Jobs. Ағылшын тілі, 2 сынып, сабақ жоспары.

Short term plan

Unit 3 My family and friends

Term II

School: NIS Kokshetau

Date:

Teachers‘ name: Abulmanova A. Zh. Kim L.I.

Grade 2 b c

absent:

Learning objectives(s) that this lesson is contributing to

2.S3 pronounce familiar words and expressions intelligibly

2.W2 form lower and upper case letters of regular size and shape

2.R3 recognise and identify some familiar sight words from local environment

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

L Lesson objectives

Language objective

learn new vocabulary related to job positions

Value links:

Respect, Cooperation

Previous learning

Students learned 12 vocabulary words related to the topic.

Cross-Curricular Link

Art, science

Use of ICT

PPT, video

Intercultural awareness

Do people have the same jobs around the world?

Kazakh culture

Traditional jobs in Kazakhstan

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/Speech drill/Warming Up

Greet the students:

Good morning! “How are you?/What is the weather like today?/What date is it today? ”

PPT Slide 1

• Revision of the words related to job positions:

Students are suggested to play board-racing game.

Rule: There are words (Doctor, teacher, policeman, shopkeeper, cook, pilot, artist, dancer, fisherman, builder, farmer) on the board for students to touch as they see the picture of the words on the PPT. One who touches the word first is the winner.

PPT Slide 2-12

Worksheet #1

• Demonstration :

Teacher focuses students’ attention on question form “What is she/he?” and answers “He/She is a…; He/She isn’t a…” .

• Speaking:

Students walk around the class and choose one picture of their favorite job. (pictures are on the wall).

• Dynamic break: students sing a song ‘make a circle”. While doing the movements and singing students stand in a big circle and face each other their pictures of jobs.
• Task: look at your neighbor from the right and say what he or she is. i.e. This is Andrew, he is a farmer. This is Dariya, she is a dancer, etc.

More capable students may ask questions such as: Adil, what are you?-I am an artist.

• Reading Formative assessment.

Task: Read and identify words from the pictures.

Differentiation: Students that are more capable are given F/A worksheets with 12 active words to work on; less capable students get their worksheets with 8 words. (peer assessment)

• Listening: Look at the pictures and choose the right answer. (peer and whole class assessment.)
• Writing practice:

Differentiation: More capable students get cards with 2 questions to answer: “What is he? What is she?”. Less capable students get 2 words with missing letters to fill in: “Pi_o_; D_ct_r”.

PPT Slide 13-15

Song “Make a circle”

https://www.youtube.com/watch?v=ALcL3MuU4xQ

Worksheet #2

F/A Worksheet #3

Listening worksheet #5

Worksheet #6

Closing Reflection/Goodbye

• Dear students today we have special guest Mr. CAN, and he wants to know what you have learnt from the lesson.
• Can you name all job words?
• Can you ask people’s job?
• Can you guess what my favorite job is?

If time allows students stand up and sing the goodbye song.

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 model. Give them more individualized support. Allow them to create more basic/less varied sentences.

More-able learners:

• Encourage very strong students to write sentences without overwriting support.
• Encourage them to describe their family’s using more complex sentences.

• Students will be formally assessed both for the correct labelling of their family members and their ability to form the letters as they write about them. They will also be informally assessed as they come up to orally give the sentences.

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?