There is/There are. Ағылшын тілі, 2 сынып, сабақ жоспары.

Long-term plan unit: Unit 2: My School

School: NIS, Taldykorgan

Date: Term I lesson 14

Teacher name: Yngalycheva M. Kh. Vargas Angelina

Grade: 2 A//C

Number present:

absent:

Theme of the lesson:

There is/There are

Learning objectives(s)

2.UE11: use there is/there are to make short statements and ask questions

2.UE2: use cardinal numbers 1-50 to count

2.S4: respond to basic supported questions about people, objects, and classroom routines.

 Lesson objectives

Success criteria

Ss will be able to

• use numbers 1-50 to count people and things related to school.
• make 2 – 3 statements using there is/there.

Value links

Students will be allowed to create their own country. Teachers should encourage Ss to think about their home country and what makes it special.

Cross curricular links

Lesson is connected with maths: learners listen and recognise numbers

ICT skills

The use of whiteboard,

Previous learning

Counting and Measuring

Plan

Planned activities

Teacher will review counting 1-50 with video.

Teacher will use PowerPoint to introduce the concept of ‘there is’ and ‘there are’.

Teacher will divide Ss into pairs or groups. Teacher will give students a set of flashcards with a combination of clothing items. Ss will count how many of each piece of clothing they have. Ex. Teacher will give one group a set of flashcards that has 5 trousers, 4 pairs of shoes, 7 dresses. Another group may have a set of flashcards that has 3 trousers, 2 pairs of shoes and 5 dresses.

Ss will match their flashcards and report to the class how many of each item they have. Remind Ss to use there are/there is. Ex. There are 5 trousers in our set. There is one pair of shoes.

Encourage Ss to place their flashcards in different places around the rooms. Ss can report that their trousers are on the table, under the table, near the door, etc.

Finally, Ss may write sentences based on the activity into their copybooks if time allows.

Ask students to name things in a country: rivers, mountains, roads, cities, lakes, buildings, people, animals, etc. Write the things Ss say on the board.

Tell students they are going to create their own country. They need to use the things on the board to write 3 – 4 sentences about their country. Ex. There are five rivers in my country. There is a mountain in my country. There is an elephant in my country.

(This activity could be changed to tell students they are making their own classrooms using classroom objects or closets for clothing.)

Ask Ss to share with the class one new thing they learned today.

Hometask: Ss should complete the writing assignment about their country if they do not finish in class.

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, phrases

Challenges for more able students: Encouraged to do more writing; assist weaker students.

Assessment – how are you planning to check learners’ learning?

Checking the task

Feedback on the work

Health and safety checkICT linksPPT

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

Use this section to record the methods you will use to assess what students have learned during the lesson

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?