My clothes and things 2
| Long-term plan unit: 3
All about me |
School: № 28 Amangeldi | |||||||||||||||||||||||||||||||||||
| Date: 04.12.2019 | Teacher`s name: Kuralbaeva Zh
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| Grade 2 | Number present: 15 | absent:0 | ||||||||||||||||||||||||||||||||||
| Theme of the lesson: My clothes and things 2
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| Learning objectives(s) that this lesson is contributing to | 2.UE1 use singular nouns, plural nouns – including some common irregular plural forms in giving simple descriptions
2.L1 understand a range of short basic supported classroom instructions |
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| Lesson objectives | All learners will be able to: | |||||||||||||||||||||||||||||||||||
| · Identify 80% items of clothing
· Verbally describe what clothes they are wearing |
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| Most learners will be able to: | ||||||||||||||||||||||||||||||||||||
| · Identify 90% items of clothing
· Verbally describe what they are wearing with support |
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| Some learners will be able to:
· Identify 100% items of clothing · Verbally describe what they are wearing without support |
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| Success criteria | Learners have met the learning objective (2.L1) if they can:
identify 4-6 items of clothes; follow instructions appropriately; colour 4- 6 items of clothes; talk about colours of his/ her clothes |
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| Value links: | Respect, Cooperation | |||||||||||||||||||||||||||||||||||
| Cross-Curricular Link | Art | |||||||||||||||||||||||||||||||||||
| ICT skills | Using video | |||||||||||||||||||||||||||||||||||
| Previous learning | Clothes vocabulary | |||||||||||||||||||||||||||||||||||
| Planned timings | Planned activities | Resources | ||||||||||||||||||||||||||||||||||
| Beginning
2min
5min
Middle 7 min
10 min
5min
8 min
End
3 min
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Greet the learners: Speech drill.
§ “Hello!”/”Good morning!”/”Good afternoon!” § “What`s your name? How are you?” Where are you from?/ How old are you?/What date is it today?/What day of the week is it today?/What can you do? Listening and Speaking: Let’s start our lesson. Teacher asks pupils to watch a video and revise the structure What are you wearing today?and colours Learnerscontinue to practice the structures I am wearing He is wearing.. She is wearing… Vocabulary revision: Ø Pupils revise the items of clothing Ø Matching game. Teacher hands out pictures with items of clothing and learners are to write the name of the clothes. Formative assessment Look at the pictures. Describe clothes and people. Use adjectives red, grey, yellow, happy, sad, proud, surprised etc. Example: The boy is happy. Descriptor: A learner • describes clothes using adjectives; • talks about feelings; • uses topic words; • pronounces words and expressions clearly.
Introduction Ø Teacher introduces plural and singular forms of clothes words Ø Pupils look at the pictures and say This is a cap. These are socks.
Practice Ø Board racing game: Teacher divides the class into two groups. Teacher shows pictures of the clothing items. Learners are to touch the correct structure. (This is/These are)
Closing reflexion/self assessment and Goodbye • I learned new words. • Everything was clear. • I can say what I am wearing. |
PPT
Worksheets
Worksheet
PPT slide10-12
PPT slide13
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| End
1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. | |||||||||||||||||||||||||||||||||||
| 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 |
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| More support:
· Show students the slide, or give them a print out with the clothing pics and words. · Allowthem to identify less items of clothing. More-able learners: · Encourage these kids to label more clothing items. · Some very able learners may even hand write the sentences. |
By means of formative assessment |
sure power cords/outlets are not a tripping hazard Everyday classroom precautions • Work with the SMART board not more than 10 minutes • Monitor classroom space when students start moving around
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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 or individuals that will inform my next lesson? |
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