Home cooking. Ағылшын тілі, 2 сынып, сабақ жоспары. 33 сабақ.

Lesson plan

Long-term plan Unit 6: Traditions and customs


School: NIS, Taldykorgan

Date: Term 3,Lesson33

Teacher name:Yangalycheva M Kh

Grade: 2C(I)

Number present:


Theme of the lesson:

Traditional Kazakh food

Learning objectives(s)

2.W3 write familiar wordsto identify people, places and objects

2.S4 respond to basicsupported questionsabout people, objects

2.L3recognise with support common names and names of places recognise the spoken form of a limited range of everyday and classroom words

2.UE9use common present simple forms [positive, negative and question] to give basic personal information

 Lesson objectives

All learners will be able to:

  • name themain vocabulary words;

Most learners will be able to:

  • develop his or her ability to express likes and dislikes:

Some learners will be able to:

- complete all worksheets correctly.

Success criteria

Learners have met this learning objective if they can:

- say what kind of food he or she likes and dislikes

- use structure Do you like…? And respond on a question;

-do most of tasks correctly.

Value links

Ls will work together as a group showing respect and being polite with each other, respect to the tradition food of Kazakh people and customs

Cross curricular links

Primary Science

ICT skills

PPT, Video, the use of whiteboard

Previous learning

Traditions and customs


Planned timings

Planned activities



15 mins

Checking of the hometask.

Learners are introduced the success criteria of the lesson.

Warm up

Teacher offers students to work with PPT.

Teacher shows the PPT and asks questions Do you like beshbarmak? Students reply - Yes I like or No I don’t like



20 mins


After workings with PPT students are offered to work with memory cards (will use as a PPT or as an individual cards) to revise words or to learn them, again practice structure Do you like? Students will work in circle or in groups.

Ph. Training: Learners listen to the song Do you like? and practice structure Do you like Yes I do/ no I don’t

Learners are suggested to complete exercise worksheet1 (read and match) .

memory cards



worksheet 1


5 mins

Teacher gives feedback for learners. 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
  • What was interesting

H/T: to learn the words

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 linksVideo, PPT


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

Health promoting techniques

Breaks and physical activities used.

Points from Safety rules used at this lesson.


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?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

Summary evaluation

What two things went really well (consider both teaching and learning)?



What two things would have improved the lesson (consider both teaching and learning)?



What have I learned from this lesson about the class orachievements/difficulties of individuals that will inform my next lesson?

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