открытый урок 2 класс

Unit of a long term plan :

The natural environment

School: Zelenov secondary school

Date:

Teacher name: Kubayeva Danara Ruslanovna

CLASS: 2

Number present:

absent:

Lesson title

What can animals do?

Learning objectives

2.UE13 use can to talk about ability and to make requests and offers; use can / can’t to talk about permission;

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 sentences to describe objects, activities and classroom routines;

Lesson objectives

All learners will be able to:

- Answer the questions with some support;

- Describe abilities using modal verb “can” with some support;

Most learners will be able to:

- Answer the questions with little support;

- describe abilities using modal verb can with little support; Some learners will be able to:

- make up simple sentences using verb “can” without support;

- complete all worksheets correctly without support;

Assessment criteria

• Report the questions about animals ability

• Describe animals ability using can/can’t

Language objective

Can/can’t, fly, stamp, swim, climb, run, sing, dance

Values links

Respect and cooperation

Cross-curricular links

Biology, PT

Previous learning

I can, I can’t

Plan

Planned timings

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

Resources

Start

0-5

5-12

Org.moment

Good afternon dear pupils!

-How are you today?

-What’s the weather like today?

I have mini presents for you. T gives sweets with wishes and animal pictures.

- Students are divided into four subgroups using images of animals on sweets. First group Cats. The second group Dogs. The third group Tigers and fourth Monkeys.

Activity 1. Warm up crossword “Who is it?”

1.I can climb (cat)

2.I can crawl(snake)

3.I can sing(bird)

4.I can eat cheese(mouse)

5.I can hop(rabbit)

6.I can say “rrrrrrr”(lion)

(mystery word: Animal)

FA: By “Collecting Stars” Differentiation by type of response;

Learners  are asked  to  guess  the  topic   of the  lesson. The topic of the lesson today “What can animals do?”

Write down the date and theme of our lesson “What can animals do?”

Teacher presents the lesson objectives:

Today you will:

- Describe animals abilities using modal verb “can” ;

- make up simple sentences using verb “can”;

- complete all worksheets correctly;

sweets with wishes and with pictures

crossword

Middle

12-15

15-18

18-21

21-36

36-42

Activity 2. [W] Teacher shows animals picture and their actions by active board

Guess the action?

swim, sing, jump, dance, run, fly, hop, crawl, climb, stamp

Descriptor: A learner

-says the actions of the animals;

-uses the verbs correctly;

FA: By “Collecting Stars” Differentiation by type of response;

elephant, fish, dog, frog, bird, monkey, snake, lion, fox, horse, tiger, rabbit, cat, mouse.

Brilliant! Clap your hands!

\Ph. Training

[W]Learners listen to the song ‘Yes, I Can! ¦ Animal Song For Children ¦ Super Simple Songs’ Do the actions and sing animals’ song

1. What can elephants do?

2.Elephants can stomp feet.

3.Elephants can’t fly.

-Teacher shows Ls actions what elephant can/can’t do

FA: By “Collecting Stars” Differentiation by type of response;

Speaking (I)

Strategy “Magic box”

-Use the pictures in the box to describe the animals actions

Descriptors:

A learner

- work in group

-chooses the picture;

-says the actions of the animals;

-uses the verbs correctly;

Peer assessment by “ Thumbs up, middle or down” Differentiation by support.

Individual work. Students choose a card from the envelope according to the level of difficulty

Complete the worksheet.

Level A. Answer the questions:

You say only Yes or No.

1.Can a fish swim?

2.Can a dog run?

3.Can a fox sing?

4.Can a horse crawl?

5.Can a bird fly?

Descriptors:

A learner

1 writes “Yes”

2 writes “Yes”

3 writes “No”

4 writes “No”

5 writes “Yes”

Level B. Teacher gives words and students have to make sentences.

1 A jump frog can

2 Monkey climb can A

3 Can’t A dance snake

4 Cat sleep A can

5 Can rabbit hop A

Descriptors:

A learner

1 writes “A frog can jump”

2 writes “ A monkey can climb ”

3 writes “ A snake can’t dance ”

4 writes “ A cat can sleep ”

5 writes “ A rabbit can hop ”

Level C.

1. What can a bird do? ___________ (fly)

2. What can a fish do? ___________ (swim)

3. What can an elephant do? ______ (stamp)

4. What can a dog do? ___________(run)

5. What can a rabbit do? ___________(hop)

Descriptors:

1 writes “A bird can fly”

2 writes “ A fish can swim ”

3 writes “ An elephant can stamp ”

4 writes “ A dog can run ”

5 writes “ A rabbit can hop ”

Check the work in pairs and check the answers on the board.

FA: By “Collecting Stars” Differentiation by type of response;

PPT

PPT

https://youtu.be/_Ir0Mc6Qilo

animal poster

Envelope with cards

FA Worksheet

End

42-45

Conclusion

Review students understanding by asking questions…

What animal is it?

Which animal do you have?

Say about animals what can/can/t do?

Reflection (W)

Feedback strategy “Train Car” 1^st - It’s clear for me 2^nd – I have a question… 3^rd - I don’t understand

Home task.

draw your favorite animal and write what it can do

Train car

Additional information

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

Assessment – how are you planning to check learners’ learning?

Health and safety check

New words introduction

Most support

Students are provided by images of new words

Some support

By giving worksheets with printed words

Minimal support

Samples are shown by students themselves

Filling the gaps

Most support

Paraphrase the questions to make clear

Some support

Students are given worksheets with printed pictures

Minimal support

By giving worksheets with key words

Teacher provide effective feedback by giving positive sides then suggestions

Ask the class if they understand a consept.

Thump up, middle, or down

If they (think) they get it, thumbs up.

If they are not sure, thumbs middle

If they don’t get it, thumbs down

Describe picture using can/can’t

Name the animals

describe picture use only can

Name the animals

Doesn’t use can/can’t

Can’t name animals

Safety rules using ICT

Reflection

Were the lesson objectives/learning objectives realistic?

Did all the learners achieve the lesson objectives/ learning objectives? If not, why?

Did my planned differentiation work well?

Did I stick to timings?

What changes did I make from my plan and why?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

Yes,

Yes, learners have accessed to all learning objectives

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 orindividuals that will inform my next lesson?