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What can animals do?

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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

  1. name the main vocabulary words;
  1. -write names and actions of animals;
  2. -use them in their speech.
  3. -say and all the words correctly;

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:

  • Find the pictures
  • Say the names of animals

[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:

  • Understand the words
  • Do the actions

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:

  • Work in a group
  • Say the theme of the lesson
  • Say the aim of the lesson

Task 4Individual work.Follow the lines  and complete.Play the guessing game.

Descriptors: Students  can:

  • Follow the lines 
  • Complete the words

Task 5.Pair work. Do the dialogue. Answer the questions.

What can animals do?

Descriptors: Students  can:

  • Put the questions
  • Answer the questions

Task 6.Individuall work.True  or  False.

Descriptors: Students  can:

  • Writing “can”and “can’t  correctly

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

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«What can animals do?»


Lesson plan


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

  • name the main vocabulary words;

  • -write names and actions of animals;

  • -use them in their speech.

  • -say and all the words correctly;



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:

  • Find the pictures

  • Say the names of animals

[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:

  • Understand the words

  • Do the actions






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:

  • Work in a group

  • Say the theme of the lesson

  • Say the aim of the lesson



Task 4Individual work.Follow the lines and complete.Play the guessing game.

Descriptors: Students can:

  • Follow the lines

  • Complete the words

Task 5.Pair work. Do the dialogue. Answer the questions.

What can animals do?



Descriptors: Students can:

  • Put the questions

  • Answer the questions

Task 6.Individuall work.True or False.


Descriptors: Students can:

  • Writing “can”and “can’t correctly






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











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Предмет: Английский язык

Категория: Планирование

Целевая аудитория: 2 класс.
Урок соответствует ФГОС

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What can animals do?

Автор: Бапанова Айнур Ахметовна

Дата: 16.04.2018

Номер свидетельства: 466356

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