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

Lesson objectives

All learners will be able to:

• recognise with support a limited range of basic common personal questions spoken slowly and distinctly

• use can / can’t to describe ability

• write 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

Beginning

10 m

(W)

ORGANISATION MOMENT

Warming up activity

Children 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!

Greeting song

https://www.youtube.com/watch?v=gVIFEVLzP4o

Visuals of Sun, clock,

daily routines

Middle

25 m

(IPW)

REVISION

Pupils recognize simple action verbs

1. Pupils watch a video presentation that recycles action verb vocabulary from Grade 1.

2.Pupils listen, match pictures and verbs

DEMONSTRATION

Pupils 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

SPEAKING

Pupils 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 ACTION

Pupils sing a song “I can hop” and do actions.

PRACTICE

Pupils 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 ASSESSMENT

Pupils work with their partners to describe abilities looking at the pictures.

• A learner asks and answers questions

• A learner pronounces words and expressions clearly

Actions Verbs

https://www.youtube.com/watch?v=Moa4nWZJSdk

Primary Colours1 PB Ex.1-2 p.36-37

PPT

Flashcards

www.kids-pages.com

Speaking worksheet

Primary Colours1 CD

PB Ex.4 p.37

Primary Colours1 AB Ex.1-3 p.36-7

PPT 1

End

5 m

(W)

FEEDBACK

Well, what did we do in our lesson?

• Evaluation of the lesson

• Give the home task

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
ICT 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

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?

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?