Adverbs of place; here/ there. Ағылшын тілі, 2 сынып, сабақ жоспары. 10 сабақ.

Long-term plan Unit 5: Travel

School: NIS, Taldykorgan

Date: Term 3,Lesson10

Teacher name:

Grade: 2

Number present:

absent:

Theme of the lesson:

Adverbs of place; here/ there

Learning objectives(s)

2.UE12use basicadverbs of place here / there to say where things are

2.S4respond to basicsupported questionsabout people, objects

 Lesson objectives

Success criteria

Learners have met this learning objective if they can:

• speak, read, and write words related to the the transport
• demonstrate the directions

Value links

Ls will work together in their groups showing respect and being polite with each other.

Cross curricular links

Primary Science

ICT skills

The use of whiteboard, Video, PPT

Previous learning

Prepositions next to, near to, in, behind, on

Plan

Planned activities

Learners are introduced the LOs.

1.Warm up

Revision of prepositions.

Ls listen to the song, compare and find the similarities with the prepositions they know.

Lsare to read and find synonyms in the Worksheet 1.

2.Presentation

[W]Learners are shown the 1,2 slides of the PPT, the teacher shows here/there and Ls guess the meanings of the words

Learners are given the worksheet. They have to write the translations of the words(adverbs of place) in boxes.

Show Ls the slides and try to explain the meaning.

[I]Ls answer the question: Where is it?(here, there).

T explains the situation and Ls read and guess the meaning of the sentences.

T shows the slide and Ls explain the difference between:

this/these - here that/those– there

3. Ph. Training

Learners listen to the ‘Left, right’ song, sing along and do the actions.

4. Production

[P]Lsread the dialogue, translate it.

5. Practice

[I] Lswrite the answer to the question: Where is the banana?

[W]Game ‘Where is it?’

Ls work as a team. T hides 1,2 things (T’s choice: book, pen and so on) and asks the question: Where is it?.

Ls go around the classroom and ask the question “Is it here?”, ‘Is the thing there?’, T answers: ‘Here, there, closer.’ (A student can hide a thing and can be asked questions as well.)

Learners give feedback to each other. This might be done in oral form.

Learners reflect on their learning:

• What has been learned
• What remained unclear
• What is necessary to work on

H/T: to complete the Worksheet 2 tasks (That/those task-flowers/books).

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?

Monitoring

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?

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?