What can animals do?

Long-term plan unit: 7

The natural environment

School:21

Date:

Teacher name:Aidosova G.M.

Grade: 2

Number present:

absent:

Theme of the lesson: What can animals do

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

Lesson objectives

All learners will be able to:

• recognisewords of animals.

• identify the verbs with support

• use structure I can+verb with support

• recognise short basic instructions

Most learners will be able to:

• identify most words when sounded

• write most words of animals and verbswith limited support

• use structure I can+verb with limited support

Some learners will be able to:

• write nearly all words sounded

• communicate a range of words including nearly all words

• use structure I can+verb without support

Assessment criteria

Learners have met the learning objective (2.L4) if they can:

recognize 7-10 words of animals and verbs

Value links

Respect, Cooperation

Cross curricular links

Knowledge of the world

ICT skills

Using videos

Previous learning

Simple verbs

Plan

Time

Planned activities

Resources

Beginning

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.

• What kind of animals do you know?

• Where do we live?

• What they can do?

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

Middle

Revision of CAN/CAN’T

• Ask learners if they remember Mr.CAN.

• Go through the PPT and revise modal verb CAN.

• Emphasize the usage of can in both negative and interrogative sentences. Focus learners’ attention on slide 4.

• Show slide 9 and have learners to find as many animals as they can. Those who find more animals get a sticker.

• Go to slide 10, ask learners what animals can do, so to elicit basic action verbs

• Ask to imagine one animal and say what it can/can’t do…

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

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

End

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

• Green- no problems. All is clear.

• Yellow- I have some problems. Explain me again.

• Red- I don’t understand the task. I need one’s help.

Goodbye Song Video

https://www.youtube.com/watch?v=Xcws7UWWDEs

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:

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

• Make sure power cords/outlets are not a tripping hazard

• Everyday classroom precautions

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 orachievements/difficulties of individuals that will inform my next lesson?