)
Present new words using images and cartoon scenarios for the words curious and surprise. This is quite a long story and teacher will need to prepare notes of modified language to read over animation. Tell the story using present simple and present continuous forms e.g. This is Curious George, the monkey. Curious George lives with the man with the yellow hat...
Print 10 images, which represent key points in the story and give them to learners on a worksheet to write speech/thought bubbles. You will have to ensure that the learners are guided into using high frequency words, which they have already encountered. Pause the animation when you reach the images in the story. |
Curious George rides his bike animation:
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Prepare a display as cartoon story sequence and have learners draw their captions neatly for display. |
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2.UE13 use can to talk about ability and to make requests and offers; use can / can’t to talk about permission 2.R3 read and follow with considerable support simple, words, phrases and sentences on familiar topics
2.S4 respond to basic supported questions giving personal and factual information 2.L5 identify missing phonemes in incomplete words
2.W3 write short phrases to identify people, places and objects |
All together now Pre-learning (I) Learners make an end of year English scrapbook. A series of different pages / templates for learners to complete with words/ pictures / colouring e.g. I can make … I can ask … I can sing … English words I like etc … Activity 1 (I, W) Looking at the words and unjumbling the three questions in the Beatles song ‘All Together Now’.
Activity 2 (W) Listening to puzzle questions to work out rhymes in the song. |
Use this activity as an opportunity to relive some of the favourite moments from across the learning year and to remind learners of their achievements. You can potentially share these books with parents at a class demonstration/performance of what they can do.
Write jumbled words in questions on the board and slowly reveal beginnings and endings of the questions where learners struggle. friend can have I bed tea can have friend to a little I can my take more I to worksheet: 1.__________________ ? 2. |
Primary Colours [Hicks and Littlejohn CUP 2002] ‘Now I can sections all units
Children’s animated version of the song http://www.youtube.com/watch?v =6xwZgwbEpdg&feature=endscr een |
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Activity 3 (W, I) Listening to teacher read the chorus of the song and focusing on missing digraphs and blends. Learners then say what actions could accompany the lines of the chorus.
Activity 4 (W) Listening to and singing along the song and performing actions.
Plenary (I) Looking at the images of the song learners try to write phrases about the song |
__________ ? 3. ________________ ? Prepare the cards (visuals) with the words for the next activity in order to support challenging learners in understanding of the task: nine-fine and etc. Clarify the task after learners' attempts to explain the task. (Differentiation by support)
Which number 1 – 10 sounds like ‘more’ Which colour sounds like ‘bed’? Which letter name sounds like ‘tea’?
Teacher explains word ‘rhyme’ and reads out puzzle sentences. Listen and complete: sail the __ip, __op the __ee, __ ip the rope, l__ k at me Play song and perform with learners. This could be part of end of year performance. |
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Suggested vocabulary list Grade 2
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Unit |
Active words |
Structures/patterns |
Passive words and phrases |
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1.Hello again |
morning n afternoon n evening n night n time n English n to go home v to jump v to run v to swim v to ride a bike v to skip v to hop v to crawl v to dance v to play v to walk v to sing v to climb v to sleep v to eat v to drink v to fly v clean adj dirty adj old adj new adj gloves n (pl) a dress n a T-shirt n a tie n a blouse n a sweater n socks n (pl) shoes n (pl) pants n (pl) a jacket n a skirt n |
Good morning Good afternoon Good evening Good night Give me… Time for bed English is on Friday Time to go home See you later I can / can’t Yes, she/they can No, they can’t Can you swim? Lina, can Suni ride a bike? These trousers are dirty. What colour is it? This is a black skirt. That’s his coat. They are her shoes. Stamp your feet Turn around Play the piano Play football I am wearing… He/she is wearing... |
Hi! red blue green yellow white black purple orange pink fab wow great cool ski paint cook swim throw a ball to catch to kick to hit to fight to smile to cry jeans pajamas shorts sandals |
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a shirt n a belt n a coat n boots n (pl) a hat n trousers n (pl) glasses n (pl) a scarf n a swimsuit n slippers n (pl) |
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2.My family and friends |
who pr a boy n a girl n parents n (pl) long adj short adj dark adj light adj blonde adj hazel adj chestnut brown adj |
This is Sam. He’s seven. He’s my friend He is a boy with the bike. That’s Ben Who is this? This is.. How old is he/she? He /she is… years old. See you soon You are… She is.... He is… Yes that’s right / No.... This is my mum. What's her/his name? Her name is ... His name is.. Can you give me this book, Kim? Sorry, it’s not mine. hands full broken pencil Math’s problem sure no problem here you are sorry I can’t sorry I need it Can I have ‘a’…, please? She’s got …hair and … eyes. She likes singing |
Ben Pat Kim Sam Meg Don Кen Max Mat stand under everybody Broken full father mother brother sister grandfather grandmother family mum dad granny granddad Can you put one shoe on the desk, please? eyelashes hair |
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She can.. She can’t…. |
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3.My school |
at prep behind prep between prep in prep in front of prep near prep next to prep on prep to prep eleven num twelve num thirteen num fourteen num fifteen num sixteen num seventeen num eighteen num nineteen num twenty num thirty num forty num fifty num sixty num a car park n a hall n a gym n an office n classrooms n (pl) a canteen n a library n |
How many …are there? Where are the bicycles? What's this? What's that? It's a/an What’s Aisha doing? She’s reading. |
Let's look at lunch Monday Tuesday Wednesday Thursday Friday Saturday Sunday |
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4.The world around us |
Kazakh adj Japanese adj American adj British adj Canadian adj Irish adj Ireland n Australia n Australian adj Chinese adj |
This way national flag No parking Days out Let’s go! Where are you from? I am from… What nationality are you? I am Kazakh. Do you speak…(Kazakh)? |
Kazakhstan Japan China Russia stop please cinema museum theatre skating rink |
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Russian adj German adj Germany n a nationality n science n here adv danger n quiet adj a circus n a lake n a zoo n a fun park n a countryside n a farm n mountains n (pl) a stadium n a playground n |
I speak... |
shopping centre supermarket bank cafe restaurant hospital Iran Latvia Mongolia Nepal Oman Poland Mexico New Zealand aquarium |
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5.Health and body |
a neck n an elbow n a chin n an ankle n hips n (pl) cheeks n (pl) eyebrows n (pl) back n chest n lips n (pl) stomach n( p)l long adj short adj wide adj length n width n height n meter n centimeter n measuring tape n move v sports n (pl) |
Which part of the body is that/this? Touch your ... Has / doesn’t have How long is your arm? How long are your five fingers? How tall are you? How wide is your eye? |
hear ear head shoulders knees toes eyes ears mouth nose hair body hands waist arms fingers foot feet |
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6.Traditions and Customs |
milk n cheese n eggs n (pl) fish n meat n flour n rice n sugar n |
I like …..cakes. (eating) Do you like it? Yes, I do No, I don’t What’s in it? What’s it for? |
New year’s Day Birthday Independence Day Republic Day Nauryz |
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7.The natural environment |
warm adj wet adj foggy adj icy adj frosty adj cool adj clear adj stormy adj dry adj thunder n sunshine n season n winter n summer n autumn n spring n sea n sand n beach n wave n shell n rock n |
I / you need You need… when it’s How's the weather? It's .. What can animals do? That’s a bird singing. It’s raining It’s pouring |
January February March April May June July August September October November December adventures cloudy rainy windy hot snowman month |
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8.Travel |
to turn left prep to turn right prep to go straight on prep to go back prep a taxi n a school bus n police n an ambulance n a circus n a circle n a square n a line n |
How did you get here today? I got here on foot / by...; Where is/are ...? Is it ...? Are they ...? It is ...They are ... Do you brush your teeth this way or that way? Me too I don’t |
car house toilet |
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Short-term plan
Lesson plan template
When beginning
to
plan,
refer to
the
medium term plan above.
Your lesson plans should
be
developed from
this template, making any necessary adjustments in
accordance with recent
teaching
and
learning
as
well as
language
level of the
definite class.
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Long-term plan unit: Unit 1. All about me |
School: |
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Date: |
Teacher’s name: |
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Grade: 2 |
Number present: |
Number absent: |
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Topic of the lesson: Hello again! |
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Learning objectives that this lesson is contributing to |
2.L2 recognise with considerable support an increasing range of common personal questions 2.S6 use short answers appropriately in short, basic exchanges and take turns in speaking with others in a limited range of short, basic exchanges 2.S7 place stress correctly on familiar polysyllabic words |
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Lesson objectives |
All learners will be able to: say their names sound some letters recognize some letter sounds and read/write them Most learners will be able to: make up a dialogue Some learners will be able to: use all structures correctly |
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Assessment criteria |
Learners have met the learning objective (2.L2, 2.S6) if they can: Recognize and answer personal questions Ask personal questions in interaction with others |
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Value links |
Respect |
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Cross curricular links |
Social studies, etiquette |
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ICT skills |
Using videos |
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Previous learning |
Greetings, personal information |
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Lesson plan |
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Time |
Planned activities |
Resources |
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Beginning 10 min |
Organizational moment (W) Teacher greets students; students respond to greeting and take their places. Warming up (D, W) Teacher offers students to watch a video “Gogo’s adventures with English” which contains various greeting phrases.
Before watching teacher instructs students to pay attention to all phrases in the video and try to memorize as many of them as possible.
After watching, students discuss with each other what phrases they remember from the video and then share with the teacher.
The whole list should include the following phrases: - Hello! - My name is… - What is your name? - How are you? - I am fine, thank you. - Goodbye! |
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Middle 20 min |
Greetings - practice (D, W, I) Teacher introduces new greeting phrases and vocabulary, students repeat first in chorus and then individually. The list of phrases includes the following: - Hello! - Nice to meet you! - Good morning / afternoon / evening / night! - Good bye! - See you soon!
(I) Students put new phrases into their vocabulary books. (W) After that, students listen to the Greetings Song and sing along in chorus to practice pronunciation. (W, P) After listening to the song, students go around the class greeting each other and the teacher as well as asking/answering personal questions. Examples of greetings and personal questions include: Greeting (any) |
PPP “Greetings”
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What is your name? How are you? Farewell (any) |
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End 10 min |
Plenary (P) Learners make up a dialog. They act it out in front of the class. Feedback Students share opinions if they liked/disliked the lesson by putting their thumbs up/down and explaining the reasons using simple language |
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Additional information |
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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 |
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For less able students teacher may provide in L1 for better understanding and memorizing. To challenge more able students teacher may organize face-to-face dialog with various types of greetings and personal questions |
By means of oral formative assessment – students work in pairs making dialogs – teacher monitors for assessment |
● Work with the SMART board not more than 10 minutes ● Monitor classroom space when students start moving around ● Make short breaks while writing ● Use water based markers |
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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? |
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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 or achievements/difficulties of individuals that will inform my next lesson?
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