Long-term plan Unit 7: The natural environment | School: A.Karsakbaev secondary school | |
Date:11.04.2018 | Teacher name: Bapanova Ainur | |
Grade: 2V | 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 recognise with support short basic questions about what something is 2. S4 respond to basic supported questions about people, objects and classroom routines | |
Lesson objectives |
| |
Success criteria | Learners have met this learning objective if they can: -recognise spoken language slowly and distinctly; - pronounce new vocabulary words correctly - say the names and actions of animals - do most of tasks correctly. | |
Value links | Ls will work together as a group/pairshowing respect and being polite with each other, respect to animals | |
Cross curricular links | Primary Science | |
ICT skills | PPT, Video | |
Previous learning | What can animals do? | |
Plan | ||
Planned timings | Planned activities
| Resources |
Beginning 7 mins
| Learners are introduced the LOs. Checking of the hometask. “Brain storming” -What is it? Task 1. Individual work. Play the game’’Missing pictures” Descriptors: Students can:
[S]Lsfind the picture of animals, that was missing. -What pictures is missing? (horse, parrot, frog, bird, chimp) Task 2.Individual work.”Say and do”Ph. Training [W]Learners listen to the song, do the actions and sing [L] Ls listen to the sounds and guess actions. ( sing,swim, dance,run,fly, climb,jump,hop, crawl) Use the sounds to get learners to describe what they can hear. You can remind them to understand the simple action and to do them. Descriptors: Students can:
| Pictures Slide1 Pictures Slide 2 Sing the “I can jump” song |
Middle 28mins
| Task 3.Group work: Do the puzzles, and find the theme of the lesson, say the aim of the lesson: (Pupils say themselves) Descriptors: Students can:
Task 4Individual work.Follow the lines and complete.Play the guessing game. Descriptors: Students can:
Task 5.Pair work. Do the dialogue. Answer the questions. What can animals do? Descriptors: Students can:
Task 6.Individuall work.True or False. Descriptors: Students can:
| Worksheet 1 pazzles student’s book p. 90 Worksheet 2 Pictures Slide Worksheet 3 |
End 5 min | Learners give feedback to each other. This might be done in oral form. Learners reflect on their learning, write the stickers: “Two stars and one wishes’’ H/T: complete Worksheet 2, ls learn the sentences | |
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 moreable 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 |
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 orachievements/difficulties of individuals that will inform my next lesson? |