Long-term plan unit: 7 The natural environment

School: 20

Date: 26.04

Teacher name: Salamatova Gulim

 Grade: 2A

Number present:

absent:

Theme of the lesson

Sea adventure

Learning objectives(s) that this lesson is contributing to

2.L8. understand short narratives spoken slowly and distinctly on routine and familiar topics

2.R5. understand with considerable and particularly visual support, some specific information in short, simple texts on familiar topics

2.UE1 use basic prepositions of location and position to describe where people and things are

Lesson objectives

Learners have met this learning objective if they can: 

Say if they like the weather and why.

Recall sea animals and prepositions of location.

Success criteria

Ss are successful when they can:

· Re-call 3 or 4 sea animals and spell them correctly.

· Find the location of at least 2 or 3 sea animals correctly.

Value links

Respect each other!   

Cross curricular links

Lesson is connected with biology

ICT skills

PPt

Previous learning

Ss learned about sea animals and prepositions of location and position.

Plan

Planned timings

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

Resources

Beginning

10 min

The T asks the following questions in order to involve learners into the lesson:

-   How are you?

-   What`s the date today?

-   What`s the day today?

Then T gives the following phrases:

-   Do you like the weather today?

-   Yes, I like because it is……/ No, I don`t like because it is…….

Cold, rainy (raining), snowy (snowing), overcast, warm, cloudy (Learners copy the words into their vocabulary and pronounce after the teacher )

Learners are divided into 2  groups.

The T asks home task.

Flashcards

       Middle 

       20 min

Our new theme Sea adventure. Sea animals are lifelong animals that spend their entire lives on the sea or in the vicinity. Dolphins, whales, seas and white bears are the most common types of marine animals. There are more than 20000 live creatures living underwater. They differ from one another.  

New  vocabulary by writing on the board one by one from each group. The aim is learners are given different variants of the words for example, one learner has a word in KZ and next one is RU or EN

Short story about fish

Following pre-reading activities can be used by teacher to start reading a new story together:

1.  describing the front cover

2.  predicting the story

3.  predicting words that might

While listening and reading the  first half of a sea story

Learners should find the answer for differentiated questions which were given before and translated with the help of a teacher.

Questions:

1.  What is the name of little fish? (Angel)

2.  What can he do? (swim)

3.  What does he have? (beautiful fins)

4.  Who is going to sleep? (grandpa)

5.  What does grandpa say to his grandson? (be good an do not go for away)

6.  Who is a friend of little fish? (turtle)

7.  What do they see? (octopus, shell, sea snake)

8.  What should they do then? (swim)

Now you have to choose your heroine Angel or turtle?  

Teacher divides learners into 2 group.

Task1. Write the word under the picture.

Task 2. Watch the story and put the sentences in order.

Task 3. Watch the story. Write the missing words in the sentences.

Task 4. Read the sentences and colour the picture.

In completing I want to give you assignments and you have to evaluate each other.  

And so what did we learn today?

This is our new theme Sea adventure. There is a sea and there are sea animals. You must tell me your likes and dislikes about the lesson. Come to the board and attach a card. 

Cards (new words)

worksheet

http://www.turtlediary.com/kids-stories/the-little-fish.html

cards

PPT

End

2 min

Revision: -learner are given by one picture from the story and asked to collect them on the board in the correct order.

Feedback:- learner will say their likes and dislikes about the lesson

Home task: teacher shows the samples of cards and learners have to make a card

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

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

Use this section to record the methods you will use to assess what students have learned during the lesson

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 or achievements/difficulties of individuals that will inform my next lesson?