Назар аударыңыз. Бұл материалды сайт қолданушысы жариялаған. Егер материал сіздің авторлық құқығыңызды бұзса, осында жазыңыз. Біз ең жылдам уақытта материалды сайттан өшіреміз
Жақын арада сайт әкімшілігі сізбен хабарласады
Бонусты жинап картаңызға (kaspi Gold, Halyk bank) шығарып аласыз
What can animals do?
Дипломдар мен сертификаттарды алып үлгеріңіз!
Материалдың толық нұсқасын
жүктеп алып көруге болады
Long-term plan unit: 7 The natural environment |
School:21 |
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Date: |
Teacher name:Aidosova G.M. |
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Grade: 2 |
Number present: |
absent: |
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Theme of the lesson: What can animals do |
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Learning objectives(s) that this lesson is contributing to |
2.W3 write short phrases to identify people, places and objects 2.UE13 use can to talk about ability and to make requests and offers; use can / can’t to talk about permission 2.L4 recognise with support short basic questions relating to features such as colour and number |
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Lesson objectives |
All learners will be able to:
Most learners will be able to:
Some learners will be able to:
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Assessment criteria |
Learners have met the learning objective (2.L4) if they can: recognize 7-10 words of animals and verbs |
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Value links |
Respect, Cooperation |
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Cross curricular links |
Knowledge of the world |
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ICT skills |
Using videos |
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Previous learning |
Simple verbs |
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Plan |
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Time |
Planned activities |
Resources |
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Beginning
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Organizational moment Good morning! What is the date today? What day of the week is it today? What is the weather like today? What season is it now? Brainstorming strategy Teacher shows a video and learners will try to identify the name of the theme wind for guessing what the topic will be.
Today I will revise modal verb can and speak about what animals can/can’t do.. To activate learners and revise the words play Animal Guessing Game to find out how many animals words they know. |
Animal Guessing Game PPT |
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Middle
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Revision of CAN/CAN’T
Teacher: Today we are going to have an interesting lesson about animals.The teacher divides learners into two groups with type of animals. They should take a sheet of paper with picture of animals. Task 1. [G]Guessing game. What am I? I am big. I’m brown. I can go, run, climb and swim. I like fish. What am I? (A bear)
I’m small. I’m grey. I can go, run. I like cheese, meat. I don’t like cats. What am I? (A mouse)
I am small. I’m nice. I can jump, run and play. I like a mouse. What am I? (A cat)
I’m small. My ears are long. I am white. I can run. What am I? (A hare)
I am small. I am green. I can jump. I cannot run. I can swim. What am I? (A frog)
I am big. I am pink. I can run. I can sleep. What am I? (A pig)
Task 2. Poster-time approach [G]Task 2: Each will write the names of wild and domestic animals in the cluster.
Task 3. Fill in the gaps ho__se mou__e snak__ s__eep chi__k elep__ant dol__hin ra__bit kan__aroo fis__ Task 4. Differentiated Tasks Match the words with the pictures. For less-able learners teacher should fill the missing words with the pictures. Self-assessment sheet In each task I`ll asses them individually with a sheet of paper. Venn diagram approach Conclusion For conclusion the lesson teacher uses Venn diagram Venn diagram
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PPP
PPP slide 4
PPP slide 9
PPP slide 10
Worksheet #1
https://www.youtube.com/watch?v=_Ir0Mc6Qilo start 1-2.22 min Listening worksheet2
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End
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Reflection Ask learners what the most interesting/ difficult part of the lesson was. Name two words you practiced today. Feedback Teacher uses the ship to get feedback
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Goodbye Song Video |
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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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More support: These students may work with a stronger student to support them during the vocab activities.
More-able learners: Encourage very strong students to model answers |
Students will be assessed through the controlled listening activity |
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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 orachievements/difficulties of individuals that will inform my next lesson?
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