School: NIS Kokshetau Long term plan unit: All about me

Date: Teachers‘ names: Abdulmanova A., Kim L.

Grade: 2BC Number present: absent:
Topic of the lesson: I can
Learning objective(s) 2.S4 respond to basic supported questions giving personal and factual information
that this lesson is 2.UE13 use can to talk about ability and to make requests and offers; use can / can’t to
contributing to talk about permission
2.L2 recognise with considerable support an increasing range of common personal
questions

Lesson objectives All learners will be able to:

 Say what they can do with considerable support
 Write 3 sentences what they can do
Most learners will be able to:
 Say what they can do with little support
 Write 5 sentences what they can do

Some learners will be able to:

 Say what they can do without support
 Write 8 sentences what they can do

Value links Life-long learning, Cooperation

Previous learning Active verbs, greetings
Cross – curricular links PE, Knowledge of the world
Use of ICT Projector
Health and safety The teacher will do a safety check to eliminate potential hazards before the lesson starts.
The teacher will be familiar with the emergency procedures.
Time Planned activities Resources
Greeting, Warm up, Objectives & Daily Question
Beginning As students are entering the classroom, remind them to open their copybooks and
(W/I) write down the date and the topic. It isn’t necessary at this stage to write down the
5 min learning objective – it can be reviewed orally. Write the following in the middle of
the board:
Day, Month, Date, Year
I can
Can you run like a fox? On the board
Yes, I ________
No, I ________
 I can say what I can do
 I can write what I can do
 Greet learners and tell them that they have 2 minutes to finish writing the https://www.yout
date, topic. ube.com/watch?
 Circulate and ensure that learners have written the date and topic of the v=ZWu5P7OuMI
lesson. E
 Encourage learners to answer the question
 Sing a song “ Can you…?”

Middle Practice “Can” PPT 1

(W/I)
 Show PPT slides to revise active verbs
15 min
 One by one show pictures and have learners to answer the questions in
 positive and negative form.

Middle  Give each student a picture to practice modal verb can.. Action verbs
(W/I/) (In pairs learners practice asking and answering questions like Can you pictures
15 min swim? –Yes, I can.. No, I can’t. going around the class)
 As learners took their places ask them to write practiced sentences into
their copybooks
PPT2
End Reflect, Revisit Learning Goals & Check with Questions White board
(W/I)
5 min  Have one learner re-read the learning goals for the day
 Ask students to reflect on if they feel they have achieved the learning goals
& what they liked/didn’t like about the lesson

Additional information
Differentiation – how do you plan to give more support? Assessment – how are you planning
How do you plan to challenge the more able learners? to check learners’ learning?
More support: Students will be assessed informally
as they move about doing the
 Students may have individualized support during the speaking and speaking activity. Students will be
writing activity assessed through the writing activity.
More-able learners:


Encourage these kids to ask extra students and write sentences using
more complex structures
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?