Grade 2 My school

LESSON: Module 1 Lesson 1

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

L1 L2 L9

S1 S3

R3

UE5 UE6 UE8

Lesson objectives

All learners will be able to:

use simple greeting and introduction forms and respond to some prompts and instructions correctly

Most learners will be able to:

use simple greeting and introduction forms and respond to most prompts and instructions ccorrectly

Some learners will be able to:

use simple greeting and introduction forms and respond to prompts and instructions

correctly with some extended answers

Previous learning

Hello What’s your name I’m This is Say Open Close

Plan

Planned timings

Planned activities

Smiles
Resources

Teacher
Notes

Beginning the lesson

L9

Welcome your class by saying Hello several times. Write your name on the board and introduce yourself to the class. Point to your name and to yourself and say: Hello, I’m (Miss Evans). Encourage the pupils to greet you back. Stand in front of a pupil and say: Hello, I’m (Miss Evans). What’s your name? Encourage the pupil to respond. Repeat with as many pupils as you think is necessary.

Presentation and practice

L2

UE5

UE6

L9

L3 S1

R3

L1 S3 UE8

Step 1 Sing the Hello Song!

Pupils’ books closed. Present/Revise the names of the characters. Hold up the cover of your book, point to Liam and ask: Who’s this? Elicit: Liam. Follow the same procedure and present/elicit Lilly and Charlie. Name the characters in random order. Ask the pupils to point to them.

Pupils’ books open. Refer the pupils to the characters in Ex. 1. Point to Nanny Rose and elicit/present her name. Present the song. [see p.116]

Point to Liam and say: This is Liam. Say hello! Encourage the pupils to repeat after you. Follow the same procedure and present the rest of the song.

Play the CD. The pupils listen to the song. Divide the pupils into four groups and assign a verse to each group. Play the song again. The pupils sing the assigned verses.

Hello song!

Track 02 CD1

Step 2 Talk with your friend

Point to Berik and Dana, one at a time, and say: This is Berik and this is Dana. The pupils repeat, chorally and/or individually. Encourage the pupils to greet them by saying hello to them.

Play the CD. The pupils listen and repeat, chorally and/or individually. Ask two pupils to read out the speech bubbles. Then the pupils act out similar exchanges. Check round the class, providing any necessary help.

Pupils’ books closed. Put up the flashcards on the board, one at a time, and say the corresponding phrases. The pupils repeat, chorally and/or individually. Then mime the commands in random order. Ask individual pupils to say the appropriate command. Ask the rest of the class for verification. Then say each command and ask the pupils to follow them.

Pupils’ books open. Play the CD. The pupils listen, point to the pictures and repeat the words. Play the CD again pausing after each command. The pupils repeat, chorally and/or individually.

Track 03 CD1

FLASHCARDS
(1-4)

Target Dialogue

A: I’m Damir. This is my friend, Gulnara.

B: Hello, Damir. Hello, Gulnara.

Step 3 Read and number the pictures.

Refer the pupils to the pictures and read the commands. Explain the activity. The pupils number the pictures. Check their answers.

Step 4 Keep Moving song and miming actions

Mime and say: Stand up, sit down! Keep moving! The pupils repeat after you. Follow the same procedure to present the rest of the song.

Play the CD. The pupils listen and look. Divide the class into two groups and assign a verse to each group. Play the song and each group sings the assigned verse. Play the song a third time. The pupils sing and do the corresponding actions.

Track 05 CD1

Ending the lesson

Play Simon Says. Explain to the pupils that they are to follow the commands only if they are preceded by Simon Says.

Teacher: Simon says, Stand up!

(The pupils stand up.)

Teacher: Sit down!

(The pupils remain as they are.)

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?

Cross-curricular links
Health and safety check
ICT links
Values links

• extend modelling and drilling sequences with some groups

• seek extended answers from some learners e.g. ask some learners to introduce to other learners

• monitoring response to prompts and instructions

• monitoring clarity of speech in instruction and singing tasks

• Values links: being polite to others

Reflection

Were the lesson objectives/learning objectives realistic?

Did I stick to timings?

What changes did I make from my plan and why?

Answer the most relevant questions from the box on the left about your lesson.

LESSON: Module 1 Lesson 2

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

L1 L4

S4 S6 S7

R6

UE14 UE17

Lesson objectives

All learners will be able to:

understand some instructions and produce some appropriate responses when prompted

Most learners will be able to:

understand most instructions and produce some target language correctly with clear pronunciation when prompted

Some learners will be able to:

understand all instructions and produce most target language correctly with clear pronunciation when prompted

Previous learning

Names of shapes in the air on the ground This is .. Stand

Plan

Planned timings

Planned activities

Smiles
Resources

Teacher
Notes

Beginning the lesson

S3

Mime opening a book and elicit the command from the pupils. Repeat the procedure with the remaining commands. Play the Keep moving song from the previous lesson (Track 05 CD1). Invite the pupils to sing along.

Pupils’ books closed. Put up the flashcards on the board. Point to the shapes, one at a time, and name them. The pupils repeat, chorally and/or individually. Point to the shapes in random order and elicit the appropriate word from the pupils. Pupils’ books open. Play the CD. The pupils listen, point to the pictures and repeat the word. Play the CD again pausing after each word. The pupils repeat, chorally and/or individually.

Track 05 CD1 FLASHCARDS (5-8)

Presentation and practice

L1

S7

UE14

L4

S4 S6

UE16

R6

S3

Step 1 Trace the shapes (activity 5)

Explain the activity. The pupils trace the shapes. Then they point to and name the shapes. For stronger classes, the pupils complete the sentences.

Step 2 Sing the Shapes Song and perform actions (activity 6)

Draw an imaginary circle in the air as you say: This is a circle in the air. The pupils repeat after you. Then draw an imaginary circle on the ground as you say: This is a circle on the ground. The pupils repeat after you. Follow the same procedure to present the rest of the song. Play the CD. The pupils listen to the song. Divide the class into four groups and assign a verse to each group. Play the song again. The pupils sing their assigned verse. Encourage the pupils to draw imaginary shapes in the air and on the ground as they sing. Time permitting, play the song a third time for the pupils to sing the song as a class.

Track 07 CD1

Step 3 Listen and Read

Set the scene by asking the pupils questions. e.g. Teacher: (pointing to picture 1) Is Liam ready? Class: Yes! Teacher: Yes, Liam is ready! (pointing to Lilly in picture 2 and shaking head) Is Lilly ready, too? Class: No! etc Play the CD and ask the pupils to listen and follow the dialogue in their books

Track 8 CD1

Step 4 Tick (✓) (activity 8)

Explain the activity. The pupils look at the pictures, read the dialogue silently and tick the right shape. Check the pupils’ answers. Answer Key Stand in the circle. Play the CD again pausing for the pupils to repeat, chorally and/or individually. Assign roles and ask individual pupils to read the dialogue out loud.

Ending the lesson

L1

S3

Ask two pupils to come to the front of the classroom. Tell one of the pupils to turn his/her back to the other pupil. Then ask the other pupil to draw a shape on the pupil’s back using his/her finger, but without saying what it is. The pupil has to guess the shape. Then they swap roles. Continue with the rest of the class

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?

Cross-curricular links
Health and safety check
ICT links
Values links

• differentiation instruction above in Step 1

• monitor and drill learner stress placement on polysyllabic shape words

• monitor learner use of target language in production activities

• Cross-curricular links : [Maths] shapes

Reflection

Were the lesson objectives/learning objectives realistic?

Did I stick to timings?

What changes did I make from my plan and why?

Answer the most relevant questions from the box on the left about your lesson.

LESSON: Module 1 Lesson 3

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

L1 L4 L6

S2 S3 S4

R6

UE4 UE5

Lesson objectives

All learners will be able to:

respond to some prompts correctly and recognise most written words in the story

Most learners will be able to:

respond to most prompts correctly and understand most elements of the story

Some learners will be able to:

respond to all prompts correctly and complete comprehension activities with only limited support

Previous learning

names of shapes and colours What colour is it? It’s

Plan

Planned timings

Planned activities

Smiles
Resources

Teacher
Notes

Beginning the lesson

S3

Draw the shapes in the air, one at a time, and say the corresponding word for each. Repeat one more time. Then say a shape and ask individual pupils to draw it in the air. Play the Shapes Song from the previous lesson (Track 07 CD1). Invite the pupils to sing along.

Pupils’ books closed. Put up the flashcards on the board, one at a time, and name the colours. The pupils repeat, chorally and/or individually. Point to each flashcard in random order. Ask individual pupils to name the colour. Ask the rest of the class for verification. Point to various items in the classroom. Ask: What colour is it? Elicit their colours. Pupils’ books open. Play the CD. The pupils listen, point to the pictures, and repeat the words. Play the CD again pausing after each word. The pupils repeat, chorally and/or individually.

Track 07 CD1 FLASHCARDS (9-14)

Presentation and practice

L6

S2 S4

UE5

L6

S3

L6

R5

Step 1 Listen and colour (activity 9)

Elicit the shapes from the pupils. Ask them to take out their green, yellow, blue and red coloured pencils. Play the CD, twice if necessary. The pupils listen The pupils then work in pairs. One pupil thinks of one of the shapes. The other pupil asks for its colour to find it. Then they swap roles. Demonstrate this yourself first. Go around the classroom providing any necessary help. Ask some pairs to report back to the class.

Track 10 CD1

Step 2 Let’s sing! (activity 10)

Gesture and say: Goodbye, goodbye. The pupils repeat after you. Then mime and say: Bye-bye and see you soon! The pupils repeat after you. Follow the same procedure to present the rest of the song. Play the CD. The pupils listen and follow along in their books. Play the song again. The pupils listen and sing along.

Track 11 CD1

Step 3 Listen and Read (activity 11)

Refer the pupils to pictures in the dialogue and set the scene. Play the CD and ask the pupils to listen and follow the dialogue in their books.

Track 12 CD1

Step 4 Circle the Right Word (activity 12)

Explain the activity. The pupils look at the pictures, read the dialogue silently and circle the right word. Allow the pupils some time to complete the activity. Check their answers.

Play the CD again pausing for the pupils to repeat, chorally and/or individually. Assign roles and ask individual pupils to read the dialogue out loud.

Ending the lesson

L1

Ask the pupils to take out their red, blue, green, yellow, orange and pink coloured pencils. Name a colour. Ask the pupils to raise their corresponding coloured pencils. Repeat with the rest of the colours.

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?

Cross-curricular links
Health and safety check
ICT links
Values links

• differentiate in story/dialogue follow-up tasks

• have story picture cards and ask stronger learners to remember who says what in the story and weaker learners to name characters, colours and objects

• check question formation and pronunciation when learners model their Step 1 dialogue interactions.

• ICT links: source an appropriate interactive shape or colour game for learners to do and project to whiteboard for learners to do as a whole group with different learners taking turns at the keyboard.

Reflection

Were the lesson objectives/learning objectives realistic?

Did I stick to timings?

What changes did I make from my plan and why?

Answer the most relevant questions from the box on the left about your lesson.

LESSON: Module 1 Lesson 4

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

L1

S1

W1 W8

UE3 UE13 UE15

Lesson objectives

All learners will be able to:

respond to some prompts with correct words and phrases and write some words and phrases correctly with support

Most learners will be able to:

respond to most prompts with correct words and phrases and spell most words and phrases correctly with support

Some learners will be able to:

produce correct words and phrases in spoken and written tasks and complete the written task mainly independently with correct spellings

Previous learning

colours shapes I can my favourite I like +ing

Plan

Planned timings

Planned activities

Smiles Resources

Teacher Notes

Beginning the lesson

Hand out the flashcards. Call out a colour, e.g. blue. The pupil with the corresponding flashcard holds it up for the rest of the class to see. Repeat with the rest of the flashcards. Play the Goodbye song from the previous lesson (Track 11 CD1). Invite the pupils to sing along.

Track 11 CD1

Presentation and practice

L1

W1 W8

UE3 UE13

UE15

Step 1 Use the code and colour the picture (activity 13)

Explain the activity. Allow the pupils some time to use the code and colour in the shapes. Then elicit the colours by pointing to the shapes and asking pupils to tell you what colour they are. Tell the pupils that they are going to make the face of a teddy bear using circles only. Hand out the photocopies. Guide them through the cutting and gluing together of the circles. Go around the classroom providing any necessary help. While the pupils are doing the craftwork, feel free to play any song from the module. Make sure you display their work somewhere in the classroom.

Teddy Bear Template

Step 2 Look, read and complete. Listen and check.

Write the phrase All About Me on the board. Explain what it means. Explain, in L1 if necessary, that there are some things that show who we are. Go through the incomplete list and give examples about yourself. During this procedure, explain/elicit any unknown words/phrases. Refer the pupils to the activity. Go through the list of the missing words and explain/elicit their meaning. Allow the pupils some time to complete the poster. Play the CD, twice if necessary. The pupils listen and check their answers. Ask some pupils to read out from the poster.

Track 13 CD1

Write the following on the board:

My name’s ___________ . I am ___________ years old. I am from ___________ . My favourite colour is ___________ . My Family: ___________ My favourite things: ___________ I like wearing: ___________ My favourite subjects: ___________ I can: ___________

Step 3 Make an All About Me poster

Explain the activity. The pupils use the poster in Ex. 14 as a model and produce a similar one about themselves. You can assign this for homework. During the next lesson, encourage the pupils to present their work to the classroom. Make sure you display their work somewhere in the classroom.

Ending the lesson

S1

Ask the pupils to tell the class something that shows who they are (e.g. favourite colour/thing/subject, what they like wearing ……. )

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?

Cross-curricular links
Health and safety check
ICT links
Values links

• give extra support to less able writers in poster tasks e.g. prompting with initial letters, spelling out some words

• check spelling and use of structure in learner poster

• monitor learner use of words and pronunciation in final task

• cross-curricular Maths: colour code shape task

Reflection

Were the lesson objectives/learning objectives realistic?

Did I stick to timings?

What changes did I make from my plan and why?

Answer the most relevant questions from the box on the left about your lesson.

LESSON: Module 1 Lesson 5

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

L1 L3 L6

S3 S4 S7

UE5 UE14

Lesson objectives

All learners will be able to:

respond correctly to some questions and prompts about shapes

Most learners will be able to:

respond correctly to most questions and prompts about shapes with some correct stress

placement on polysyllabic words

Some learners will be able to:

respond correctly to all questions and prompts about shapes with mostly correct stress

placement on polysyllabic words

Previous learning

What shape is it? Where is it? Names of shapes It’s in …

Plan

Planned timings

Planned activities

Smiles
Resources

Teacher
Notes

Beginning the lesson

Point to an object in the classroom, e.g. a round clock. Ask a pupil to name the shape. Repeat the procedure with other shapes.

Presentation and practice

L6

UE5

UE14

S3

L3

S7

L1

Step 1 Our World Listen and Read

Pupils’ books closed. Put up the world map. Point to London, UK, and say: This is London. Explain, in L1 if necessary, that London is the capital city of the UK. Ask the pupils to tell you if they know anything about this country, e.g. what colour its flag is, famous people, etc. Follow the same procedure and present Kazakhstan, too. Pupils’ books open. Refer the pupils to the pictures of the landmarks and present them. Elicit their shape. Play the CD. The pupils listen and follow along in their books. Then ask some pupils to read out from the texts.

Find a picture of a place in your country. What shape is it? Present it to the class. Explain the activity. Brainstorm for landmarks and write their names on the board. The pupils then draw a picture of the landmark and write its shape. They present their drawing to the class. Alternatively, the pupils can do this at home. They can find pictures of a place in their country or around the world.

Track 14 CD1

Step 2 Realistic or abstract?

Pupils’ books closed. Put up the Realistic and Abstract Paintings poster on the board. Ask the pupils to look at the paintings and say how they differ, in L1 if necessary. Explain to them that some paintings are realistic: You can tell by looking at it what the painting is about. Other paintings are abstract: It is not obvious what the paintings show. Point to the first painting and say: This is a realistic painting. The pupils repeat after you. Repeat the same procedure for the rest of the paintings. Pupils’ books open. Point to picture 1 and ask the pupils to say abstract or realistic. Repeat for the remaining pictures. Explain the task. Allow the pupils some time to match the paintings to the words. Check their answers.

Realistic or Abstract Paintings poster

Step 3 Make Your Own Shape Art

Read the instructions and explain the activity. Point to the examples and explain to the pupils that they will make their own piece of art using shapes. You can assign this as homework. During the next lesson encourage the pupils to present their art work. Make sure you display their work somewhere in the classroom.

Ending the lesson

S1

Display the pictures of the paintings you have brought to class on the board. Ask the pupils to say which ones are realistic and which ones are abstract.

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?

Cross-curricular links
Health and safety check
ICT links
Values links

• give extra support through modelling and drilling of stress placement during individual craftwork

• use monitoring time during individual craftwork to assess [eliciting] learner’s response to questions about shape and colour

• cross-curricular links: Art and Design vocabulary and shape picture

Reflection

Were the lesson objectives/learning objectives realistic?

Did I stick to timings?

What changes did I make from my plan and why?

Answer the most relevant questions from the box on the left about your lesson.

LESSON: Module 1 Lesson 6 Storytime

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

L3 L4 L7

S1 S3

R6

UE1 UE3

Lesson objectives

All learners will be able to:

respond to some prompts correctly and pronounce some words correctly and identify some written words in story activities

Most learners will be able to:

respond to most prompts correctly, with correct pronunciation of colours and recognise written forms of most words in reading parts of the lesson

Some learners will be able to:

respond to most prompts correctly with clear pronunciation and exhibit good comprehension of written and audio story

Previous learning

names of colours there are Where are ..?

Plan

Planned timings

Planned activities

Smiles
Resources

Teacher
Notes

Beginning the lesson

L4

S3

Ask individual pupils to tell you their favourite colour. Point to objects in the classroom and ask pupils to name the colours. Write the word rainbow on the board and elicit/explain its meaning. If you wish, teach the colours of the rainbow during this stage. [An easy way to remember the order of the colours of the rainbow is by memorising the acronym VIBGYOR (violet, indigo, blue, green, yellow, orange and red).] Then have a class discussion, in L1 if necessary, on what the world would be like without colours (boring, dull, etc). Explain to the pupils that they are going to read a story from America about how the rainbow was created.

Presentation and practice

L3

UE1

L7

R6

S1

UE3

Step 1 Listen, Point and Repeat

Pupils’ books closed. Put up the flashcards on the board, one at a time, and say the corresponding words. The pupils repeat, chorally and/or individually. Point to each item in random order. Ask individual pupils to name the item. Ask the rest of the class for verification.

Track 15 CD1

Flashcards 15-20

Step 2 STORY CARDS

Use the story cards to present the story.

Step 3 Listen and read. Act out the story. (activity 4)

Play the CD. The pupils listen and follow along in their books. Play the CD again. The pupils repeat, chorally and/or individually. Read the Smiles Values! and have a discussion with the pupils, in L1 if necessary, about the moral of the story. Tell the pupils that it is very important to respect and protect our planet. Tell them that it doesn’t matter if your contribution is big or small. What really matters is to help one another with whatever abilities you have, just like the little birds did when they helped to make the world prettier. That way, we can all respect and protect our colourful planet! Put up the story cards in random order. Ask the pupils to come and put the cards in the right order. Play the CD for verification. Assign roles and allow the pupils, in groups, some time to rehearse. Ask the groups to act out the story. They can use the story cards for help.

Track 16 CD1

Ending the lesson

Project: My rainbow Ask the pupils to use their colouring pencils and draw and colour their own rainbow. Display the pupils’ work around the classroom.

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?

Cross-curricular links
Health and safety check
ICT links
Values links

• give extra support with modelling and drilling in small group story rehearsal

• monitor learner comprehension during story ordering task

• Values link: the importance of the environment

Reflection

Were the lesson objectives/learning objectives realistic?

Did I stick to timings?

What changes did I make from my plan and why?

Answer the most relevant questions from the box on the left about your lesson.