Обновленка Smiles 2 класс Grade КСП КМЖ Short Term Plan


MODULE 1

Lesson plan

LESSON: Module 1 Lesson 1 The Theme of the Lesson: Hello again p.4-5
Date: Teacher’s name:
CLASS: 2
Learning objectives(s) that this lesson is contributing to L1 L2 L9
S1 S3
R3
UE5 UE6 UE8
Lesson objectives All learners will be able to:
use simple greeting and introduction forms and respond to some prompts and instructions correctly
Most learners will be able to:
use simple greeting and introduction forms and respond to most prompts and instructions ccorrectly
Some learners will be able to:
use simple greeting and introduction forms and respond to prompts and instructions
correctly with some extended answers
Previous learning Hello What’s your name I’m This is Say Open Close
Plan
Planned timings Planned activities Smiles
Resources Teacher
Notes
Beginning the lesson

L9 Welcome your class by saying Hello several times. Write your name on the board and introduce yourself to the class. Point to your name and to yourself and say: Hello, I’m (Miss Evans). Encourage the pupils to greet you back. Stand in front of a pupil and say: Hello, I’m (Miss Evans). What’s your name? Encourage the pupil to respond. Repeat with as many pupils as you think is necessary.

Presentation and practice

L2
UE5
UE6

L9

L3 S1

R3

L1 S3 UE8 Step 1 Sing the Hello Song!
Pupils’ books closed. Present/Revise the names of the characters. Hold up the cover of your book, point to Liam and ask: Who’s this? Elicit: Liam. Follow the same procedure and present/elicit Lilly and Charlie. Name the characters in random order. Ask the pupils to point to them.

Pupils’ books open. Refer the pupils to the characters in Ex. 1. Point to Nanny Rose and elicit/present her name. Present the song. [see p.116]

Point to Liam and say: This is Liam. Say hello! Encourage the pupils to repeat after you. Follow the same procedure and present the rest of the song.

Play the CD. The pupils listen to the song. Divide the pupils into four groups and assign a verse to each group. Play the song again. The pupils sing the assigned verses.
Hello song!

Track 02 CD1

Step 2 Talk with your friend
Point to Berik and Dana, one at a time, and say: This is Berik and this is Dana. The pupils repeat, chorally and/or individually. Encourage the pupils to greet them by saying hello to them.

Play the CD. The pupils listen and repeat, chorally and/or individually. Ask two pupils to read out the speech bubbles. Then the pupils act out similar exchanges. Check round the class, providing any necessary help.

Pupils’ books closed. Put up the flashcards on the board, one at a time, and say the corresponding phrases. The pupils repeat, chorally and/or individually. Then mime the commands in random order. Ask individual pupils to say the appropriate command. Ask the rest of the class for verification. Then say each command and ask the pupils to follow them.

Pupils’ books open. Play the CD. The pupils listen, point to the pictures and repeat the words. Play the CD again pausing after each command. The pupils repeat, chorally and/or individually.

Track 03 CD1

FLASHCARDS
(1-4)

Target Dialogue
A: I’m Damir. This is my friend, Gulnara.
B: Hello, Damir. Hello, Gulnara.
Step 3 Read and number the pictures.

Refer the pupils to the pictures and read the commands. Explain the activity. The pupils number the pictures. Check their answers.

Step 4 Keep Moving song and miming actions

Mime and say: Stand up, sit down! Keep moving! The pupils repeat after you. Follow the same procedure to present the rest of the song.
Play the CD. The pupils listen and look. Divide the class into two groups and assign a verse to each group. Play the song and each group sings the assigned verse. Play the song a third time. The pupils sing and do the corresponding actions.
Track 05 CD1
Ending the lesson
Play Simon Says. Explain to the pupils that they are to follow the commands only if they are preceded by Simon Says. Teacher: Simon says, Stand up!
(The pupils stand up.)
Teacher: Sit down!
(The pupils remain as they are.)
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? Cross-curricular links
Health and safety check
ICT links
Values links
• extend modelling and drilling sequences with some groups
• seek extended answers from some learners e.g. ask some learners to introduce to other learners • monitoring response to prompts and instructions
• monitoring clarity of speech in instruction and singing tasks • Values links: being polite to others

Reflection

Were the lesson objectives/learning objectives realistic?

Did I stick to timings?

What changes did I make from my plan and why?
Answer the most relevant questions from the box on the left about your lesson.

Lesson plan

LESSON: Module 1 Lesson 2 The Theme of the Lesson: Shapes and Colours
Date: Teacher’s name:
CLASS: 2 Number present: absent:
Learning objectives(s) that this lesson is contributing to L1 L4
S4 S6 S7
R6
UE14 UE17
Lesson objectives All learners will be able to:
understand some instructions and produce some appropriate responses when prompted
Most learners will be able to:
understand most instructions and produce some target language correctly with clear pronunciation when prompted
Some learners will be able to:
understand all instructions and produce most target language correctly with clear pronunciation when prompted
Previous learning Names of shapes in the air on the ground This is .. Stand
Plan
Planned timings Planned activities Smiles
Resources Teacher
Notes
Beginning the lesson

S3 Mime opening a book and elicit the command from the pupils. Repeat the procedure with the remaining commands. Play the Keep moving song from the previous lesson (Track 05 CD1). Invite the pupils to sing along.
Pupils’ books closed. Put up the flashcards on the board. Point to the shapes, one at a time, and name them. The pupils repeat, chorally and/or individually. Point to the shapes in random order and elicit the appropriate word from the pupils. Pupils’ books open. Play the CD. The pupils listen, point to the pictures and repeat the word. Play the CD again pausing after each word. The pupils repeat, chorally and/or individually.
Track 05 CD1 FLASHCARDS (5-8)

Presentation and practice

L1

S7
UE14

L4
S4 S6
UE16

R6

S3 Step 1 Trace the shapes (activity 5)
Explain the activity. The pupils trace the shapes. Then they point to and name the shapes. For stronger classes, the pupils complete the sentences.

Step 2 Sing the Shapes Song and perform actions (activity 6)
Draw an imaginary circle in the air as you say: This is a circle in the air. The pupils repeat after you. Then draw an imaginary circle on the ground as you say: This is a circle on the ground. The pupils repeat after you. Follow the same procedure to present the rest of the song. Play the CD. The pupils listen to the song. Divide the class into four groups and assign a verse to each group. Play the song again. The pupils sing their assigned verse. Encourage the pupils to draw imaginary shapes in the air and on the ground as they sing. Time permitting, play the song a third time for the pupils to sing the song as a class. Track 07 CD1

Step 3 Listen and Read
Set the scene by asking the pupils questions. e.g. Teacher: (pointing to picture 1) Is Liam ready? Class: Yes! Teacher: Yes, Liam is ready! (pointing to Lilly in picture 2 and shaking head) Is Lilly ready, too? Class: No! etc Play the CD and ask the pupils to listen and follow the dialogue in their books Track 8 CD1
Step 4 Tick (✓) (activity 8)
Explain the activity. The pupils look at the pictures, read the dialogue silently and tick the right shape. Check the pupils’ answers. Answer Key Stand in the circle. Play the CD again pausing for the pupils to repeat, chorally and/or individually. Assign roles and ask individual pupils to read the dialogue out loud.
Ending the lesson
L1
S3
Ask two pupils to come to the front of the classroom. Tell one of the pupils to turn his/her back to the other pupil. Then ask the other pupil to draw a shape on the pupil’s back using his/her finger, but without saying what it is. The pupil has to guess the shape. Then they swap roles. Continue with the rest of the class
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? Cross-curricular links
Health and safety check
ICT links
Values links
• differentiation instruction above in Step 1 • monitor and drill learner stress placement on polysyllabic shape words
• monitor learner use of target language in production activities • Cross-curricular links : [Maths] shapes

Reflection

Were the lesson objectives/learning objectives realistic?

Did I stick to timings?

What changes did I make from my plan and why?
Answer the most relevant questions from the box on the left about your lesson.

Lesson plan

LESSON: Module 1 Lesson 3 The Theme of the Lesson: What colour is it?
Date: Teacher’s name:
CLASS: 2 Number present: absent:
Learning objectives(s) that this lesson is contributing to L1 L4 L6
S2 S3 S4
R6
UE4 UE5
Lesson objectives All learners will be able to:
respond to some prompts correctly and recognise most written words in the story
Most learners will be able to:
respond to most prompts correctly and understand most elements of the story
Some learners will be able to:
respond to all prompts correctly and complete comprehension activities with only limited support
Previous learning names of shapes and colours What colour is it? It’s
Plan
Planned timings Planned activities Smiles
Resources Teacher
Notes
Beginning the lesson

S3 Draw the shapes in the air, one at a time, and say the corresponding word for each. Repeat one more time. Then say a shape and ask individual pupils to draw it in the air. Play the Shapes Song from the previous lesson (Track 07 CD1). Invite the pupils to sing along.
Pupils’ books closed. Put up the flashcards on the board, one at a time, and name the colours. The pupils repeat, chorally and/or individually. Point to each flashcard in random order. Ask individual pupils to name the colour. Ask the rest of the class for verification. Point to various items in the classroom. Ask: What colour is it? Elicit their colours. Pupils’ books open. Play the CD. The pupils listen, point to the pictures, and repeat the words. Play the CD again pausing after each word. The pupils repeat, chorally and/or individually. Track 07 CD1 FLASHCARDS (9-14)

Presentation and practice

L6

S2 S4
UE5

L6
S3

L6

R5 Step 1 Listen and colour (activity 9)
Elicit the shapes from the pupils. Ask them to take out their green, yellow, blue and red coloured pencils. Play the CD, twice if necessary. The pupils listen The pupils then work in pairs. One pupil thinks of one of the shapes. The other pupil asks for its colour to find it. Then they swap roles. Demonstrate this yourself first. Go around the classroom providing any necessary help. Ask some pairs to report back to the class.
Track 10 CD1

Step 2 Let’s sing! (activity 10)
Gesture and say: Goodbye, goodbye. The pupils repeat after you. Then mime and say: Bye-bye and see you soon! The pupils repeat after you. Follow the same procedure to present the rest of the song. Play the CD. The pupils listen and follow along in their books. Play the song again. The pupils listen and sing along. Track 11 CD1

Step 3 Listen and Read (activity 11)
Refer the pupils to pictures in the dialogue and set the scene. Play the CD and ask the pupils to listen and follow the dialogue in their books. Track 12 CD1
Step 4 Circle the Right Word (activity 12)
Explain the activity. The pupils look at the pictures, read the dialogue silently and circle the right word. Allow the pupils some time to complete the activity. Check their answers.
Play the CD again pausing for the pupils to repeat, chorally and/or individually. Assign roles and ask individual pupils to read the dialogue out loud.
Ending the lesson

L1 Ask the pupils to take out their red, blue, green, yellow, orange and pink coloured pencils. Name a colour. Ask the pupils to raise their corresponding coloured pencils. Repeat with the rest of the colours.
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? Cross-curricular links
Health and safety check
ICT links
Values links
• differentiate in story/dialogue follow-up tasks
• have story picture cards and ask stronger learners to remember who says what in the story and weaker learners to name characters, colours and objects • check question formation and pronunciation when learners model their Step 1 dialogue interactions. • ICT links: source an appropriate interactive shape or colour game for learners to do and project to whiteboard for learners to do as a whole group with different learners taking turns at the keyboard.

Reflection

Were the lesson objectives/learning objectives realistic?

Did I stick to timings?

What changes did I make from my plan and why? Answer the most relevant questions from the box on the left about your lesson.