What can animals do. Ағылшын тілі, 2 сынып, сабақ жоспары.
Lesson plan
Long-term plan Unit 7: The natural environment | School: NIS, Taldykorgan | ||||||||||||
Date: Term 4, Lesson 12 | Teacher name: Bussygina T.V. | ||||||||||||
Grade: 2 | 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 |
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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 - 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 timings | Planned activities | Resources | |||||||||||
Beginning 7 mins | Learners are introduced the LOs. Checking of the hometask. 1.Warm up game ‘I can../can’t’ [W] Ls pretend themselves animals, one by one they go in front of the group and guess an animal. They start their sentences: I live in…(Africa). I’m…(size-big, small). I can..(walk/fly). I can’t… Ls are asked to guess the topic of the lesson | ||||||||||||
Middle 32 mins | 2.Prasentation [W]Ls listen to the sounds and guess animals. Use the sounds to get learners to describe what they can hear. You can remind them of simple animal names/ noises prior to the activity. Listening to animal noises and writing down what the animals are doing e.g. That’s a bird singing. [I] Ls complete the worksheet on the abilities of animals. 3. Ph. Training [W]Learners listen to the song, do the actions and sing animals’ sounds. 4. Practice [P] Ls ask and answer the question: What can/can’t… do? They are to complete the sentences. | Animal sounds activity http://www.englishmedialab.com/cloze/animalsoundquiz/ Worksheet 1 https://www.youtube.com/watch?v=EUtE02UpUB8 FA Worksheet | |||||||||||
End 1 min | Learners give feedback to each other. This might be done in oral form. Learners reflect on their learning:
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 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? |
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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? |
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