Lesson plan "I can" for the 2 grade

Lesson plan

Long-term plan unit: Unit 1: All about me				School: Uspenourevka secondary school
Date:				Teacher name: Shalubdova Viktoria Pavlovna
Grade: 2				Number present: 10			absent:
Theme of the lesson: I can
Learning objectives		2.S4  respond  to  basic  supported questions giving personal and factual information  2.UE13 use  can  to  talk  about  ability and  to make  requests and offers; use can / can’t to talk about permission 2.L2 recognize  with  considerable support  an  increasing  range  of  common personal questions  2.S2 ask questions in order to satisfy basic  needs  and  find  information  on familiar  topics  and  classroom routines  2.S4  respond  to  basic  supported questions giving personal and factual information  2.L1  understand  a  range  of  short basic  supported  classroom instructions    2.S8 give simple instructions for others to follow   2.S4  respond  to  basic  supported questions giving personal and factual information
Lesson objectives		All learners will be able to: -          Identify and respond the teacher`s questions using can and can`t with limited support -           use the modal verbs can/can`t when the learners speak about their abilities, using the new words, for example: I can run, a can`t sing Most  learners will be able to: -          Answer the 5 questions on theme “I can” with limited support during the dialog -          Describe the pictures using the modal verbs can Some learners will be able to: give simple instructions for others to follow   Identify speech from the video and give the short answers -
		Most  learners will be able to: -          Answer the 5 questions on theme “I can” with limited support during the dialog Some learners will be able to: -          give simple instructions for others to follow  -          identify speech from the video and give the short answers
Assessment criteria		learners have met this learning objective (2.UE13 use  can  to  talk  about  ability and  to make  requests and offers; use can / can’t to talk about permission) if  they  understand the modal verbs “can/can`t”.
Value links		Respect others view
ICT skills		Using SMART board, pictures and videos
Previous learning		Hello again, parts of body.
Plan
Planned timings	Planned activities (replace the notes below with your planned activities)					Resources
Beginning 5 min	Organizational moment Teacher greets students; students respond to greeting and take their places Warming up teacher to make a speech warm-up (every part of the body and the verb corresponds to its motion) * Eyes - displayed on the eye and e.g We have got eyes and we can see. We have got ears and we can hear.  We have got legs and we can walk.  We have got mouths and we can talk.					interactive board
Middle 5 min 5 min 10 min 5 min 5 min 10 min	Activity 1. [D]  Teacher asks the questions and shows the pictures e.g What can this person/ they do? They can dance. They can play basketball. T-S Skill: Listening Activity 2.[I]The learners watch the video (questions about some abilities) and filling the table 1 what they can/can`t do. S-T Give weaker learners table and pictures with images of different abilities (common verbs – ride a bike, swim, sing etc.) Learners write yes or no Table 1 Me S1 S2 Sing Dance Fly Ride a bike Play football Play the piano Draw Run Jump Swim Skill: Speaking Activity 2. [P]Learners take turns to ask their partner if can say what the image  requires them to: Can you sing? Yes, I can. The pupils filing the table 1. S-S Who wants to tell me about your classmate? What can she/he do? Look at the table and speak. Physical activities [W] The teacher asks the students to listen to a song and repeat the movement Skill: Speaking Activity 3. [W] Basketball question. The learnersstand in a circle and asks to each other what they can/can`t do, using ball. S-S Skill: Listening Activity 4 .[I][F]Learners to watch  the video 2 times and do the task on the understanding of listening (filling table - Yes/No) Texts : 1. Hi, I'm Nurlan. I am nine. I like sports. I can play football and I can play basketball. I can jump and I can run very fast. I can swim very well. But I can't draw and I can't sing. 2. Hello! My name is Marina. I am nine. I like music. I can sing and I can dance very well. I can draw pictures of cats. I like cats! I can ride a bike and I can run but I can't jump very well. Table 2 1. Nurlan Yes No Play football Play basketball Jump Run Swim Draw Sing 2. Marina Yes No Sing Dance Draw Ride a bike Run Jump Descriptors: 1. Nurlan plays football: yes Nurlan plays basketball: yes Nurlan can jump: yes Nurlan can run: yes Nurlan can swim: yes Nurlan can draw: no Nurlan can sing: no 2. Marina can sing: yes Marina can dance: yes Marina can draw: yes Marina can ride a bike: yes Marina can run: yes Marina can jump: no					pictures  table, active board pictures Table https://www.youtube.com/watch?v=Q044GsMpq6I ball interactive board and flashcards
End	Plenary: Learners orally answer the questions: Can you use the modal verbs “can/can`t” when you say about your abilities?
Additional information
Differentiation–howdoyouplantogivemoresupport?Howdoyouplantochallengethemoreablelearners			Assessment–howareyouplanningtochecklearners’learning?		Cross curricular links
More support will be given to weaker learners. Give themtable and pictures with images of different abilities (common verbs – ride a bike, swim, sing etc.) Learners write yes or no			-          Through  asking question in the plenary stage -          Though formative assessment		-          White board is used no more than 10 min -          Health promoting techniques -          Breaks and physical activities