| Long-term plan Unit 7: The natural environment | School: Suranshy batyr |
| Date: 17.04.2018 | Teacher name: Kanatova Nazipa |
| Grade 2 | Number present: | Absent: |
| Theme of the lesson: What can animals do? |
| Learning objectives that this lesson is contributing to | 2.UE13 use can to talk about ability and to make requests and offers; use can / can’t to talk about permission 2.UE.10 use common present continuous forms [positive, negative, question] 2.L4 recognise with support short basic questions relating to features such as colour and number 2.UE17 use me, too to give short answers
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| 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 animal vocabulary words correctly- say the names and actions of animals- do most of tasks correctly. |
| Value links | Lifelong learning |
| Cross- curricullar links | World cognition |
| ICT skills | Using videos & pictures, working with URLs |
| Previous learning | Using can\can't |
| Plan |
| Planned timings | Planned activities | Resources |
Beginning5 mins
| Organizational momentTeacher: Good morning, boys and girls!Pupils: Good morning!Good morning!Good morning to you!Good morning!Good morning!We are glad to see you!Teacher: I am glad to see you, too!
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Middle30 mins
| Checking of the hometask.Name the animals and some actionsActivity 1. [W]Warm up game ‘Guess an animal first’[W]Ls are wear animal's masks, and introduce themselves. A learner who has correct words gets a smile-sticker. Ls are asked to guess the topic of the lessonActivity 2. [W]Teacher shows animals picture and their actions by active boardLs matches them.(Дискіден жануарлар мен әрекеттер туралы айтады)Activity 3 [Work in pairs](Қалыптастырушы бағалау тапсырмаларын орындайды)Task 1. Look at the pictures and make up a dialogue. Say what animals can do. Example:Q: What can monkeys do? A: They can jump.
Ls are presented the new words/phrase:1.What can monkeys do?2. Monkeys can jump.3. Monkeys can’t fly.Ls tell what place should they put can. They complete the worksheet with tracing letters and tell (orally) what these animals can’t do.Task 2.The bird is singing.The horse is running.The monkey is dancing.Descriptor:Learners: names animals properly,Says the actions of the animals,Uses present cont. tense correctlyFA: Peer assessment
Ph. TrainingAnimal's song "I can jump like a frog"
Activity4. [Group work]Each group draws pictures of animals which teacher says
and answers the questions: Group 1.What can snake do?Group 2.What can rabbit do?Group 3.What can bear do?Descriptor:Learners works in group. Write names and actions correctly. Makes some more sentences.FA: Peer assessment
Conclusion
My favourite animal is ......It can ...... It can't....
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Masks
Smile book
Worksheet 1
Worksheet 2 |
| End 5 mins | ReflectionEvery student has their cards on the table (green, yellow, red). Leaving the class, students should leave to the box one of them:Green - I am satisfied with the lesson, the lesson was helpful to me, I worked a lot and I got deserved mark, I understood everything that was said in class.Yellow - The lesson was fun, I took an active part in the lesson, the lesson was to a certain extent useful to me, I replied from the place, I was able to perform a number of tasks; I was quite comfortable in the classroom.Red – I didn’t get any useful information for me, I didn’t really understand what was going on, I do not really need that information, I won’t do my homework, I wasn’t ready to answer
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| 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 checkICT links |
| Less able students – greater support by means of prompts, visuals or writing difficult words on the blackboard More able students – independent work on definite tasks with little/no support | through observation | Work with the SMART board not more than 10 minutesUse water based markersEnsure proper ventilationCheck sockets’ safetyMonitor classroom space when students start moving around during dynamic break |
| ReflectionWere the lesson objectives/learning objectives realistic? What did the learners learn today? What was the learning atmosphere like? 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 evaluationWhat 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 individuals that will inform my next lesson?
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ҚР Білім және Ғылым министірлігінің стандартымен жасалған
03 Маусым 2018
2323
23 рет жүктелген
