Health and body 2. Ағылшын тілі, 2 сынып, сабақ жоспары. 18 сабақ.
Lesson plan
Long-term plan Unit 8: Health and body | School: NIS, Taldykorgan | ||||||||||||
Date: Term IV lesson 18 | Teacher name:Yangalycheva M Kh | ||||||||||||
Grade: 2C(I) | Number present: | absent: | |||||||||||
Theme of the lesson: | Health and body 2 | ||||||||||||
Learning objectives(s) | 2. R1recognise, sound and name the letters of the alphabet 2.W3 write familiar words to identify people, places and objects 2.S3 pronounce familiar words and expressions intelligibly 2.L1 recognise short basic instructions for a limited range of classroom routines spoken slowly and distinctly | ||||||||||||
Lesson objectives |
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Success criteria | Learners have met this learning objective if they can: - pronounce all alphabet letters without mistakes - write, pronounce and spell vocabulary parts of the body -do most of tasks correctly. | ||||||||||||
Value links | Ls will work together as a group showing respect and being polite with each other. | ||||||||||||
Cross curricular links | Primary Science | ||||||||||||
ICT skills | PPT, Video, the use of whiteboard | ||||||||||||
Previous learning | The natural environment | ||||||||||||
Plan | |||||||||||||
Planned timings | Planned activities | Resources | |||||||||||
Beginning 10mins | Checking of the home task. Learners are introduced the success criteria of the lesson. Warm up Teacher offers to start lesson with revising parts of the body. Teacher quickly revises parts of the body using flashcards/PPT –Learners listen and repeat firstly, then teacher shows flashcards without words and asks questions learners reply. | PPT | |||||||||||
Middle 25mins | Presentation Firstly teacher suggested starting with read and matching task. Next step is writing missing letters task. Then spelling and writing worksheet. Teacher gives body picture test; task is circle the correct word for learners. | Worksheet 1 Worksheet 2 Worksheet 3 Worksheet 4 | |||||||||||
End 5 mins | Teacher gives feedback for learners. This might be done in oral form. Learners reflect on their learning:
H/T: to work with home task worksheet 5 | Home task worksheet 5 | |||||||||||
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, individually 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 Working with PPT whole and individual answers | 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 Differentiation by task, by outcome, by individual support, by selection of teaching materials and resources taking into account individual abilities of learners. | 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? |
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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? |
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