Around school. Ағылшын тілі, 2 сынып, сабақ жоспары.
Lesson plan
Long-term plan Unit 2: My school | School: NIS, Taldykorgan | ||||||||||||
Date: Term I lesson 21 | Teacher name: Yangalycheva M Kh | ||||||||||||
Grade: 2A/C | Number present: | absent: | |||||||||||
Theme of the lesson: | Revision lesson | ||||||||||||
Learning objectives(s) | 2.L4, 2.S3, 2. UE14 | ||||||||||||
Lesson objectives |
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Success criteria | Leaners will practise and revise most topics from Unit 2 Learners can answer the question Learners can use prepositions and some new words | ||||||||||||
Value links | Values are instilled through the tasks on work in pairs and name the school objects | ||||||||||||
Cross curricular links | Humanities | ||||||||||||
ICT skills | PPT, Video, Worksheets | ||||||||||||
Previous learning | Prepositions of location and position | ||||||||||||
Plan | |||||||||||||
Planned timings | Planned activities | Resources | |||||||||||
Beginning 4 mins | Learners are introduced LO. 1.Warm up T gathers learners to the circle and revise some topics from previous lessons orally. Counting from 1 to 20 from 10 to 1, names of the clothes and action verbs. For every correct answer T gives points. Who gathers more than others wins the game | ||||||||||||
Middle 10 mins 5(7) mins 20 mins | Revision practice 1 -T shows the ‘ABC song’ learners sing then do first worksheet individually. -T repeats together with learners ‘the school’ topic the gives them next workseet to do -Watching a video and count. -T revise the rules of ‘there is and there are’ then gives worksheets to do, if it is necessary teacher can support them Physical Training.
| https://www.youtube.com/watch?v=75p-N9YKqNo&list=PL9283EBA918D222DA Worksheets 1 Worksheets 2-3 https://www.youtube.com/watch?v=TdDypyS_5zE worksheets 5-7 https://www.youtube.com/watch?v=DHb4-CCif7U https://www.youtube.com/watch?v=xERTESWbqhU | |||||||||||
End 1 min | Learners give feedback to each other. This might be done in oral form. Learners reflect on their learning:
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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 moreable 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, Video | |||||||||||
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? |
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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 orachievements/difficulties of individuals that will inform my next lesson? |
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