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LESSON 53

Unit : 7 The natural environment

School:

Date:

Teacher name:

Grade: 2

Number present:

Number absent:

Theme of the lesson:

The weather

Learning objectives

2.S3 pronounce familiar words and expressions intelligibly;

2.W3 write familiar words to identify people, places and objects:

2.UE3 use basic adjectives to describe people and things

Lesson objectives

All learners will be able to:

name the main vocabulary words;

Most learners will be able to:

-write weather vocabulary words;

-use them in their speech.

Some learners will be able to:

-say and all the words correctly;

-use them in their speech;

- complete the worksheet correctly.

Previous learning

Unit revision

Plan

Planned timings

Planned activities

Learners’ activities

Evaluation

Resources

Begining

5 min

ORGANIZATIONAL MOMENT

Warm up

‘Memory. Vocabulary game’

Then T named Ls one of the words and they should show the activity for this word.

The objectives of the lesson

name the main vocabulary words;

-write weather vocabulary words;

-use them in their speech.

-say and all the words correctly;

-use them in their speech;

- complete the worksheet correctly.

Greeting

Learners look at the board and name the words.

Verbal evaluation

PPT

Middle

30 min

Game-guees the picture and the weather

Ls are shown the PPT with partly closed pictures, they have to guess them.(Number of pictures-T’s choice)

Practice (work in groups)

Ls are to complete the ‘Weather crossword’.

Ph. Training

Learners listen to the song ‘Action song’ and do the actions.

Role-play

Ls are divided into pairs and are given 1 card with the word or a picture – from the set of cards LP 5 (sunny weather, cold, rainy, hot, snowy). Ls may bring or T gives the equipment: sunglasses, a hat(summer and winter), a jacket, a coat, an umbrella.

Ls pretend themselves as if they are talking using a mobile phone. L1 is here. L2-went somewhere-to Alaska, India and so on.

L1-stands(sits)-to the left side with the phone and asks the question: What’s the weather like today?

L2- stands(sits) to the right side with the phone and he/she is wearing the clothes according to the given card and answers:

It’s (sunny, cold, rainy, snowy…).

Learners play a game and guess

Learners complete the crossword.

Learners listen and do the actions

Learners follow the instructions

Learners act out the role-play

Individual avaluation

Mutual avaluation

PPT

Worksheet 1

https://www.youtube.com/watch?v=dUXk8Nc5qQ8

End

5 min

FEEDBACK

Teacher gives feedback for learners. This might be done in oral form.

What has been learned

What remained unclear

What is necessary to work on

What was interesting

Home task: learn the new words

Saying goodbye

Learners reflect on their learning

Self-assessment

LESSON 54

Unit : 7 The natural environment

School:

Date:

Teacher name:

Grade: 2

Number present:

Number absent:

Theme of the lesson:

Changing seasons

Learning objectives

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

2.R3 read and follow with considerable support simple, words, phrases and sentences on familiar topics

2.UE9 use common present simple forms [positive, negative, question] and contractions to talk about what you want and like and habits and facts

Lesson objectives

Learners will be able to:

name four seasons

recognise short basic instructions

identify objects

describe the pictures

Criteria

Learners have met this learning objective R3, if they can recognise four seasons and identify 6-8 season pictures.

Previous learning

The weather

Plan

Planned timings

Planned activities

Learners’ activities

Evaluation

Resources

Begining

5 min

ORGANIZATIONAL MOMENT

WARMING UP

Teacher has a pile of leaves on a garbage bag located in the middle of the floor in the classroom. When all of the pupils are in the room, the teacher will jump into the big pile of leaves causing excitement among the children.

Teacher offers the children the chance to play in the leaves.

Greeting

Learners play a game

Middle

30 min

INTRODUCTION

Teacher asks pupils to compare the leaves and separate them into four similar characteristic categories.

Teacher: They are four seasons!

Teachers comments animation:

Spring has light green leaves on the trees

Summer has dark green leaves on the trees.

Autumn has yellow leaves on the trees.

Winter has brown leaves or no leaves on the trees.

WATCHING

Spring is green.

Summer is bright.

Autumn is yellow.

Winter is white.

PAIR WORKING

1. Learners draw a tree outline on the sheet of paper or poster.

2. Children paint the tree trunk and branches.

3. Teacher shows how to cut leaf shapes from the coloured paper.

4. Learners cut flowers from the magazines or flower shapes from the coloured paper.

5. Children paste leaves and flowers onto the tree:

Spring – paste green leaves and tiny blossoms on the tree
Summer - glue on plenty of leaves and fruit on the tree
Fall - paste orange, red, yellow, gold or brown leaves on the tree
Winter - leave the tree bare or glue on cotton wool as snow

Learners make four groups of different colours

Learners watch flash animation- tree in the four seasons.

Learners watch a video and read a short poem about seasons

Learners follow the instructions

Verbal evaluation

Individual avaluation

Mutual avaluation

PPT

Flash animation- tree in the four seasons

https://www.youtube. com/watch?v= Sg4bVv9tZP0

Pictures

Four seasons video

https://www.youtube. com/watch?v= aNgRUUC1oHY

End

5 min

FEEDBACK

Teacher asks guiding questions:

Can you name four seasons?

Can you describe trees?

Do you know colours of seasons?

Can you recite a poem about seasons?

Home task: to learn the poem by heart.

Saying goodbye

Self-assessment

Images of smiles

LESSON 55

Unit : 7 The natural environment

School:

Date:

Teacher name:

Grade: 2

Number present:

Number absent:

Theme of the lesson:

Changing seasons

Learning objectives

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

2.R3 read and follow with considerable support simple, words, phrases and sentences on familiar topics

2.UE9 use common present simple forms [positive, negative, question] and contractions to talk about what you want and like and habits and facts

Lesson objectives

All learners will be able to:

-Practice reading skills and revise vocabulary

Most learners will be able to:

- complete the activities correctly (more than 60%)

Some learners will be able to:

- complete all tasks quicker and correctly (80% and above)

Criteria

Learners have met this learning objective if they can:

- comprehend the story

Previous learning

Changing seasons

Plan

Planned timings

Planned activities

Learners’ activities

Evaluation

Resources

Begining

5 min

ORGANIZATIONAL MOMENT

This lesson learners will revise weather vocabulary and practice reading a story.

WARM UP

Divide class into 3 groups and assign the task to complete the task 1 in worksheet 1. Set 2 minutes and check a s a whole class.

Greeting

Learners collect the points for this round

Middle

30 min

Task 2 to be done as the one above. Kids collect points for each correct answer. Teacher scores the points on the board. Praise kids with stickers if they win.

READING AND LISTENING PRACTICE

Pre teach the words: desert, jungle, freezing, dry, South Pole, thunder and lightning.

Drill them and have them on the board. These words learners will meet in their listening task.

Let children enjoy the story first by listening to it and watch. Ask some questions in L1 to check general understanding.

POST-WATCHING: ask some questions about the story (differentiation: try to ask those children who need help in comprehension as more able ones are already able to do the tasks individually)

-Who is the main hero?

- What is carpet?

-What was the weather in jungle?

-What was the weather like in desert? South Pole?

Then distribute the tape script of the story 1 per pair and ask learners read it by parts. Appoint the 1^st reader and after he or she finishes the part – he or she appoints the next reader. This will make all focusing.

SPEAKING

Learners describe their trees.

The tree is yellow. It is autumn.

Learners listen and pronounce

Learners listen and complete the exercise 1 in the worksheet 2 (to order the pictures).

Learners answer the questions

Learners match one season name and two season pictures.

Individual avaluation

Mutual avaluation

Verbal evaluation

Worksheets

End

5 min

Exit ticket:

without looking anywhere kids should recall the story one by one constructing simple sentences about places and weather from the story.

Home task: revise weather vocabulary

Saying goodbye

Self-assessment

LESSON 56

Unit : 7 The natural environment

School:

Date:

Teacher name:

Grade: 2

Number present:

Number absent:

Theme of the lesson:

What can animals do?

Learning objectives

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

2.UE10 use common present continuous forms [positive, negative, question]

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

2.UE17 use me, too to give short answers

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;

-use them in their speech.

Some learners will be able to:

-say and all the words correctly;

-use them in their speech;

- complete all worksheets correctly.

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

- do most of tasks correctly.

Previous learning

Changing seasons

Plan

Planned timings

Planned activities

Learners’ activities

Evaluation

Resources

Begining

5 min

ORGANIZATIONAL MOMENT

Learners are introduced the LOs.

Checking of the hometask.

1.Warm up game ‘I can../can’t’

They start their sentences:

I live in…(Africa). I’m…(size-big, small). I can..(walk/fly). I can’t…

Learners pretend themselves animals, go in front of the group and guess an animal.

Learners guess the topic of the lesson

Verbal evaluation

Middle

30 min

2.Prasentation

Use the sounds to get learners to describe what they can hear.

You can remind them of simple animal names/ noises prior to the activity.

Listening to animal noises and writing down what the animals are doing e.g. That’s a bird singing.

Ls are presented the new words/phrase:

1.What can monkeys do?

2. Monkeys can climb trees.

3. Monkeys can’t fly.

Ls tell what place should they put can. They complete the worksheet with tracing letters and tell (orally) what these animals can’t do.

3. Ph. Training

Learners listen to the song ‘If you are a kid: animal sounds’, do the actions and sing animals’ sounds.

4. Practice

Ls ask and answer the question: What can/can’t… do?

They are to complete the sentences.

Ls complete the worksheet. They are to make ‘Animals can and can’t survey’ and write about animals.

Learners listen to the sounds and guess animals.

Ls complete the worksheet on the abilities of animals.

Learners listen and pronounce

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

Learners ask and answer the question

Ls complete the worksheet

Mutual avaluation

Individual avaluation

Animal sounds activity

http://www.englishmedialab.com/cloze/animalsoundquiz/

Worksheet 1

https://www.youtube.com/watch?v=EUtE02UpUB8

FA Worksheet

End

5 min

FEEDBACK

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

Home task: revise weather vocabulary

Saying goodbye

Learners give feedback to each other.

Self-assessment

LESSON 57

Unit : 7 The natural environment

School:

Date:

Teacher name:

Grade: 2

Number present:

Number absent:

Theme of the lesson:

What can animals do?

Learning objectives

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

2.UE10 use common present continuous forms [positive, negative, question]

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

2.UE17 use me, too to give short answers

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;

-use them in their speech.

Some learners will be able to:

-say and all the words correctly;

-use them in their speech;

- complete all worksheets correctly.

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

- do most of tasks correctly.

Previous learning

What can animals do?

Plan

Planned timings

Planned activities

Learners’ activities

Evaluation

Resources

Begining

5 min

ORGANIZATIONAL MOMENT

Warm up: Picturing game

Play a game when learners come to the board and take a card and show an animal doing something. To show that they have to show the animal first and then name the action model one card yourself.

Greeting

Learners guess and follow your example

cards

Middle

30 min

Encourage them to give as more details as possible about the picture. Whole class feedback

Learners draw 5 animals doing things and describe the pictures to the partner. One learners is describing, second is drawing. Appoint a different partner this time. Then they can compare answers in pairs

READING AND LISTENING PRACTICE

Write CAN or CAN’T

Task 2. Watch the video 2 and complete the sentences.

1. Little bird can’t ______, Little bird can ________.

2. Elephant can’t ________, Elephant can _________.

3. Little Fish can’t ______, Little Fish can ________.

4. Gorilla can’t ___________, Gorilla can _________.

5. Buffalo can’t _________, Buffalo can __________.

In pairs learners describe pictures to each other.

Learners translate the sentences individually.

Learners write can or can’t

Learners complete the sentences

Verbal evaluation

Individual avaluation

Mutual avaluation

worksheet 1 (you may choose some)

worksheet 1 (more able students) 2 for weaker ones

End

5 min

FEEDBACK

Teacher gives feedback for learners. This might be done in oral form. Learners reflect on their learning:

Ask each learner to name 3 words they remember.

Home task: can be given the same worksheet to finish

Saying goodbye

Self-assessment

LESSON 58

Unit : 7 The natural environment

School:

Date:

Teacher name:

Grade: 2

Number present:

Number absent:

Theme of the lesson:

Sea Adventures

Learning objectives

2.L3 understand the main points of short, slow and carefully articulated talk on routine and familiar topics features such as colour and number

2.S3 use a limited range of basic words, phrases and short sentences to describe objects, activities and classroom routines

2.R1 read and spell out words for others

2.W5 write letters and familiar high frequency words when read aloud or spelt out for learners

Lesson objectives

Learners will be able to:

understand and follow instructions

pronounce words and expressions intelligibly

use Present Continuous in their speech

Criteria

Student achieved the LO (S3) if he can:

pronounce more than 7 words intelligibly

Previous learning

What can animals do?

Plan

Planned timings

Planned activities

Learners’ activities

Evaluation

Resources

Begining

5 min

ORGANIZATIONAL MOMENT

Teacher greets students; students respond to greeting and take their places. Teacher asks a couple of familiar questions to make sts think in English:

How are you?

What day is it today?

What is the weather like today?

Greeting

Learners answer the questions

Verbal evaluation

Wall displays

Middle

30 min

INTRODUCTION

- teacher demonstrates Ls a picture which illustrates a sea scene as well as kids doing different things and asks Ls to try to guess about the topic of the lesson

- at the end teacher introduces the topic (Sea adventures) and finds out who was the closest to the correct answer and gives that student a praising sticker

PRACTICE

Task 1. Fill in the missing letters in the names of underwater animals.

Example: The shell is on the beach.

1. The o _ _ _ _ _ _ is very clever.

2. The s _ _ _ _ is very angry.

3. The w _ _ _ _ is very kind.

4. There are many s _ _ _ _ _ on the beach.

5. The water in the sea is b _ _ _ .

Listen to the teacher. Put the numbers under the right picture as you listen.

1. Hello, my name is Leo. I can swim, swim and swim in a blue ocean.

2. I am going to sleep, says Grandpa. Be a good boy, do not go far away.

3. Hello, says green Timmels, the Turtle. Let’s go.

4. Oh, no! It’s a Black shark! It will eat us!

5. Dori comes and helps her friends. Thank you, Beautiful Dori!

Learners share their ideas, which teacher puts on the board

Learners fill in the missing letters in the names of underwater animals.

Learners finds the correct picture according to heard information and put the numbers under the right picture

Mutual avaluation

Individual avaluation

A picture of a sea scene

PPP

A picture of a sea scene

End

5 min

REFLECTION/FEEDBACK

Teacher provides each student with a small piece of paper and asks them to write 2 things on it:

What they liked about the lesson

What they didn’t like / would like to change

When sts finish they give their papers back to teacher.

Home task: learn the new words

Saying goodbye

Learners write what they can – some may write only words, others who are more able may write whole sentences

Self-assessment

LESSON 59

Unit : 7 The natural environment

School:

Date:

Teacher name:

Grade: 2

Number present:

Number absent:

Theme of the lesson:

Sea Adventures

SA

Learning objectives

2.L3 understand the main points of short, slow and carefully articulated talk on routine and familiar topics features such as colour and number

2.S3 use a limited range of basic words, phrases and short sentences to describe objects, activities and classroom routines

2.R1 read and spell out words for others

2.W5 write letters and familiar high frequency words when read aloud or spelt out for learners

Lesson objectives

Recognise with support short basic questions relating to

features such as colour and number

Use can to talk about ability and to make requests and

offers; use can / can’t to talk about permission

Criteria

Identify short questions on curricular topics with support such

as colour and number.

Talk about ability, make requests and offers, and ask for permission using can and can’t.

Previous learning

What can animals do?

Plan

Planned timings

Planned activities

Learners’ activities

Evaluation

Resources

Begining

5 min

ORGANIZATIONAL MOMENT

Teacher greets students; students respond to greeting and take their places.

Warm up: Picturing game

In pairs learners describe pictures to each other. Encourage them to give as more details as possible about the picture.

Whole class feedback

Learners describe pictures to each other

Verbal evaluation

cards

worksheet 1 (you may choose some)

Middle

10 min

Writing

Write the words in right order after fill in crossword

Learners write the words in right order after fill in crossword

Mutual avaluation

SA

20 min

LISTENING

Task 1. Listen to the teacher and answer the questions.

Are the trees green in autumn?

Are the trees white in winter?

Are there flowers in summer?

Are there 3 seasons in a year?

Are there 5 months in autumn?

Do we celebrate the New Year in winter?

Is your big holiday in spring?

USE OF ENGLISH

Task 2.

A. Look at the pictures and tell what you can and cannot do at the Zoo.

B. Look at the pictures and tell what you can do as animals can.

C. Look at the pictures and make a request or offer.

Learners listen and answer

Learners follow the instructions

Individual avaluation

End

5 min

REFLECTION/FEEDBACK

Teacher gives feedback for learners. This might be done in oral form.Learners reflect on their learning:

Ask each learner to name 3 words they remember.

Home task: can be given the same worksheet to finish

Saying goodbye

Self-assessment

LESSON 60

Unit : 7 The natural environment

School:

Date:

Teacher name:

Grade: 2

Number present:

Number absent:

Theme of the lesson:

Unit revision

Learning objectives

2.S3 pronounce familiar words and expressions intelligibly

2.L3 recognize with support common names and names of places recognize the spoken form of a limited range of everyday and classroom words

2.UE10 use common present continuous forms [positive, negative, question] to talk about what is happening now

Lesson objectives

Learners will be able to:

understand and follow instructions

pronounce words and expressions intelligibly

use Present Continuous in their speech

Criteria

Student achieved the LO (S3) if he can:

pronounce more than 7 words intelligibly

Previous learning

Sea Adventures

Plan

Planned timings

Planned activities

Learners’ activities

Evaluation

Resources

Begining

5 min

ORGANIZATIONAL MOMENT

Teacher greets students; students respond to greeting and take their places. Teacher asks a couple of familiar questions to make sts think in English:

How are you?

What day is it today?

What is the weather like today?

Greeting

Learners answer the questions

Verbal evaluation

Wall displays

Middle

30 min

LISTENING

Task 1. Answer the questions

Example: What colours are the tigers?

The tigers are orange and black.

How many legs do crocodile have?

What colours are zebra?

How many wings do birds have?

What colour are the leaves in autumn?

How many tails do monkey have?

What colour are the trees in spring?

USE OF ENGLISH

Task 2. Look at the pictures and complete the sentences using can or can’t

PAIR GAME

Learners look at the picture and ask each other questions about something one keeps in mind. (ex 2 p 51)

SINGING A SONG

Before listening, read the song and ask kids to talk about its meaning. Focus on the question form of Continuous and I and You pronouns in the same tense. Try to explain that we use different forms for different situations and persons.

Ask learners to create you some sentences following samples from the song.

Learners answer the questions

Learners look at the pictures and complete the sentences using can or can’t

Learners can write sentences about the ex 2 in their copybooks for extra stickers.

Learners listen to the song and sing.

Individual avaluation

Mutual avaluation

PPP

End

5 min

REFLECTION/FEEDBACK

Teacher provides each student with a small piece of paper and asks them to write 2 things on it:

What they liked about the lesson

What they didn’t like / would like to change

When sts finish they give their papers back to teacher.

NOTE: students write what they can – some may write only words, others who are more able may write whole sentences

Home task: revise vocabulary and grammar

Saying goodbye

Self-assessment

LESSON 61

Unit : 8 Travel

School:

Date:

Teacher name:

Grade: 2

Number present:

Number absent:

Theme of the lesson:

A to B

Learning objectives

2.S3 use a limited range of basic words, phrases and short sentences to describe objects, activities and classroom routines

2.UE9 use common present simple forms [positive, negative, question] and contractions to talk about what you want and like and habits and facts

2.UE14 use basic prepositions of location and position: at, behind, between, in, in front of, near, next to, on, to describe where people and things are; use prepositions of time: on, in, at to talk about days and times

Lesson objectives

All learners will be able to:

use basic prepositions of location and position e.g. in, at, next to, near, on, to describe where people and things are use basic prepositions of time: on, in to talk about days and time use with to indicate accompaniment

Most learners will be able to:

make introductions and requests in basic interactions with others

Some learners will be able to

Say all prepositions correctly

Criteria

Learners have met this learning objective if they can:

Leaners can name places and directions correctly

Learners can say daily routines words

Learners can use prepositions correctly

Previous learning

Unit revision

Plan

Planned timings

Planned activities

Learners’ activities

Evaluation

Resources

Begining

5 min

ORGANIZATIONAL MOMENT

1.Warm up

Revise the prepositions behind, near to, next to, under, in front of, between etc.). Learners watch the video “Prepositions”

If it is necessary teacher will stop and practice, it will be very useful, before FA

Greeting

Learners revise the prepositions

Verbal evaluation

https://www.youtube.com/watch?v=hx8i-Wq_jtc

https://www.youtube.com/watch?v=xyMrLQ4ZI-4

Middle

30 min

2.Presentation

Teacher shows learners the worksheets with prepositions

To check how learneres remember the meaning of prepositions , teacher offers to work with worksheets

3. Physical Training. Where is it?!

3. Revision

T chooses the game according to the needs of Ss: ‘Memory- matching game’, ‘Revision of shapes, sizes, colours game’.

4. Presentation

Learners are presented the sentences. They have to find out what is similar among them:

+ You can run fast.

-You can not run fast.

? Can you run fast?

5. Production

Ls have to make sentences using the modal verb ‘can’.

And tell about their abilities: I can…, I can’t… .

6. Practice

Ls are divided into pairs. They are given worksheets with pictures. They have to ask and answer the questions, write sentences according to the examples.

Learners look at the pictures and say the meaning of the prepositions: in, on, under, behind, next to, between etc.

Learners sing a song and dance a little

Learners play the game on shapes.

Learners revise the formation of the sentences with “can”.

Learners make sentences

Learners ask and answer the questions, write sentences according to the examples.

Individual avaluation

Mutual avaluation

Preposition vocabulary sheet 1,2

Worksheets 1,2,3,4

https://www.youtube.com/watch?v=8F0NYBBKczM

FA worksheet

End

5 min

REFLECTION Teacher gives feedback to learners, assess and encourage them,

answers for questions if learners have something unclear and gives home task

Home task: learn the prepositions of place

Saying goodbye

Self-assessment

LESSON 62

Unit : 8 Travel

School:

Date:

Teacher name:

Grade: 2

Number present:

Number absent:

Theme of the lesson:

Types of vehicle

Learning objectives

2.S4 respond to basic supported questions giving personal and factual information

2.R3 read and follow with considerable support simple, words, phrases and sentences on familiar topics

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

Lesson objectives

Learners will be able to:

recognize, match words and pictures

answer the questions

discuss different modes of transportation

create one or more transportation artifacts

Criteria

Learners have met this learning objective 2.R3, if they identify 8-10 familiar words of transportation

Previous learning

A to B

Plan

Planned timings

Planned activities

Learners’ activities

Evaluation

Resources

Begining

5 min

ORGANIZATIONAL MOMENT

Teacher: Good morning!

How are you?

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 answer the question

Learners can draw or paint their ideas on paper.

Middle

30 min

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.

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

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

How can learners get to school every day?

How do kids in other countries travel?

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

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

How does the mail travel?

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.

Learners listen and pronounce

Learners answer the questions

Learners follow the instructions

Verbal evaluation

Individual avaluation

Mutual avaluation

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

5 min

Feedback

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

Home task: learn new vocabulary

Saying goodbye

Self-assessment

Good bye song

https://www.youtube. com/watch?v= Xcws7UWWDEs

LESSON 63

Unit : 8 Travel

School:

Date:

Teacher name:

Grade: 2

Number present:

Number absent:

Theme of the lesson:

Types of vehicle

Learning objectives

2.S1 make basic statements related to personal information, people and objects on familiar topics and classroom routines

2.UE11 use have got+noun to describe and ask about possessions

Lesson objectives

All learners will be able to:

use basic structures e.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

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

Previous learning

Types of vehicle

Plan

Planned timings

Planned activities

Learners’ activities

Evaluation

Resources

Begining

15 min

ORGANIZATIONAL MOMENT

1.Warm up

Pictures 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.

Before playing the game revise the numbers 1-6, the names of the animals, and some adjectives to describe the animals.

Greeting

Learners put the pictures of the animals on the board and give each animal a number from 1-6.

Verbal evaluation

Pictures

Dice

Middle

20 min

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 lion

4. 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.

THE NEW VOCABULARY:

Before reading task:

T introduces the story, reading by pages and explaining them to the Ss;

Ss answer 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;

Learners do the task

Learners in pairs choose true or false sentences

Learners make short summary of the story

Mutual avaluation

Individual avaluation

Pictures

http://www.storyjumper.com/book/index/7052712/The-zebra-and-the-giraffe#page/20

(could)

End

5 min

FEEDBACK

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

Home task: to learn new words

Saying goodbye

Self-assessment

LESSON 64

Unit : 8 Travel

School:

Date:

Teacher name:

Grade: 2

Number present:

Number absent:

Theme of the lesson:

My plane

Learning objectives

2.R3 Read and follow with considerable support simple, words, phrases and sentences on familiar topics

2.S4 Respond to basic supported questions giving personal and factual information

Lesson objectives

Use and follow with considerable support words,

phrases, sentences in reading familiar topics

Answer basic questions with support

Provide personal information and facts

Previous learning

Types of vehicle

Plan

Planned timings

Planned activities

Learners’ activities

Evaluation

Resources

Begining

5 min

ORGANIZATIONAL MOMENT

Teacher greets students; students respond to greeting and take their places. Teacher asks a couple of familiar questions to make sts think in English:

How are you?

What day is it today?

What is the weather like today?

Greeting

Learners answer the questions

Middle

10 min

Step 1 POSTER Listen, point and repeat.

Pupils’ books closed. Put up the My Weather poster on the board, and present the weather. Then mime a weather condition and ask: What’s the weather like? Elicit: It’s hot. Follow the same procedure for the remaining weather conditions.

The pupils repeat, chorally and/or individually.

Step 2 Listen and do. Listen and number. (activity 5)

Say as you mime: It’s hot. Encourage the pupils to copy your mime. Repeat with the rest of the weather conditions.

Explain the activity. Refer the pupils to the picture.

Say: This is a magic island! Look! It’s sunny and it’s hot. Elicit the rest of the weather conditions. Play the CD again.

Learners listen, point to the pictures, and repeat the sentences.

The pupils listen to different types of weather conditions and mime an appropriate action.

Learners listen and number.

Verbal evaluation

Mutual avaluation

My Weather Poster

FA

20 min

READING

Task 1. Read and follow the instructions.

I like to play with a car.

We go to Astana by train.

He can’t ride a bike.

She plays with a plane.

Task 2. Read and follow the instructions.

Colour the bus into yellow.

Cross the plane.

Circle the red car.

Task 3. Listen to the teacher and answer the questions.

What is your name?

Can you ride a bike?

Do you go to school by bus?

What types of vehicles do you know?

Do you fly by plane?

Learners read and do the tasks

Learners answer the questions

Individual avaluation

End

5 min

FEEDBACK

Teacher gives feedback for learners. This might be done in oral form. Learners reflect on their learning:

Ask each learner to name 3 words they remember.

Home task: to revise vocabulary

Saying goodbye

Self-assessment

LESSON 65

Unit : 8 Travel

School:

Date:

Teacher name:

Grade: 2

Number present:

Number absent:

Theme of the lesson:

Altogether Now

Learning objectives

2.L3 understand the main points of short, slow and carefully articulated talk on routine and familiar topics features such as colour and number

2.UE10 use common present continuous forms [positive, negative, question]

Lesson objectives

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

Criteria

Learners have met this learning objective L3, if they can recognize 6-8 words

Previous learning

My plane

Plan

Planned timings

Planned activities

Learners’ activities

Evaluation

Resources

Begining

5 min

ORGANIZATIONAL MOMENT

WARMING UP

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

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

Greeting

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

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

Middle

30 min

INTRODUCTION

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

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

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 listen and pronounce

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

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

Verbal evaluation

Mutual avaluation

Individual avaluation

Curious George rides his bike animation

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

End

5 min

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?

Home task: to revise grammar

Saying goodbye

Self-assessment

Images of smiles

LESSON 66

Unit : 8 Travel

School:

Date:

Teacher name:

Grade: 2

Number present:

Number absent:

Theme of the lesson:

Altogether Now

Learning objectives

2.L3 understand the main points of short, slow and carefully articulated talk on routine and familiar topics features such as colour and number

2.UE10 use common present continuous forms [positive, negative, question]

Lesson objectives

All learners will be able to:

Learn big numbers;

Most learners will be able to:

students say big numbers correctly;

Some learners will be able to

Complete all the exercises without mistakes;

Criteria

Ss will be able to

Complete the worksheets;

Name the directions;

Follow the map;

Previous learning

Altogether Now

Plan

Planned timings

Planned activities

Learners’ activities

Evaluation

Resources

Begining

5 min

ORGANIZATIONAL MOMENT

Learners are introduced LO.

Teacher checks home task.

Warm up.

Revision of the vocabulary on numbers Ss count

Song “Big numbers”

T draws the picture of safe on the board and make Ss guess what it is;

Then makes up in her mind the number the big one, explains that these sum is in the safe and children try to guess it;

Greeting

Learners sing a song

Verbal evaluation

https://www.youtube.com/watch?v=e0dJWfQHF8Y

Middle

30 min

Task 1. Look at the picture and remember.

Я еду на автобусе – I go by bus

Я еду на поезде – I go by train

Я лечу на самолете – I fly by plane

Task 2. Look and tell how do you go to…

I go to school by bus

I go to London by plane

I go to

by

I go to

by

Learners look at the picture and remember.

Learners make the sentences using pictures

Mutual avaluation

Individual avaluation

Worksheets

End

5 min

‘Good bye’ song.

-T gives feedback for students’ answers and gives home task (to write sentences using big numbers)

Home task: to learn new vocabulary

Saying goodbye

Self-assessment

LESSON 67

Unit : 8 Travel

School:

Date:

Teacher name:

Grade: 2

Number present:

Number absent:

Theme of the lesson:

Summative control work for the 4^th term

Learning objectives

2.L3 Understand the main points of short, slow and carefully articulated talk on routine and familiar topics

such as colour and number

2.R3 Read and follow with considerable support simple words, phrases and sentences on familiar topics

2.UE10 Use common present continuous forms [positive, negative, question]

2.W5 Write letters and familiar high frequency words when read aloud or spelt out for learners

2.S3 Use a limited range of basic words, phrases and short sentences to describe objects, activities and classroom

Lesson objectives

Learners:

colour and draw pictures according to the instructions

read and underline the sentences describing winter

answer the questions using present continuous forms

write the missing words

describe objects, activities and classroom routines using topic words, phrases and short sentences

Previous learning

Altogether Now

Plan

Planned timings

Planned activities

Learners’ activities

Evaluation

Resources

Begining

2 min

ORGANIZATIONAL MOMENT

Learners are introduced LO.

Middle

35 min

LISTENING

Task 1. Listen to the teacher and follow the instructions.

Colour a starfish into red.

Colour a whale into blue.

3. How many jelly fish are there? Count and circle: 2 3 1

4. Complete the picture.

Complete the fish.

READING

Task 2. Look at the picture. Read the sentences. Underline the sentences that describe the picture.

Children are going to the lake to swim.

It is very cold.

Children are playing snowballs, skating and skiing.

The weather is very hot.

The trees are white with snow.

This is the season when the New Year comes.

USE OF ENGLISH

Task 3. Look at the pictures and answer the questions.

Teacher chooses one card for each learner.

Is he riding a bike?

What is he doing?

What colour T-shirt is he wearing?

Is he driving a red car?

What season is it?

Is the boy playing with a boat?

What colour is the boat?

What is he wearing?

Where is he standing?

Is he fixing a rocket?

What colour jeans is he wearing?

Is he playing chess?

WRITING

Task 4. Write the missing word in the sentence.

train school bus bike plane

We go to school by a _______ .

He flies to London by _________.

They can go to Astana by ______.

We enjoy riding a ________.

Learners follow the instructions

Learners read the sentences, then underline the sentences that describe the picture.

Learners answer the questions

Learners write the missing word in the sentence.

Individual avaluation

End

3 min

FEEDBACK

There smiley faces are on the board. (happy and sad) T. suggests choosing any smiley face.

Well what did we do in our lesson?

Home task: revise grammar and vocabulary

Saying goodbye

Learners choose one and put on their desks.

LESSON 68

Unit : 8 Travel

School:

Date:

Teacher name:

Grade: 2

Number present:

Number absent:

Theme of the lesson:

Unit revision

Learning objectives

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

S3pronounce basic words and expressions intelligibly

S7place stress correctly on familiar polysyllabic words

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

Lesson objectives

All learners will be able to:

Working together as a group, turn taking and co-operating with each other

Most learners will be able to:

Check that they are achieving their purpose by talking about what they are learning

Some learners will be able to

Explain their methods and opinions and the reasons for choices and actions

Criteria

Ss will be able to

Name the shapes shown

Discuss and point out corners and edges

Participate in the task using positive language

Co-operate with partner during the task

Previous learning

Summative control work for the 4^th term

Plan

Planned timings

Planned activities

Learners’ activities

Evaluation

Resources

Begining

5 min

ORGANIZATIONAL MOMENT

Learners are introduced LO.

Teacher checks home task.

Warm Up

Greet the students. "Hello!"/"Good morning!"/"Good afternoon!"

“What`s your name? How are you?” What is the weather like today?/ what date is it today?/ How do you get to school today?

Shapes review:

Show PPT Slides 2-12. One who draws and shows first is the winner.

- Give him/her a sticker.

Greeting

Learners should recognize names of the shapes shown and draw them on their paddles very quickly.

Verbal evaluation

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

Middle

30 min

Listening Formative Assessment:

Give learners Worksheet #1, ask them to color the shapes.

Learners swop their works and peer assess; (Super, Good, So so)

Whole class feedback.

Ask learners to put their works into F/A Portfolio.

Listening:

Before listening to learners look through the song and try to guess what shapes are needed.

While-listening to learners fill in (draw) the missing shapes.

After listening to learners check the answers with a class.

Writing:

Hand out a worksheet with jumbled letters

Check as a whole class.

Ask volunteers one by one to come to the board and write an answer.

If there is a lack of time set this activity as a home task.

Learners do the instructions

Learners listen to a song “Mr. Shape head”.

Learners do the task

Individual avaluation

Mutual avaluation

Worksheets 3-4

End

5 min

Closing Reflection

Ask students to look around and identify shapes in the local environment (i.e. the desk is a rectangle)

Ask students to show with the thumbs up signals how well they understand shapes.

Sign a goodbye song

Learners sign a goodbye song

Self-assessment

Goodbye Song Video

https://www.youtube.com/watch?v=Xcws7UWWDEs