"Sea Adventures"

Long-term plan Unit 7: The natural environment

School: №24 Lyceum

Grades: 2 «И» «Ж»

Date: 04.04.2018

Teacher name: Yerniyazova Nazima

Grades: 2 «А» «Б» «Г» «Д»

Date: 03.04 2018

Number present:

absent:

Theme of the lesson:

The natural environment The weather

Learning objectives(s)

2.S3 pronounce familiar words and expressions intelligibly

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

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

Lesson objectives

All learners will be able to:

• name the main vocabulary words;

Most learners will be able to:

• write weather vocabulary words

Some learners will be able to:

- complete all worksheets correctly.

Assessment criteria

Learners have met this learning objective if they can:

- pronounce weather vocabulary words

- write weather adjectives

- complete 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

Traditions and customs

Plan

Planned timings

Planned activities

Resources

Beginning

5 mins

Middle

10 min

10 mins

10 mins

Warm up

Invite learners to sit on the carpet. Ask them how did they spent their holiday/Nauryz? What did they do/eat/wear/play during their holiday?

Stick the flashcards around the walls. Walk around the class with learners, point to the picture and ask what is it? Encourage learners to do gestures and say the words with you, It’s rainy, it’s sunny and etc. Next, get all learners to stand, say out a weather word (It’s rainy!)- And learners have to run over to the correct picture.

Ask learners to come over to the window. Say a few times How is the weather? Look outside. Elicit from the class the weather and if it’s hot or cold. Then ask each learner in turn How is the weather? And encourage them to reply.

Learners are introduced the success criteria of the lesson.

• To learn new words related to weather

• To know how to spell them at least 3

Invite learners to sing a song about weather.

Give learners a worksheet, first ask them to read after you, then they should match words with a picture, check as an open class activity, and then tell learners to count how many correct answers do they have.

Divide learners (more able learners with a learner who needs help) into pairs and explain that one learner should ask his/her partner to spell the word related weather vocabulary.

Ex:

L1: Can you spell me the word rainy? ( T can write these phrase on the board)

L2: r-a-i-n-y

Practice writing (FA)

Ask learners to write the missing letters and compare answers with a class.

https://www.youtube.com/watch?v=rD6FRDd9Hew

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

Health and safety check
ICT links
Video, 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?

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?

Long-term plan unit: 7 The natural environment

School: №24 Lyceum

Grades 2 «И» «Ж»

Date: 09.04.2018

Teacher name: Yerniyazova Nazima

Grades: 2 «А» «Б» «Г» «Д»

Date: 10.04.2018

Number present:

absent:

Theme of the lesson: seasonsseasons

Changing seasons

Learning objectives(s) that this lesson is contributing to

2.S3 pronounce familiar words and expressions intelligibly

2.R3 recognise and identify some familiar sight words from local environment

Lesson objectives

Learners will be able to:

• name four seasons

• recognise short basic instructions

• identify objects

• describe the pictures

Success criteria

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

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

Basic vocabulary for talking about the weather and seasons

Plan

Planned timings

Planned activities (replace the notes below with your planned activities)

Resources

Beginning

ORGANIZATIONAL MOMENT

Teacher: Good morning, boys and girls!

Pupils: Good morning!

Good morning!

Good morning to you!

Good morning!

Good morning!

We are glad to see you!

Teacher: I am glad to see you, too!

Today we will be learning about the four seasons.

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.

Middle

INTRODUCTION

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

• Pupils make four groups of different colours: yellow leaves, dark green leaves, light green leaves and brown leaves.

Teacher: They are four seasons!

Pupils watch flash animation- tree in the 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

• Pupils watch a video and read a short poem about seasons:

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

SPEAKING

Learners describe their trees.

The tree is yellow. It is autumn.

ASSESSMENT

Learners match one season name and two season pictures.

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

FEEDBACK

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

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?

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?

Long-term plan Unit 7: The natural environment

School: NIS, Taldykorgan

Date: Term 4, Lesson 11

Teacher name: Bussygina T.V.

Grade: 2

Number present:

absent:

Theme of the lesson:

What can animals do?

Learning objectives(s)

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

2.UE13 use can / can’t to describe ability use can to make requests

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.

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

- do most of tasks correctly.

Value links

Ls will work together as a group/pair showing respect and being polite with each other, respect to animals

Cross curricular links

Primary Science

ICT skills

PPT, Video

Previous learning

Revision

Plan

Planned timings

Planned activities

Resources

Beginning

7 mins

Learners are introduced the LOs.

Checking of the hometask.

1.Warm up game ‘Guess an animal first’

[W] Ls are shown the card/picture with an animal, they have to guess it. A learner who has most of the answers gets a smile-sticker.

Ls are asked to guess the topic of the lesson

Worksheets 1-4-cards

Middle

32 mins

2.Prasentation

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

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

4. Practice

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

[P] Ls answer the question: What can a shark do? And unscramble sentences. (1-3) ‘Sentence scramble’

Worksheet 5

https://www.youtube.com/watch?v=vfJZ-RntM2k

Worksheet 6

Worksheet 7

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 7

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 more able 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
Video, 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?