My life. Ағылшын тілі, 2 сынып, сабақ жоспары.

Short term plan

Unit 1 My life

Term 1

School: NIS Kokshetau

Date:

Teachers‘ names: Kim L.I.

Grade 2

absent:

Learning objectives(s) that this lesson is contributing to

2.S1 make basic personal statements about people, objects and classroom routines

2.L1 recognise short basic instructions for a limited range of classroom routines spoken slowly and distinctly

2.UE3 use basic adjectives to describe people and things

2.UE10 use common present continuous forms [positive, negative, question] to talk about what is happening now

L Lesson objectives

Language objective

Describe clothing items

Value links:

Respect, Cooperation, How to Peer Assess/Give Feedback

Previous learning

Students learned the words for 12 items of clothing & the structure he/she is wearing

Cross-Curricular Link

Art

Use of ICT

PPT

Intercultural awareness

What students of different cultures/countries traditionally wear

Kazakh culture

What students in Kazakhstan traditionally wear

Pastoral Care

Assure you met all learners’ emotional, mental and physical needs

Health and Safety

Make sure power cords/outlets are not a tripping hazard

Everyday classroom precautions

Planned activities

Resources

Greeting

Greet the students.

• "Hello!"/"Good morning!"/"Good afternoon!"
• “What`s your name? How are you?”

Warm-up

Guess “who is wearing….” activity.

Teacher as sample starts the first sentence herself. Ex: A boy is wearing black sweater and white shirt, green shoes, etc. Who is he?

Learners should give full answers. After, learners try to continue teacher’s idea, there is a sample on the board. Learners practice continuous tense.

Greeting song

PPT

Review and Practice

What are you wearing?

(I) Students are given tables to fill in.

Ask 4 friends: What are you wearing?

Draw a ✓ under what they are wearing.

The possible answer is: I am wearing ……, …….. and …… .

(W) Review slides with colors and items of clothing. Show the slide and let students identify, then say the word/s and have them repeat for pronunciation. Review the slide of he/she.

(W) Show slides with children from Kazakhstan and around the world. Note what countries the kids are from. Have a strong student stand up and ask: What is he/she wearing? Other students should answer in full sentences. Encourage students to identify colors.

Worksheet

PPT Slides

Practice Poster Presentation

(W) Model to students using the PPT example that they will make (or draw) a poster with a doll and present their posters to the class & introduce their doll with a name.

Remind students to put the correct word next to the item of clothing.

Do an example:

Her name is Sarah. She is wearing a white and blue dress. She is wearing blue shoes.

His name is Ted. He is wearing a red sweater and blue pants. He is wearing white socks and black shoes.

(I) Individual Practice & Feedback - Circulate the room. Have students individually draw and practice their presentation with you. Remember to ask the names of the dolls. Provide guidance and corrective feedback as necessary.

Differentiation – Give extra time and support to those students needing extra practice before presenting.

Encourage strong students who know extra words to make more complex statements – He is wearing a red AND blue sweater. The sweater is old/new/beautiful, etc. They may also be encouraged to draw and identify extra clothing items, i.e. a watch, a headband etc.

(P) Have students turn to a partner and practice presenting their doll.

Handouts with dolls

A4

colored pencils

Closing Reflection/Self-Assessment & Goodbye

(W) Using the same thumbs up motions, ask students:

1.) Do you like your dolls?

2.) Did you like the lesson?

(W) Students stand up and sing the goodbye song.

PPT Slide 18

Goodbye Song Video

https://www.youtube.com/watch?v=Xcws7UWWDEs

Feedback: Teacher asks students what task was difficult to them and which pair worked well.

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?

More support:

• Show students the slide, or give them a print out with the clothing pics and words.
• Allow them to identify less items of clothing.

More-able learners:

• Encourage these kids to label or create more clothing items.
• Some very able learners may even say more complex structures.

• Students will be assessed both for the work they physically created (vocabulary practice) and oral presentation using the appropriate structures – by the teacher & peers.

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 individuals that will inform my next lesson?