| Long-term plan Unit 2: Travel |
School: |
| Date: |
Teacher name: |
| Grade: 2 |
Number present: |
absent: |
| Theme of the lesson: |
My plane 2 |
| Learning objectives(s) |
2.UE10 use there is / there are to make short statements and ask questions
2.S3 pronounce basic words and expressions intelligibly
2.L1 recognise short basic instructions for a limited range of classroom routines spoken slowly and distinctly
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| Lesson objectives |
All learners will be able to:
use basicstructurese.g. There is / there are/ Can /Can’t
to describe animals Most learners will be able to:
make storyline of the ‘zebra and giraffe’ online book story with others
Some learners will be able to
say all expressions correctly
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| Success criteria |
Learners have met this learning objective if they can:
Learners can use structure there is/ there are correctly
Learners can use structure can/ cannot correctly
Learners can use pictures in storyline
Learners can say describe by using phrases
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| Value links |
Valueсare instilled through the tasks on work in pairs and usage of structure tasks |
| Cross curricular links |
Primary Science |
| ICT skills |
PPT, The use of whiteboard, Video |
| Previous learning |
My plane -1. Learners created their own plane and practiced some words like fold use fly straight like this show me |
| Plan |
| Planned timings |
Planned activities |
Resources |
| Beginning
10mins
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Learners are introduced LO.Teacher checkshome task. New words like: fold use fly straight like this show me1.Warm upPictures of animals from the zoo are put on the board and numbered 1-6. Children take it in turns to throw a dice. The number thrown corresponds to an animal on the board and the child must make a sentence about the animal. 1. Before playing the game revise the numbers 1-6, the names of the animals, and some adjectives to describe the animals. 2. Put the pictures of the animals on the board and give each animal a number from 1-6. 3. Ask for a volunteer to throw the dice. When the dice lands on a number, the child must say which animal corresponds to that number. The teacher (or the child) writes the names of the animal on the board under the picture:There is a lion4. Another volunteer throws the dice. If the number lands on the same number, the volunteer must say something about the animal (for example, it is big). The teacher can write this on the board. If the number is different, the volunteer names a different animal. The next might look something like this.
There is a lion. It is big. It is golden. It likes sleeping and eating. It can run and jump
5. The game continues until all the animals are named and have been described. The number of sentences you write for each animal depends on the level of the children. 6. Once all the texts are on the board, erase key vocabulary to create a gap fill. Ask for volunteers to read out the texts and fill in the gaps. There is a _____. It is _____. It is _____. It likes ___ing and ____ing. It can ____ and ______.
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PicturesDice
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| Middle
25mins
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T introduces Ss with the new vocabulary:
once upon
was/were-to be
show off
neck
could- can
get mad
try
too short
remember
as fast as
different
agreement
Before reading task: Ss in pairs or groups put the pictures in the order as they think they appear in the story:
T introduces the story, reading by pages and explaining them to the Ss;Ssanswer to T/F sentences:
a zebra and a giraffe are best friends T
the giraffe has long neck T
the zebra is not fast F
the zebra can not run F
the zebra and the giraffe remembered than they are different T
Then Ss make short summary of the story in their copy – books; T help and support the Ss work;Ss one by one read the summary; |
Pictures
http://www.storyjumper.com/book/index/7052712/The-zebra-and-the-giraffe#page/20 (could)
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| End5 mins |
Learners give feedback to each other. This might be done in oral form.Teacher gives feedback for students’ What has been learned
What remained unclear
What is necessary to work on
answers and gives home task to learn new words |
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| 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, phrasesChallenges for moreable students: Encouraged to do more writing; assist weaker students. |
Assessment – how are you planning to check learners’ learning?Checking the taskFeedback on the work |
Health and safety checkICT linksPPT, Video |
| 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
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Use this section to record the methods you will use to assess what students have learned during the lesson |
Health promoting techniquesBreaks 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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Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson. |
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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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