Short term plan "Counting and measuaring"

Long-term plan unit: 3 My school							Lesson: 1
Date: 06.11.2018				Teacher’s name:Rakhmetullaeva Zhazira
CLASS: 2				Number present:				Absent:
Theme of the lesson: Counting and measuaring
Lesson objectives		Learners will be able to: ask and answer questions using how many and to use new language How many books can you see? (Four books.), numbers 1 to 10
Plan
Stages of the lesson	Teacher’s activity				Students’ activity				Teacher’s notes
Greeting	Greet pupils: Hello, boys and girls! How are you?				Pupils respond to greeting
Warm up	Revise numbers by counting round the class from 1 to 10 and back down again to 1. • Then use the handmade number cards (or write the numbers on the board in a random order). Hold up one at random and invite a pupil to say the number.				A pupil says the number. The other pupils listen and hold up the correct number of fingers and thumbs.
Presentation	Pick up a book and elicit (It’s a) book. Then ask How many books? Hold up one finger to elicit the number one. Confirm, saying One book. Then hold up two books and askHow many books? Elicit the number two. Confirm, by saying One, two – two books. Make sure pupils hear the -s at the end of books. • Ask about different objects in the classroom, e.g. How many (windows) can you see? Make sure they are using plurals correctly.				Repeat two books in chorus and individually. Count and answer: (Two) windows.
Sing the song	Say Open your books. Point to the books on the top of her head and ask How many books can you see? Repeat with the rubbers and pencils. • Say Listen and point. Play the recording. Pupils listen and point to the objects as they hear them mentioned. • At the end of the song, ask again How many books can you see? Then point to the pencils and elicit the question How many pencils can you see? Nominate a pupil to answer, then repeat with the rubbers. • Then say Now sing the song. Play the recording a few times, until pupils are singing confidently. • You can also divide the class into two groups, with one group singing the first two lines of each verse (asking the question) and the other group singing the last two lines of each verse (with the answer). Pupils can then swap roles.				Look at the picture of the circus performer juggling different objects. Count and say the number. Answer (Four books.). They then repeat the question and answer in chorus and individually The first time, pupils can just listen or hum to the tune and join in with any words they can remember. Then pupils can sing along with the song.
Listen and answer the questions.	• Then point to the large picture. Ask How many chairs can you see? Repeat for other items. • Say Now listen and answer the questions. Play the recording, pausing after each question and nominating a pupil to answer it. The other pupils listen and check if the answer given is correct. • Read the example speech bubbles: How many chairs can you see? (Six.)				Pupils name the classroom objects they can see along the top of the activity. (A chair, a book, a pen, a window, a pencil case.) Pupils find and count the chairs in the picture. Pupils then ask and answer about the objects in pairs, using the speech bubbles as a model.
Ending the lesson	Play the How many? game from activity 7 page 42 in the Pupil’s Book, but using the objects in your own classroom. (Note: Set an upper limit of ten for this activity. Once pupils reach this number, they can stop counting.)				Pupils take turns to ask a question for the rest of the class to answer. Another pupil then counts the items to make sure that the answer given by the rest of the class is right.
Feedback/ Evaluation	Evaluation can be done by pupils’ answers to the questions: 1 How many chairs can you see? 2 How many books have you got? 3 How many pens have you got? 4 How many windows can you see? 5 How many pencil cases have you got?
Homework	For homework, ask pupils to ask and answer about their own classroom, using how many? and have you got
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
More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support			-through questioning and the redirecting of questioning in feedback activities -through observation in group and end performance activities -through formative task			-White board is used no more than 10 minutes -Use water based pens -Health promoting techniques -Breaks and physical activities used. -Points from Safety rules used at this lesson. -Use video 10 minutes
REFLECTION			Answer the most relevant questions to reflect on your lesson. Were the lesson objectives/learning objectives realistic? What did the learners learn? What did/didn’t you like? What was difficult?