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Long-term
plan unit: 7
The natural
environment
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School:
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Date:
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Teacher name:
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Grade: 2
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Number present:
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absent:
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Theme
of the lesson: What can animals do
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Learning
objectives(s) that this lesson is contributing to
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2.W3
write short phrases to identify people, places and objects
2.UE13
use can to talk about ability and to make requests and offers; use can /
can’t to talk about permission
2.L4
recognise with support short basic questions relating to features such as
colour and number
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Lesson
objectives
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All learners
will be able to:
- recognise
words
of animals.
·
identify the verbs with
support
- use
structure I can+verb with support
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recognise
short basic instructions
Most learners
will be able to:
·
identify
most words when sounded
·
write
most words of animals and verbs with limited support
·
use
structure I can+verb with limited support
Some learners
will be able to:
·
write
nearly all words sounded
·
communicate
a range of words including nearly all words
·
use
structure I can+verb without support
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Assessment
criteria
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Learners have met the learning objective
(2.L4) if they can:
recognize 7-10 words of
animals and verbs
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Value links
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Respect, Cooperation
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Cross curricular links
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Knowledge of the world
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ICT skills
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Using videos
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Previous
learning
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Simple verbs
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Plan
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Time
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Planned
activities
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Resources
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Beginning
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Organizational
moment
Good morning!
What is the date
today?
What day of the
week is it today?
What is the
weather like today?
What season is
it now?
Pre-learning/Warm-up
Have students
write in the copybooks:
March, 29 2018
Animalsl
can
Today I will
revise modal verb can and speak about what animals can/can’t do..
To
activate learners and revise the words play Animal Guessing Game to
find out how many animals words they know.
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Animal Guessing Game
PPT
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Middle
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Revision of CAN/CAN’T
v Ask learners if they remember Mr.CAN.
v Go through the PPT and revise modal verb CAN.
v Emphasize the usage of can in both negative and interrogative
sentences. Focus learners’ attention on slide 4.
v Show slide 9 and have learners to find as many animals as
they can. Those who find more animals get a sticker.
v Go to slide 10, ask learners what animals can do, so to
elicit basic action verbs
v Ask to imagine one animal and say what it can/can’t do…
Differentiation by support:
Provide more able learners to name more types of animals.
Practice
Activity
v Pass out worksheet, have learners to complete and say what
animal can and can’t do.
v Check as a class.
Listening:
v Pass out listening worksheet
v Have learners peer check
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PPP
PPP slide 4
PPP slide 9
PPP slide 10
Worksheet #1
https://www.youtube.com/watch?v=_Ir0Mc6Qilo start 1-2.22
min
Listening
worksheet2
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End
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Feedback
W) Check students understanding by asking the following….
1) What is your favorite animal?
2) What types of animals do you know?
3) Can you say what animals can/can’t do?
Sign a song
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Goodbye Song
Video
https://www.youtube.com/watch?v=Xcws7UWWDEs
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Additional
information
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Differentiation
– how do you plan to give more support? How do you plan to challenge the more
able learners?
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Assessment – how
are you planning to check learners’ learning?
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Health and safety
check
ICT links
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More support:
These
students may work with a stronger student to support them during the vocab
activities.
More-able
learners:
Encourage very strong students to
model answers
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Students will be assessed through
the controlled listening activity
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- Make
sure power cords/outlets are not a tripping hazard
- Everyday
classroom precautions
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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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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?
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