| Long-term plan unit: 1 | School: U.Gagarin |
| Date: | Teacher name: Nurhanova N |
| Grade: 2 | Number present: | absent: - |
| Theme of the lesson: I can |
| Learning objectives(s) that this lesson is contributing to | 2.S4 respond to basic supported questions giving personal and factual information 2.UE13 use can to talk about ability and to make requests and offers; use can / can’t to talk about permission 2.L2 recognise with considerable support an increasing range of common personal questions
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| Lesson objectives | All learners will be able to:recognise with support a limited range of basic common personal questions spoken slowly and distinctlyuse can / can’t to describe abilitywrite familiar words to describe ability
Most learners will be able to:ask questions in basic exchanges about people, objects and classroom routines
Some learners will be able to:retell his/ her own ability |
| Success criteria | Learners have met the learning objective UE 13 if they can talk about 8-10 abilities |
| Value links | Transparency |
| Cross curricular links | Social studies, etiquette |
| ICT skills | Using videos |
| Previous learning | personal pronouns/ common lexical verbs |
| Plan |
| Planned timings | Planned activities | Resources |
| Beginning10 m(W) | ORGANISATION MOMENTWarming up activityChildren revise greetings.Children sing a song “Greeting song”.Learners recognise and respond to the teacher’s questions and phrases. Then they work in pairs.Hello! Hi!Good morning!Good afternoon!Good evening!Good night!How are you?I am fine, thank you.What is your name?My name is Marat.Nice to meet you!Nice to meet you, too!
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Greeting songhttps://www.youtube.com/watch?v=gVIFEVLzP4o
Visuals of Sun, clock,daily routines |
| Middle 25 m(IPW) |
REVISIONPupils recognize simple action verbs1. Pupils watch a video presentation that recycles action verb vocabulary from Grade 1.2.Pupils listen, match pictures and verbs
DEMONSTRATIONPupils recognise with support a limited range of basic common personal questions.1. Teacher models the usage of “He/ She can…” to talk about ability through presentation and demonstration with learners at the front of the class.2.Teacher uses flashcards and asks ‘Can’ questions to elicit answers about different abilities Yes, I / he/ she/they can No, I / he/ she/they can’t SPEAKINGPupils use can / can’t to describe ability. Teacher gives learners worksheets with images of different abilities [common verbs - ride a bike, swim, write name etc.] Learners tick what they can do and put a cross against what they can’t do.Pupils walk around the class sharing worksheets with different learners. She can swim. He can’t ride a bike. They can run.
PHYSICAL ACTIONPupils sing a song “I can hop” and do actions.PRACTICEPupils respond to basic supported questions.Teacher makes a list of challenges learners will find fun to try and do: crossing eyes, raising one eyebrow, separating fingers, hopping on one leg five times etc.
FORMAIVE ASSESSMENTPupils work with their partners to describe abilities looking at the pictures.A learner asks and answers questionsA learner pronounces words and expressions clearly | Actions Verbs
Primary Colours1 PB Ex.1-2 p.36-37
PPT
Flashcards Speaking worksheet
Primary Colours1 CDPB Ex.4 p.37
Primary Colours1 AB Ex.1-3 p.36-7PPT 1
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End5 m(W)
| FEEDBACKWell, what did we do in our lesson?Evaluation of the lessonGive the home task
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| Additional information |
| Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? | Assessment – how are you planning to check learners’ learning? | Health and safety checkICT links |
| More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support | Through formative assessment | Use video 5-10 min |
| ReflectionWere 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 evaluationWhat 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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ҚР Білім және Ғылым министірлігінің стандартымен жасалған
21 Желтоқсан 2018
554
2 рет жүктелген
