What can animals do. Ағылшын тілі, 2 сынып, сабақ жоспары.

Long-term plan unit: 7

The natural environment

School: NIS Kokshetau

Date:

Teacher name: Kim L.I.

Grade: 2

Number present:

absent:

Theme of the lesson: What can animals do

Learning objectives(s) that this lesson is contributing to

2.W3 write short phrases to identify people, places and objects

2.UE13 use can to talk about ability and to make requests and offers; use can / can’t to talk about permission

2.L4 recognise with support short basic questions relating to features such as colour and number

 Lesson objectives

All learners will be able to:

• recognise words of animals.
• identify the verbs with support
• use structure I can+verb with support
• recognise short basic instructions

Most learners will be able to:

• identify most words when sounded
• write most words of animals and verbs with limited support
• use structure I can+verb with limited support

Some learners will be able to:

• write nearly all words sounded
• communicate a range of words including nearly all words
• use structure I can+verb without support

 Assessment criteria

Learners have met the learning objective (2.L4) if they can:

recognize 7-10 words of animals and verbs

Value links

Respect, Cooperation

Cross curricular links

Knowledge of the world

ICT skills

Using videos

Previous learning

Simple verbs

Plan

Planned activities

Organizational moment

Good morning!

What is the date today?

What day of the week is it today?

What is the weather like today?

What season is it now?

Pre-learning/Warm-up

Have students write in the copybooks:

March, 29 2018

Animalsl can

Today I will revise modal verb can and speak about what animals can/can’t do..

To activate learners and revise the words play Animal Guessing Game to find out how many animals words they know.

Revision of CAN/CAN’T

• Ask learners if they remember Mr.CAN.
• Go through the PPT and revise modal verb CAN.
• Emphasize the usage of can in both negative and interrogative sentences. Focus learners’ attention on slide 4.
• Show slide 9 and have learners to find as many animals as they can. Those who find more animals get a sticker.
• Go to slide 10, ask learners what animals can do, so to elicit basic action verbs
• Ask to imagine one animal and say what it can/can’t do…

Differentiation by support: Provide more able learners to name more types of animals.

Practice Activity

• Pass out worksheet, have learners to complete and say what animal can and can’t do.
• Check as a class.

Listening:

• Pass out listening worksheet
• Have learners peer check

Feedback

W) Check students understanding by asking the following….

1) What is your favorite animal?

2) What types of animals do you know?

3) Can you say what animals can/can’t do?

Sign a 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:

These students may work with a stronger student to support them during the vocab activities.

More-able learners:

Encourage very strong students to model answers

Students will be assessed through the controlled listening activity

• Make sure power cords/outlets are not a tripping hazard
• Everyday classroom precautions

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