Types of vehicle. Ағылшын тілі, 2 сынып, сабақ жоспары. 14 сабақ.

Long-term plan Unit 5: Travel

School: Nazarbayev Intellectual School, Taldykorgan

Date: Term 3, Lesson 14

Teacher name:

Grade: 2

Number present:

absent:

Theme of the lesson:

Use “Can , can`t” to describe ability

Learning objectives(s)

2.UE13 use can / can’t to describe ability, use can to make requests;

2.S1 make basic personal statements about people, objects and classroom routines;

2.S3 pronounce basic words and expressions intelligibly.

 Lesson objectives

Success criteria

Learners have met this learning objective if they can:

• use “Can , can`t” to describe ability correctly

-say daily routines words and expressions with ‘can’

Value links

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

Cross curricular links

Primary Science

ICT skills

PPT, Video, the use of whiteboard

Previous learning

Structure: there is / there are in the sentences, shapes.

Plan

Planned activities

Learners are introduced the LOs.

1.Warm up

Revision of shapes.

Ls listen and sing the song about shapes.

2. Revision

Learners play the game on shapes.

T chooses the game according to the needs of Ss: ‘Memory- matching game’, ‘Revision of shapes, sizes, colours game’.

3. Presentation

[W] Learners are presented the sentences. They have to find out what is similar among them:

+ You can run fast.

-You can not run fast.

? Can you run fast?

[W] Ls revise the formation of the sentences with “can”.

4. Production

[I] Ls have to make sentences using the modal verb ‘can’.

And tell about their abilities: I can…, I can’t… .

5 . Ph. Training

Learners listen to the rap song and read/sing the song using the verb ‘can’ to talk about abilities.

6. Practice

[P] Ls are divided into pairs. They are given worksheets with pictures. They have to ask and answer the questions, write sentences according to the examples.

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: complete the worksheet.

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 more able 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?