"My school. Counting"

Unit 3 My school

School:

Date:

Teacher’s name: Artykbaeva B.A.

Grade: 2

Number present:

absent:

Theme of the lesson:

My school. Counting and Measuring

Learning objectives(s)

2.R3 recognize and identify some familiar sight words from local environment

2.S3 pronounce familiar words and expressions intelligibly

2.UE2 Use cardinal numbers 1-50 to count

2.L1 recognize short basic instructions for a limited range of classroom routines spoken slowly and distinctly

2.S4 respond to basic supported questions about people, objects, and classroom routines.

Lesson objectives

Ss will review 1-10.

Ss will practice counting 11-20

Ss will revise colours and clothing

Ss will practice using numbers

Success criteria

Ss will be able to

• count from 10- 20 with teacher support.

• Say intelligibly the following phrases: Greetings. Action verbs, Clothes.

Value links

Ss will use phrases related to showing polite manners.

Cross curricular links

Lesson is connected with maths: learners listen and recognise numbers

ICT skills

The use of whiteboard,

Previous learning

S/A

Plan

Planned timings

Planned activities

Resources

Beginning

10 min

- Warm up.

- Teacher will review counting from 1-10 with students through gathering them in a circle and then counting the numbers back from 10 to 1.The Teacher shows the written number flashcards, learners should name the as quick as possible. Teacher may organize a little competition. 2 learners are called to the front of the boards or chosen in the circle and start to count from 10 to 1. One learner starts and second should continue.

flashcards

Middle

25 min

- T shows the PPT and asks question ‘How many…. are there’? counting the things on the PPT learners should say the answer e.g. How many doors are there in class? How many boys are there?

- Teacher models and drills numbers 11 -19 using PPT and explains the differences in spelling

A)11,12 (eleven, twelve)

B) 13,15 (three-thirteen, five-fifteen, nine-nineteen)

C)14, 16,17,18,19 which add teen to known number

Teacher read and learners should repeat after and then write them down into their notebooks.

- T divides the class into 2 groups and gives 2 different worksheets. One group has questions another group has a picture where they can find the answers. First group should write the correct number near the question.(As learners cannot read well teacher can help them)

Game “BINGO”

T gives a flashcard with jumbled numbers of a game for every learner, they should listen to the Teacher very carefully.

eg.

PPT

PPT

worksheet

Flashcards

End

5mins

New words11-19

Learners reflect on their learning ‘bingo’ game

• What has been learned

• What remained unclear

• What is necessary to work on

Teacher will assign home task to learn new words and rewrite them into notebook

Additional information

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, phrases

Challenges for more able 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
ICT links
PPT

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

Pair work, group work

Use this section to record the methods you will use to assess what students have learned during the lesson

Health promoting techniques

Breaks and physical activities used.

Points from Safety rules used at this lesson.

Reflection

Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO?

If not, why?

Did my planned differentiation work well?

Did I stick to timings?

What changes did I make from my plan and why?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

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 orachievements/difficulties of individuals that will inform my next lesson?

20

4

40

50

18

14

80

2

15

40

4

20

14

18

50

15

2

80

4

40

20

18

14

50

2

15

80