Grammar. Can or Cannot. Ағылшын тілі, 2 сынып, сабақ жоспары. 14 сабақ.

Long-term plan Unit 7: The natural environment

School: NIS, Taldykorgan

Date: Term 4, Lesson 14

Teacher name: Mukhametsharova A.K

Grade: 2A/C

Number present:

absent:

Theme of the lesson:

Grammar. Can or Cannot

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 weather vocabulary words correctly

- say the names and actions of animals and people

- do most of tasks correctly.

Value links

Ls will work together as a group/pair showing 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 activities

Learners are introduced the LOs.

Checking of the home task.

1.Warm up Learners what the video and try to translate the words and predict what are they doing to do at this lesson.

2.Prasentation

Teacher asks learners to make a circle near the board and the one by one should read the text about 3 people the do the task about the text

3. Ph. Training

[W]Learners listen to the song, do the actions and sing animals’ sounds.

4. Practice

Learners asks to sit with a pair and given some flashcards about the peoples actions. They should ask and answer to each other and show a picture as prompt. Teacher go around and observes.

Teacher demonstrates some more action words and gives a worksheet (FA)

Learners give feedback to each other. This might be done in oral form.

Learners reflect on their learning:

• What has been learned
• What remained unclear
• What is necessary to work on

H/T: complete Worksheet 1-2, learners write 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 more able 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 checkICT linksonline 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?

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?