"I can" 2- класс

Long-term plan unit: 1

School: Bumakol EKS

Date:  12.09.2019

Teacher name: Mubinov Zh.Zh.

 Grade: 2

Number present:

absent:

Theme of the lesson: I can

Learning objectives(s) that this lesson is contributing to

2.S4 respond to basic supported questions giving personal and factual information

2.L1 understand a range of short basic supported classroom instructions

2.S2 ask questions in order to satisfy basic needs and find information on familiar topics and classroom routines

2.S8 give simple instructions for others to follow

Lesson objectives

All learners will be able to:

-          recognize simple instructions

-          recognize basic verbs

Most learners will be able to:

-          respond to basic supported questions

            about people, objects and classroom routines

Some learners will be able to:

-          describe his/ her partner`s ability

Success criteria

Learners have met the learning objective L1 if they can

Score 7 and more correct answers

recognize spoken language slowly and distinctly

recognize short basic instructions

Value links

Transparency

Cross curricular links

Social studies, etiquette

ICT skills

Using videos

Previous learning

personal pronouns/ common lexical verbs

Plan

Planned timings

Planned activities

Resources

Beginning

10 m

(W)

ORGANISATION MOMENT

Warm up.

1. Greeting

Hello, hello How are you? I am fine

1.      game “Ball”

What is your name?

How old are you?

What colour is your hair?

What colour are your eyes?

Where are you from?

2.      A,B,C song

Middle

25 m

(IPW)

REVISION

Look at the blackboard. What can you see?

Yes, shapes. Who wants to say. Very good. Triangle, rectangle, square, circle

Pupils recognize simple action verbs.

Pupils watch a video.  Teacher uses different groups of learners in front of the class and give them different Can you do this?  challenges.

DEMONSTRATION

Pupils respond to basic questions.

Teacher: Watch and listen to a video presentation and tick on the worksheet what you can do and put a cross what you can’t do. Answer the questions:

What can you do?

What can’t you do?

SPEAKING

 Teacher asks pupils to look through the grammar presentation. Then pupils ask and respond to the questions.

1.      Learners ask each other in pairs about what they can do e.g. 

Can you swim? - Yes, I can.

Can you climb a tree? - No, I can’t

DYNAMIC BREAK

Children sing a song and mime actions.

Hop like a rabbit.

Jump like a frog.

Walk like a duck.

Run like a dog.

Fly like a bird.

Swim like a fish.

FORMAIVE ASSESSMENT

Teacher: Listen and do.  Repeat after me: I can jump. I can stand. I can crawl. I can walk. I can sleep. 

End

FEEDBACK

«Traffic Light»

Well, what did we do in our lesson?

-       Evaluation of the lesson

-       Give the home task

Paper

Pencil

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?

Health and safety check
ICT links

More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support

Through formative assessment

Use video 5-10 min

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?