- Учителю
- My clothes and things
My clothes and things
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Long-term plan unit: Unit1 All About Me |
School: № 10 | ||||||
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Date: |
Teacher name: Toembaeva G. | ||||||
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Grade: 2 |
Number present: |
absent: | |||||
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Theme of the lesson: My clothes and things | |||||||
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Learning objectives that this lesson is contributing to |
2.S1make basic statements related to personal information , people and objects on familiar topics and classroom routines and simple statements about objects 2.L1 understand a range of short basic supported classroom instractions 2.UE1 use singular nouns, plural nouns - including some common irregular plural forms in giving simple descriptions | ||||||
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Lesson objectives |
All learners will be able to: | ||||||
Most learners will be able to:
Some learners will be able to: use singular nouns, plural nouns in giving simple descriptions | |||||||
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Success criteria |
Learners have met the learning objective (S1) if they can:Use 8 words according to theme 'My clothes'- ACHIEVED Less than 8 words -WORKING TOWARDS | ||||||
Value links
Lifelong learning
Cross-curricular links
World cognition
ICT skills
Using videos & pictures,
Previous learning
Vocabulary relating to simple actions: run swim jump is revised and extended. Use of can/ can't
Plan
Planned timings
Planned activities
Resources
Beginning
5 mins
Organizational moment
Teacher greets students; students respond to greeting and take their places.
Warming up
Teacher asks students "How are you?" to find out their mood at the beginning of the lesson; students choose one of the smiles they see on the slide, saying "I am happy/sad….etc."
- Teacher introduces lesson objectives to the students.
- Students watch a video and follow the instructions to make circles of different sizes:
Make a circle big, big, big
Small, small, small…
PPP
Video https://www.youtube.com/watch?v=ALcL3MuU4xQ
Middle
35 mins
(D,W, P) (15)
Whole class activity
Ss will try to guess the topic of the lesson looking at visual aids: T-shirt, jeans, shorts, skirt, dress, hat
Teacher demonstrates clothing words which are used in plural form jeans, shorts, pyjamas , trousers, glasses . These are … , . Repeat this a few times.
Teacher uses flashcards of clothing to elicit singular/ plural contrasts above. Images characterised by clear detail: clean, dirty, old, new, big, small.
Ex. These trousers are dirty .
Teacher provides each student with a card with new words on the topic "My clothes"
Teacher gives students a minute and ask them to look through the words and read them to themselves,
in a minute read words aloud
Teacher checks students' understanding of the new vocabulary meaning by showing them pictures.
Pair work
when students finish, splits the class into pairs and asks them to work with words within 3 minutes (- students working in pairs point to the pictures and say : This is a dress [T-shirt, skirt, dress, hat . These are jeans, shoes ,trousers, shorts.]
T. goes from pair to pair and listens to students' performances, assists with pronunciation if necessary.
Dynamic break (W) (2)
Students have a dynamic break "I can run"
I can run. I can run.Can you?
I can jump. I can jump. And you?
I can jump and run. I'm having lots of fun!
I can swim. I can swim.Can you?
I can swim. I can swim. And you?
I can swim and run. I'm having lots of fun!
Group work - Cut, stick, (18)
Teacher provides each student with a worksheet for cutting out pictures of clothes.
as soon as students finish cutting out all pictures asks them to stick those pictures onto posters.
Ss describe their pictures: This is a dress [T-shirt, skirt, dress, hat . These are jeans, shoes ,trousers, shorts.]
Visual aids: T-shirt, jeans, shorts, skirt, dress, hat
Cards with words
Video 2youtube.com/watch?v=Da1XttudmCk
Worksheets
End
5 mins
Reflection
Ask students to look at lesson objectives they set at the beginning of the lesson and think and say what they did well in the lesson and what needs improvement.
https://www.youtube.com/watch?v=Xcws7UWWDEs</
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 check
ICT links
Less able students - greater support by means of prompts, visuals or writing difficult words on the blackboard
More able students - independent work on definite tasks with little/no support
through observation
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Work with the SMART board not more than 10 minutes
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Use water based markers
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Ensure proper ventilation
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Check sockets' safety
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Monitor classroom space when students start moving around during dynamic break
Reflection
Were the lesson objectives/learning objectives realistic?
What did the learners learn today?
What was the learning atmosphere like?
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 individuals that will inform my next lesson?