School Days. Ағылшын тілі, 2 сынып, сабақ жоспары. 1 сабақ.

Long-term plan unit: 2

School: NIS Kokshetau

Date:

Teacher name: Kim L.I.

CLASS: 2

Number present:

absent:

Theme of the lesson: School Days

Learning objectives(s) that this lesson is contributing to

2.L3 recognise with

support common names and names of places and the spoken form of a limited range of everyday and classroom words

2. R3 recognise initial letters in names and places

2.L2 recognise with support a limited range of basic common personal questions spoken slowly and distinctly

 Lesson objectives

 Success criteria

Learners have met this learning objective 2.R.3, if they can identify and match 80-100% of familiar sight words

 Value links

Labor and creativity

Cross curricular links

The world around us

ICT skills

Smart board

Previous learning

Around school

Plan

Planned activities (replace the notes below with your planned activities)

ORGANIZATIONAL MOMENT

Teacher:Good-morning boys and girls!

Children: Good-morning, teacher!

Teacher: Let’s remember our poem “Hello”

It’s time to say “Hello”!

It’s time to say “Hello”!

It’s time to say “Hello”!

And start our lesson!

PHONETIC DRILLS

Listen to the story about the funny train.

Teacher: The train is singing a wind song: [f], [f], [f], the wind becomes stronger: [f] - [f] – [f].Then the wind touches leaves and the train begins singing a leaves’ song.: [h], [h], [h]. The train wheels are also singing : [t], [t], - [d], [d] – [t], [t] – [d], [d]. The train listens to the talking flowers and sings: [n], [n], [n] – [nei] – [nei] – [nei]. The train begins thinking and sings: [m], [m], [m]. Then the train sees bees and begins to sing their song : [z], [z], [z]. It is a merry song: [p], [p], [z], [z], [p], [p], [z], [z]. Then the train begins to blow the smoke from its chimney: [w], [w]. [w]. Great!

REVISION

Teacher: Do you know our school? I have lost the ball. Can you help me?

To check answers get a learner to ask a learner in another group a ‘Where?’ question about the completed scene card. Teacher holds up flashcard of a ball, learner asks ‘ Kim,where’s the ball ?’

SINGNING

Teacher: Listen and answer the question : “What days do you go to school?”

Children sing a song “Days of the week”

RECITING

Sunday, Monday, Tuesday too.

Wednesday, Thursday just for you.

Friday, Saturday that's the end .

Now let's say those days again!

Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday!

WRITING

Learners all write the days in large letters on a card

DEMONSTRATION

Teacher demonstrates common abbreviation of the week days. Learners are given worksheets with abbreviations.

ASSESSMENT

Learners match abbreviations to words of week days.

LISTENING

Teacher asks questions for learners to write down answers [either number or initial letter/abbreviation of day].

They only need to write down day abbreviations or a number and answer questions like

How many days are in a week?

How many days are school days?

What’s your favourite day? How many days are in a week?

What day do you start school?

What day do you finish your school week?

What day is your weekend?

.

PHYSICAL TRAINING

Stand up, listen, look and mime.

Sunday, Monday

Clap, clap, clap.

Tuesday, Wednesday,

Step, step, step.

Thursday,

Hop.

Friday,

Stop.

Saturday,

Turn around, like a top.

Seven days are in a week.

Now, sit down or take a sit.

PRACTICE

Game “Who’s got Monday?”

Pupils listen to the music and pass each other cards with the names of days of the week. When the music stops - the transfer stops. The teacher asks the questions - "Who has Tuesday?" The task is to read the word and to show it if it is the answer to this question.

Well what did we do in our lesson?

• Evaluation of the lesson

Give the home task Learn the spelling of week days

Children sing a Good bye song

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 checkICT links

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

• Through formative assessment
• Through observation of the stage of revision

• Health promoting techniques
• Breaks and physical activities used.
• Points from Safety rules used at this lesson.
• Use video 10 minutes

Reflection

Were the lesson objectives/learning objectives realistic?

What did the learners learn today?

What was the learning atmosphere like?

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 individuals that will inform my next lesson?