Sea adventure 2. Ағылшын тілі, 2 сынып, сабақ жоспары. 32 сабақ.


Lesson plan

Long-term plan unit: 7 The natural environment

School: NIS Taldykorgan

Date:

Teacher name: Mukhametsharova A.K.

Grade: 2

Number present:

absent:

Theme of the lesson

Sea adventure 2

Learning objectives(s) that this lesson is contributing to

2.L8. understand short narratives spoken slowly and distinctly on routine and familiar topics

2.R5. understand with considerable and particularly visual support, some specific information in short, simple texts on familiar topics

2.UE1 use basic prepositions of location and position e.g. in, at, next to, near, on, to describe where people and things are

 Lesson objectives

Learners have met this learning objective if they can:

Say if they like the weather and why.

Recall sea animals and prepositions of location.

 Success criteria

Ss are successful when they can:

  • Re-call 3 or 4 sea animals and spell them correctly.
  • Find the location of at least 2 or 3 sea animals correctly.

Value links

Respect each other!

Cross curricular links

Lesson is connected with biology

ICT skills

PPt

Previous learning

Ss learned about sea animals and prepositions of location and position.

Plan

Planned timings

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

Resources

Beginning

10 min

8 minutes

The T asks the following questions in order to involve learners into the lesson:

  • How are you?
  • What`s the date today?
  • What`s the day today?

Then T gives the following phrases:

  • Do you like the weather today?
  • Yes, I like because it is……/ No, I don`t like because it is…….

Cold, rainy (raining), snowy (snowing), overcast, warm, cloudy (Learners copy the words into their vocabulary and pronounce after the teacher )

Learners are divided into 2 or 3 groups and asked to say the names of all animals, which they have already learned. Short competition. Learners not only name them they also should spell out orally

flashcards

Middle

20 min

New vocabulary by writing on the board one by one from each group. The aim is learners are given different variants of the words for example, one learner has a word in KZ and next one is RU or EN

English

Kazakh

Russian

crab

теңіз шаяны

краб

lobster

ірі теңіз шаяны

омар

octopus

сегізаяқ

осьминог

shell

қабыршақ

ракушка

fish

балық

рыба

sea

теңіз

море

shark

акула

акула

whale

кит

кит

seaweed

балдыр

водоросли

coral

маржан

коралл

Then learners are given a crossword about sea animals

Learners are given a Worksheets to complete individually

Following pre-reading activities can be used by teacher to start reading a new story together:

  • describing the front cover
  • predicting the story
  • predicting words that might

While listening and reading the first half of a sea story

Learners should find the answer for differentiated questions which were given before and translated with the help of a teacher.

Questions:

  • What is the name of little fish? (Loe)
  • What can he do? (swim)
  • What does he have? (beautiful fins)
  • Who is going to sleep? (grandpa)
  • What does grandpa say to his grandson? (be good an do not go for away)
  • What is little fish friend’s name? (Timmels)
  • Who is a friend of little fish? (turtle)
  • What do they see? (shark)
  • What it can do with them? (eat)
  • What should they do then? (run)

Teacher shows some pictures and ask learner to predict the story -Can you predict what happens next?

Teacher divides learners into pair. And learners listen to the second half of the story and check their predictions then try to build the whole story in pairs

Cards (new words)

worksheet

http://www.turtlediary.com/kids-stories/the-little-fish.html

cards

PPT

End

2 min

Revision: -learner are given by one picture from the story and asked to collect them on the board in the correct order.

Feedback:- learner will say their likes and dislikes about the lesson

Home task: teacher shows the samples of cards and learners have to make a card

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

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

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?

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)?

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 achievements/difficulties of individuals that will inform my next lesson?

https://www.storyjumper.com/book/index/20167298/The-Little-Blue-Whale#page/17

https://www.storyjumper.com/book/index/11191812/untitled#page/18

easy

http://www.turtlediary.com/kids-stories/the-little-fish.html



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