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Английский язык 2 класс краткосрочный планы КСП | Ағылшын тілі 2 сынып қысқа мерзімді сабақ жоспар

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Lesson plan

 

Long-term plan unit:5 Travel School:
Date: Teacher name:
CLASS: 2 Number present: absent:
Theme of the lesson:Types of vehicle    
Learning objectives(s) that this lesson is contributing to 2.R3recognise and identify some familiar sight words from local environment

2.S4respond to basic supported questions about people, objects

2.L1recognise short basic instructions for a limited range of classroom routines spoken slowly and distinctly

Lesson objectives Learners will be able to:

 

 

·         recognize, matchwords and pictures

·         answer the questions

·         discuss different modes of transportation

·         create one or more transportation artifacts

 

Success criteria Learners have met this learning objective 2.R3, if they identify 8-10 familiar words of transportation
Value links  Labor and creativity
Cross curricular links    The world around us, Handicraft
ICT skills Smart board
Previous learning Transportation words
Plan
Planned timings Planned activities (replace the notes below with your planned activities) Resources
Beginning

 

 

 

ORGANIZATIONAL MOMENT

Teacher: Good morning!

How are you?

Learners answer the question How are you?, looking at the picture.

BRAINSTORMING

Have learners consider what life would be like without cars or trucks. What if we travelled by riding animals? Not just any animals: elephants, zebras, tigers, ducks etc. Learners can draw or paint their ideas on paper.

 

 

Middle

 

 

 

 

 

 

 

 

INTRODUCTION

Teacher introduces new vocabulary using flashcards

Teacher: What’s this?

Learners: It’s a ship.

water, air, land, boats, cars, automobiles, ships, sailing, walking, movement, bicycle, sled, canoe, airplane, truck, school bus, skateboard, skates, airport, vehicles, driver, pilot, captain, traffic light, horn, windshield wipers, safety belts, steering wheel, trains, fuel, gas, tires, dump truck, pick-up truck, station-wagon, sports car, garage, tractors

DISCUSSION

1. Learners watch video that shows different forms of transportation.

2. Teacher gives ideas to discuss different modes of transportation on land, sea and in the air.

Ø  Talk about how people get to where they are going (school bus, ferry boat, car etc.)

Ø  Have you ever been on a plane … a train … a horse … etc.?

Ø  How can learners get to school every day?

Ø  How do kids in other countries travel?

Ø  Do you know safety rules (seatbelts in cars, obeying traffic signals, walk and don’t walk signs)?

Ø  How products are delivered … couriers with trucks, airplanes etc.

Ø  How does the mail travel?

Alternative: Incorporate field trips wherever possible. Take a trip on a school bus, walk around the school parking lot to look at cars, visit the airport, bus station or train station.

PAIRWORKING

Bulletin board activity: Learners collect images of different types of transportation and add them to a bulletin board that has been divided into Land, Sea and Air.

Transportation mural: Learners work together to create a transportation mural (one for land, one for sea and one for air).

Sound pictures: What sounds do the various modes of transportation make? (train whistle, truck horn, police car siren) How would these sounds appear if we were to draw them? Teacher provides crayons and paper for learners to experiment with the colours and shapes of transportation sounds.

Toy car printmaking: Using old toy cars and tempera paint, teacher allows learners to dip the cars into paint and «drive» them across paper to see what kinds of marks the tires make.

License plate rubbings: Using old license plates (or plate on cars in the parking lot) teacher allows students to do rubbings of the plates. Provides paper and crayons for the rubbings.

Shape vehicles: See how many types of transportation vehicles can be created using the basic geometric shapes (triangles, squares, circles, rectangles). Learners cut their shapes out of construction paper and arrange them to create vehicles.

Paper boat: Learners make paper boats using the directions found HERE. Decorate them with bright crayon colours.

Paper airplanes: Learners make paper airplanes using the directions found HERE. Decorate them with bright crayon colours.

 

DRAWING

After discussing how people and products get from place to place, learners create drawings and paintings of various modes of transportation on thick paper. The pictures can be painted or decorated with markers or crayons. Once complete, the pictures can be cut out and put together in a mobile … by punching holes in the pictures and hanging them from a coat hanger that has been wrapped with yarn or raffia.

Differentiation: Learners write facts on the back of each of their modes of transportation. (i.e. trucks deliver newspapers; people travel on airplanes etc.)

 

.

 

 

 

 

 

 

 

 

Song “What’s This?”

https://www.youtube. com/watch?v=      TARreOtrWUg

 

Flashcards

http://esl-kids.com/flashcards/ transportation.html

 

 

 

 

 

Modes of Transport for kids video

https://www.youtube. com/watch?v= BZf6frPNrhg

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

End

 

 

 

 

 

 

 

Well what did we do at our lesson?

—       Evaluation of the lesson

Give the home task: Learn new words.

Children sing a Good bye song

 

 

Good bye song

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

·      More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support ·      Through formative assessment

·      Through observation of the stage of revision

 

·         Health promoting techniques

·         Breaks and physical activities used.

·         Points from Safety rules used at this lesson.

·      Use video 10 minutes

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?

 

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 individuals that will inform my next lesson?

 

 

 

 

 

 

 

 

Long-term plan unit5Travel School:
Date: Teacher name:
CLASS: 2 Number present: absent:
Theme of the lesson:Bike Story    
Learning objectives(s) that this lesson is contributing to  

 2.W3 write familiar wordsto identify people, places and 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.W5copy letters and familiar high frequency words and phrases correctly with upper and lower case

2.S1 make basic personal statements about people, objects and classroom routines

Lesson objectives All learners will be able to:
·         recognize the names of objects

·         sound some letters

·         recognise some letter sounds and read them

·         recognise short basic instructions

Most learners will be able to:
·         identify most  words when sounded

·         identify  objects

·         describe the pictures  with support

·         write captionsfor different sequences in the story with support

Some learners will be able to:

 

 

 

 

 

•              recognise nearly all  words sounded

•              recognise some sounds are represented by more than one letter

•              will communicate a range of words including sight words in extension

•              describe the pictures   without support

•              write captions  for different sequences in the story without support

 

Success criteria •              Learners have met this learning objective  L3, if they can recognize  6-8   words
Value links •              Cooperation Respect : when students  work in pairs, they will learn to be polite and respectful to each other

 

Cross curricular

links   

•              Knowledge of the world

•              Art

ICT skills •              Smart board
Previous learning  
Plan
Planned timings Planned activities (replace the notes below with your planned activities) Resources
Beginning

 

 

 

 

 

 

WARMING UP

Pupils sing a song « Can an elephant fly» and watch animation

Pupils listen to and sing along to a can + motion song.

Teacher: Can monkeys ride a bike? Let’s listen to the story about the monkey.

Can an elephant fly’ song and animation

http://www.youtube. com/watch?v=GA6dKNsl6zk

 

Middle

 

 

 

 

 

 

 

 

 

 

INTRODUCTION

Teacher introduces some key words from the story Present new words using images and cartoon scenarios for the words curious and surprise.

curious surprise animal show newspaper

 

WATCHING

Whole class watches animation ‘Curious George rides his Bike’ and listen to Teacher tells story. This is quite a long story and teacher prepares notes of modified language to read over animation. Teacher tells story using present simple and present continuous form e.g. This is Curious George, the monkey. Curious George     lives with the man with the yellow hat

 

PAIR WORKING

Learners work in pairs and make up and write captions for different sequences in the story.

Teacher prints 10 images which represent key points in the story and gives to learners on a worksheet to write speech/thought bubbles.

Teacher has to ensure that the learners are guided into using high frequency words which they have already encountered.

Teacher pauses the animation when reaches the images in the story.

 

SPEAKING

Teacher tells the story with animation again and learners shout out captions i.e. what ‘Curious George’ says / is thinking.

 

WRITING ASSESSMENT

Teacher prepares a display as cartoon story sequence and has learners write out their captions neatly for display

Learners write out a selection of captions for a class story display.

 

 

 

Curious George rides his bike animation

http://www.youtube.com/watch? v=oTDg1u-JATY

 

 

End

 

 

 

 

 

FEEDBACK

Evaluation of the lesson by means of oral feedback from students – images of smiles.

Teacher asks guiding questions:

—          Can you recognize the words in the story?

—          Can you describe pictures?

—          Can you write sentences?

—          Can you make a story?

 

 

 

 

Images of smiles
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

·      More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support ·      Through feedback task

·         through observation of pair working

·         through formative task

·         White board is used no more than 10 minutes

·         Use water based pens

·         Health promoting techniques

·         Breaks and physical activities used.

·         Points from Safety rules used at this lesson.

·         Use video 10 minutes

 

 

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?

 

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 or individuals that will inform my next lesson?

 

 

 

 

Lesson plan

 

Long-term plan Unit 7: The natural environment School:
Date: Term 4,Lesson 14 Teacher name:
 Grade: 2A/C Number present: absent:
Theme of the lesson: Grammar. Can or Cannot
Learning objectives(s) 2.UE13 use can / can’t to describe ability use can to make requests

2.L4 recognise with support short basic questions about what something is

2. S4 respond to basic supported questions about people, objects and classroom routines

 

 

 

 

 

 

Lesson objectives All learners will be able to:

—          name the main vocabulary words;

Most learners will be able to:

-write names and actions of animals and people;

-use them in their speech and writing exercises.

 

Some learners will be able to:

-say and all the words correctly;

-use them in their speechand writing exercises;

Success criteria Learners have met this learning objective if they can:

-recognise spoken language slowly and distinctly;

— pronounce weather vocabulary words correctly

— say the names and actions of animals and people

— do most of tasks correctly.

Value links Ls will work together as a group/pairshowing respect and being polite with each other, respect to animals
Cross curricular links Primary Science
ICT skills PPT, Video
Previous learning What can animals do?
Plan
Planned timings Planned activities

 

Resources
Beginning

 

5 mins

 

 

 

Learners are introduced the LOs.

Checking of the hometask.

1.Warm upLearners what the video and try to translate the words and predict what are they doing to do at this lesson.

 

https://www.youtube.com/watch?v=a91oTyA0Oq8

Middle

 

32mins

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

2.Prasentation

Teacher asks learners to make a circle near the board and the one by one should read the text about 3 people the do the task about the text

 

3. Ph. Training

[W]Learners listen to the song,  do the actions and sing animals’ sounds.

 

4. Practice

Learners asks to sit with a pair and given some flashcards about the peoples actions. They should ask and answer to each other and show a picture as prompt. Teacher go around and observes.

 

Teacher demonstrates some more action words and gives a worksheet (FA)

 

 

 

PPT

 

 

 

https://www.youtube.com/watch?v=_Ir0Mc6Qilo&index=1&list=RD_Ir0Mc6Qilo

 

 

flashcards

 

 

 

worksheet

End

1 min

Learners give feedback to each other. 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

H/T: complete Worksheet 1-2, learners write the sentences

 

 

 

 

 

 

Worksheets

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?

FA

Monitoring

Checking the task

Feedback on the work

Health and safety check
ICT links
online listening, Ph.Training
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.

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

 

 

 

 

 

 

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