What can animals do?

Long-term plan Unit 7: The natural environment

School:

Date:

Teacher name: Nugmanova G

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 recognize 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:

-recognize spoken language slowly and distinctly;

- pronounce 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

Primary Science

ICT skills

PPT, Video

Previous learning

Seasons

Plan

Planned timings

Planned activities

Resources

Beginning

1 min

2 min

3 min

2 min

2 min

Greeting:

Good morning dear pupils!

-How are you today?

-What’s the weather like today? Is it rainy? Is it snowy?

1.Warm up game

T:Students let’s remember different animals. (Teacher shows cards with animals-What animal is this? Can it jump? Learners answer.)

Let’s divided into 2 groups.

Teacher  invites learners  to stand  in a circle and give  them  cards  with  animals  picture and divide into groups. (Learners choose 1 card and divided into 2 groups:domestic and wild animals)

Sing a song about animals.

Teacher asks:- what is this  song about?

Learners  are asked  to  guess  the  topic   of the  lesson

T:Let’s remember and introduce with some vocabulary

Teacher pronounces a new vocabulary with learners.

2. T: Put this card into your vocabulary.

Song about animal

sounds

Middle

2 mins

3 min

5 min

3 min

7 min

7 min

2.Presentation

T:today we play mini-game which connected with our topic.

1.The first tour Look and write. Teacher gives worksheets with vocabulary.

2.The second tour answer

my questions!

You say only yes or No. Please don’t shout only raise your hands.

1.Can a fish swim? Yes

2.Can a dog run?Yes

3.Can a fox sing?No

4.Can a horse crawl? No

5.Can a tiger dance?No

6.Can a rabbit swim?No

7.Can a bird fly?Yes

8.Can a cat climb?Yes

3. What can animals do?

Teacher gives words and students have to make sentences.

A frog can jump

A monkey can climb

A snake can’t dance

A cat can sleep

A horse can’t sing

A rabbit can hop

4. Warming-up

T:Look at the board and sing a song with action.

Song “What can animals do?

5.Puzzle.”Who is it?”

1.I can climb (cat)

2.I can crawl(snake)

3.I can sing(bird)

4.I can eat cheese(mouse)

5.I can hop(rabbit)

6.I can say “rrrrrrr”(lion)

(mystery word: Animal)

6.Game “mime”.

Teacher chooses one pupil in each group and gives the sentence or picture. Pupil can show the action, and group need to guess what the pupil shows.

Worksheet 1

Cards with questions

words

Song “What can animals do?

Puzzle-crossword

cards

End

3 min

Learners give feedback. This might be done in oral form.

Teacher put three version of rabbit. Learners put stickers.

H/T: Draw the picture of your favourite animal and write down what your animal can do?

Stickers

pictures

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Support for weaker students: working in pairs/groups, phrases

Challenges for more able students: Encouraged to do more writing; assist weaker students.

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 listening, 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).

Differentiation can be used at any stage of the lesson keeping time management in mind

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.

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?

1.