What can animals do?

Long-term plan Unit 7: The natural environment

School: 99

Date:

Teacher’s name: F.Kuttymbekova

Grade: 2

Number present:

absent:

Theme of the lesson:

What can animals do?

Learning objectives(s)

2.UE13 use can / can’t to describe ability use can to make requests

2.L4 recognise with support short basic questions about what something is

2. S4 respond to basic supported questions about people, objects and classroom routines

Lesson objectives

All learners will be able to:

• name the main vocabulary words;

Most learners will be able to:

-write names and actions of animals;

-use them in their speech.

Some learners will be able to:

-say and all the words correctly;

-use them in their speech;

- complete all worksheets correctly.

Success criteria

Learners have met this learning objective if they can:

-recognise spoken language slowly and distinctly;

- pronounce weather vocabulary words correctly

- say the names and actions of animals

- do most of tasks correctly.

Value links

Ls will work together as a group/pair showing respect and being polite with each other, respect to animals

Cross curricular links

Check point

ICT skills

PPT, Video

Previous learning

What can animals do?

Plan

Planned timings

Planned activities

Resources

Beginning

7mins

Learners are introduced the LOs.

Checking of the hometask.

1.Warm up ‘I can../can’t’

[W]Lspretend themselves animals, one by one they go in front of the group and guess an animal. They start their sentences:

I live in…(Africa). I’m…(size-big, small). I can..(walk/fly). I can’t…

Ls are asked to guess the topic of the lesson

Show video

Middle

32mins

2.Presentation

[W]Ls listen to the sounds and guess animals.

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.

Listening to animal noises and writing down what the animals are doing e.g. That’s a bird singing.

[I] Ls complete the worksheet on the abilities of animals.

3. Ph. Training

[W]Learners listen to the song, do the actions and sing animals’ sounds.

4. Practice

[P]Ls ask and answer the question: What can/can’t… do?

They are to complete the sentences.

Formative assessment

Listen to the teacher and answer the questions.

Example: What colours are the tigers?

The tigers are orange and black.

1. How many legs do crocodile have?

2. What colours are zebra?

3. How many wings do dragonflies have?

4. What colours are the ladybirds?

5. How many tails do monkey have?

Descriptor A learner

• asks and answers the questions;

• names colours, numbers and animals properly;

• pronounces the words and expressions intelligibly

Animal sounds activity

http://www.englishmedialab.com/cloze/animalsoundquiz/

Worksheet 1

FA Worksheet

End

1 min

Learners give feedback to each other. This might be done in oral form.

Learners reflect on their learning:

• What has been learned

• What remained unclear

• What is necessary to work on

H/T: complete Worksheet 2, ls learn the sentences

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?

FA

Monitoring

Checking the task

Feedback on the work

Health and safety check
ICT links
online istening, Ph.Training

Differentiation can be by task, by outcome, by individual support, by selection of teaching materials and resources taking into account individual abilities of learners (Theory of Multiple Intelligences by Gardner).

Pair work, group work

Health promoting techniques

Breaks and physical activities used.

Points from Safety rules used at this lesson.

Reflection

Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO?

If not, why?

Did my planned differentiation work well?

Did I stick to timings?

What changes did I make from my plan and why?

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