My ciothes and things

Long-term plan unit: 1

All about me

School:

Date:

Teacher name:

Grade 2

Number present:

absent:

Theme of the lesson: My clothes and things

Learning objectives(s) that this lesson is contributing to

2.L1 understand a range of short basic supported classroom instructions

2.S1 make basic statements related to personal information, people and objects on familiar topics and classroom routines

L Lesson objectives

All learners will be able to:

• Identify 5 items of clothes

• Verbally describe what clothes they are wearing

Most learners will be able to:

• Identify 8 items of clothes

• Verbally describe what they are wearing with support

Some learners will be able to:

• Identify 10 items of clothes correctly

• Verbally describe what they are wearing

Success criteria

Learners have met the learning objective (2.S1) if they can: differentiate 8-10 clothing items

Value links:

Respect, Cooperation

Cross-Curricular Link

Art

ICT skills

Using video, SMART board

Previous learning

Hello again unit vocabulary

Planned timings

Planned activities

Resources

Beginning

7 min

(W)

10 min

(W)

10 min

(IW)

10 min

(IW)

3 min

(W)

Greet the learners: Speech drill.

• "Hello!"/"Good morning!"/"Good afternoon!"

• “What`s your name? How are you?” Where are you from?/ How old are you?/What date is it today?/What day of the week is it today?

Main part:

Teacher introduces the topic of the lesson. “My Clothes”

Introduction of the vocabulary:

• Teacher draws learners’ attention to the board and pronounces the words one by one, making learners repeat after her.

• Teacher hands out worksheets with the pictures of the following items of clothes: socks, a dress, a skirt, shoes, a blouse, pants, a jacket, a sweater, a shirt, a tie) and word cards

• Teacher makes learners to walk round the class and try to collect pairs of matching cards.

Formative assessment

Learners look at the items of clothes and match them with the words

Learning “I am wearing” structure:

• Learners watch a video and sing as a whole class.

Introduction of the structure I am/he/she is wearing.

• Learners are given different items of clothes to color and say what they are wearing using their pictures. Ex:

• I am wearing a tie

• He is wearing……

• She is wearing…..

***Differentiation: You may want to print the slide with the words for classes/students who need extra support.

Closing reflexion/self assessment and Goodbye

• I learned new words.

• Everything was clear.

• I can say what I am wearing.

PPT slide 1

Clothes Flashcards - Video

https://www.youtube.com/watch?v=AxPOEUwTBvc

PPT slide 2-11

Clothing Vocabulary

https://www.youtube.com/watch?v=MqsHPm-qsdE

Worksheet 1

Children's song_What are you wearing?

https://www.youtube.com/watch?v=gyirJwqgcoI

PPT slide 12

Worksheet 2

PPT last slide

End

1min

Feedback: Teacher asks students what task was difficult to them and which pair worked well.

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:

• Show students the slide, or give them a print out with the clothing pics and words.

• Allow them to identify less items of clothing.

More-able learners:

• Encourage these kids to label more clothing items.

• Some very able learners may even hand write the sentences.

By means of formative assessment

• Make

sure power cords/outlets are not a tripping hazard

Everyday classroom precautions

• Work with the SMART board not more than 10 minutes

• Monitor classroom space when students start moving around

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 individuals that will inform my next lesson?