Орал қаласы Зеленов ауданы
Рубежин жалпы орта білім
беретін мектеп балабақша кешені
ағылшын тіл пәні мұғалімі
Уразбаева Аккибат Клышбаевна
|The natural environment||School:ROSHSH|
|Date:18/04/18||Teacher name: Urazbaeva A.K.|
|Grade: 2 а||Number present:||absent:|
|Theme of the lesson:||Present Continuous|
|Learning objectives(s)||2.UE.10use common present continuous forms [positive, negative, question] to talk about what is happening now|
|Lesson objectives||All learners will be able to:
— Practice present continuous by reading and speaking
Most learners will be able to:
— complete most of the answers correctly
— Some learners will be able to:
— complete all tasks quicker and correctly (80% and above)
|Success criteria||Learners have met this learning objective if they can:
— name the new vocabulary correctly
— use present continuous when describing actions on the picture
|Value links||Ls will work together as a group showing respect and being polite with each other.|
|Cross curricular links||Languages by comparing structure of the language|
|Previous learning||Revision of present continuous|
|Planned timings||Planned activities||Resources|
|Check the homework.
Teacher asks some questions about the pictures in SB Primary Colours 2 p 50. Each person n class should answer 1 question about the picture. What are people doing?
Listen to the recording and follow the reader. Then ask learners to read outloud and retell you what the story is about.
Learners look at the picture and ask each other questions about something one keeps in mind. (ex 2 p 51)
To extend the activity: Learners can write sentences about the ex 2 in their copybooks for extra stickers.
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.
Then listen to the song and sing.
Ask learners to create you some sentences following samples from the song.
If there is time use AB p 48-49 to practice exercises 1-3. As a home work kids will have ex 4 and 5 in AB p 49.
|Pupil’s book p 50-51
|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.
|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?
Checking the task
Feedback on the work
|Health and safety check
|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.
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 orachievements/difficulties of individuals that will inform my next lesson?