Багисова Фариза Жанбырбаевна

Long-term plan unit:

6 Traditions and customs

School:

Date:

Teacher name:

Grade: 2

Number present:

absent:

Theme of the lesson: Home cooking

Learning objectives(s) that this lesson is contributing to

2.S4 respond to basic supported questions giving personal and factual information

2.W7 spell some familiar high-frequency words accurately during guided writing activities

2.L9 recognise the spoken form of familiar words and expressions

Lesson objectives

All learners will be able to:

• identify at least 1 word from the list of food vocabulary

• write all the words and match at least 3 of them

Most learners will be able to:

• identify at least 2 words from the list of food vocabulary

• write all the words and match at least 6 of them

Some learners will be able to:

• identify 2 and more words from the list of food vocabulary

• write all the words and match at least 8 of them

Success criteria

Learners have met the learning objective (2.W7) if they can:

write all the words and match at least 6- 8 of them

Value links

Respect, Cooperation

Cross curricular links

Diet

ICT skills

Using videos, smart board

Previous learning

Learners learned the words for holidays and presents

Plan

Time

Planned activities

Resources

Beginning

10 m

Greeting, Warm Up

Greet the learners.

• "Hello!"/"Good morning!"/"Good afternoon!"

• “How are you?”

• “What day is it today?”

• “What date is it today?”

• “What is the weather like today?”

Pre-learning/Warm-up

• Use flashcards/PPT to introduce some food items.

• Show each flashcard one by one and elicit or teach the word.

• Elicit learners’ favorite food/meal by asking questions:

• What is your favorite food?

• What ingredients are there in your favorite meal?

• What is Kazakh national food?

• What is Russian food?

• What is Chinese food?

• What is American food?

• Show different meals on PPT with ingredients

Ready-made Flashcards

+ flashcards from Primary colors

PPT

Middle

25 m

Vocabulary practice.

- "Vocabulary matching"

Give each learner a piece of paper with different pictures of food. They cut out the pictures and glue them next to the appropriate word in their vocabularies.

Differentiation by support: Less able learners work with teachers` assistance.

Group work:

Learners are divided into 3 small subgroups.

Hand out A3 paper with one meal.

Each group/pair gets different national food. (Russian, Kazakh, Chinese, American)

Task: learners are to write the ingredients to their meal.

- Learners present their meals.

Differentiation: Less able learners get a list of ingredients and pictures to match and then say.

Learners that are more able get only pictures without words.

Vocabulary practice.

Learners are given word search worksheet to practice vocab.

Worksheet #1

A 3 papers/ingredients pictures

Word search worksheet

End

5 m

Closing Reflection/Self-Assessment & Goodbye

Home task: Write a receipt of your favorite food.

(W) Check students understanding by asking the following….

1) What food words do you remember?

Sign a song

Goodbye Song Video

https://www.youtube.com/watch?v=WyfH-wwJUcY

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 vocabulary activities.

More-able learners:

Encourage very strong students to model answers

Students will be assessed through the controlled practice activity

• Work with the SMART board not more than 10 minutes

• 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 or achievements/difficulties of individuals that will inform my next lesson?