Краткосрочный план урока "Counting and Measuring 2" 2 класс
1
Lesson plan
Long-term plan unit: Unit 2: My
School
School: Gymnasium #2
Date: 08/11
Teacher name: Nesterenko A.P.
Grade: 2
Number present:
absent:
Theme of the lesson:
Counting and Measuring 2
Learning objectives(s)
L5: identify missing phonemes in incomplete words
UE2: use cardinal numbers 1-50 to count
UE11: use there is/there are to make short statements and ask questions
S4: respond to basic supported questions about people, objects, and
classroom routines.
L3: understand the main points of short, slow and carefully articulated
talk on routine and familiar topics features such as colour and number
UE11: use have got+noun to describe and ask about possessions
Lesson objectives
Students will use numbers 1-50 to count objects and people.
S
are.
Students will use there is\ there are
Students will use have got +noun to describe and ask about posessions
Success criteria
Ss will be able to
• use numbers 1-50 to count people and things related to school.
• make 2 – 3 questions using How many…are there? and answer there is \there
are
• make 2-3 sentences using have got +noun to describe and ask about
posessions
Value links
Groupwork
Cross curricular links
Lesson is connected with maths: learners listen and recognise numbers
ICT skills
The use of whiteboard
Previous learning
Counting and Measuring
Plan
Planned
timings
Planned activities
Resources
2
Beginning
5 mins
Middle
10 minutes
10 minutes
10 minutes
Teacher will review counting by 10s with video.
Fill in the gaps:
e…even, t…enty, si…teen, fi…ty, fo..r, hun…red
FA. Listen and write the letters. Use letters from the
box.
th tw f s ty
__elve __irty–four __ive twen____ __ixteen
Game “BINGO”
T gives a flashcard with jumbled numbers of a game for every
learner, they should listen to the Teacher very carefully.
Eg.
Teacher will revise ‘there is’ and ‘there are’ by reviewing
hometask from previous lesson.
FA. Look at the picture and answer the questions.
Ss should continue asking How many…are there? about school
items. Take away clothing flashcards. Have Ss place school items
such as pens, pencils, books, glue, etc in front of them. Ss should
continue asking How many…..are there? To each other around
the table.
Ex. Student 1 should ask Student 2: How many pencils are there?
Student 2 should answer: There are _____ pencils.
Extend by having students answer where items are using
prepositions. Ex. There are 5 pencils on the desk.
Reviewing the Song “Prepositions”
FA. Teacher divides the class into 2 groups and gives 2
worksheets with colour numbers. Task: Take a set of flashcards.
Listen and follow.
Put on the desk your green “13” card first.
2. Then put next to it your blue “15”card.
3. Then put your blue “13” card.
4. Put your red “15” card under the blue “13” card.
3
15
13
8
5
17
10
2
6
Video 1
Video 2
on the board
worksheets
White board, markers
picture
School items
PPT
video 3
groupwork
flashcards
3
End
5 minutes
5. Put your red “19” card next to the red “15” card.
6. Then put your green “18” card under the blue “15”card.
7. Put your purple “17” card under red “19”.
8. Put your purple“11” card next to the purple “17” card.
9. Say the numbers in order you put them.
Make up statements. Use have got + noun.
Example: The girl has got six books.
Ask Ss to share with the class one new thing they learned today.
Hometask: Ss should practice writing How many ____ are there?
And answering the question in their copy books. Aim for 2
examples from each student.
picture
4
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?
Use the space below to reflect on your lesson. Answer the most relevant questions
from the box on the left about your lesson.
5
Did my planned
differentiation work
well?
Did I stick to timings?
What changes did I
make from my plan and
why?
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 achievements/difficulties of individuals that will
inform my next lesson?
