Long term plan 2

Listening

2.L1

understand a range of short basic classroom instructions

2.L2

recognise with considerable support an increasing range of common personal questions

2.L3

understand the main points of slow and carefully articulated talk on routine and familiar topics such as number and colour

2.L4

recognise with support short basic questions relating to familiar topics such as colour and number

2.L5

identify missing phonemes in incomplete words

2.L6

understand some specific information in short, slow, carefully articulated talk on routine and familiar topics

2.L7

use contextual clues to predict content in short, supported talk on familiar topics

2.L8

understand short narratives spoken slowly and distinctly on routine and familiar topics

2.L9

recognise the spoken form of familiar words and expressions

Speaking

2.S1

make statements related to personal information, people and objects on familiar topics and classroom routines

2.S2

ask questions to satisfy basic needs and find information on familiar topics and classroom routines

2.S3

use a limited range of basic words, phrases and short sentences to describe objects, activities and classroom routines

2.S4

respond to basic supported questions giving personal and factual information

2.S5

begin to articulate clearly the difference between various sounds

2.S6

use short answers appropriately in short basic exchanges and take turns when speaking with others in a limited range of short basic exchanges.

2.S7

place stress correctly on familiar polysyllabic words

2.S8

give simple instructions for others to follow

Reading

2.R1

read and spell out words for others

2.R2

Identify, remember and sound out high-frequency sound and letter patterns

2.R3

read and follow with considerable support simple words, phrases and sentences on familiar and general topics and familiar instructions for classroom activities

2.R4

begin to use with support a simple picture dictionary

2.R5

understand the main points of simple sentences on familiar topics by using contextual clues

2.R6

understand with considerable and particularly visual support, some specific information in short, simple texts on familiar topics

Writing

2.W1

write with support short responses at phrase level to questions and other prompts

2.W2

write letters and familiar high-frequency words when read aloud or spelt

2.W3

write short phrases to identify people, places and objects

2.W4

2.W5

write letters and familiar high-frequency words when read aloud or spelt for learners

2.W6

use with support upper and lower case letters accurately when writing names and addresses

2.W7

spell some high frequency words accurately during guided writing activities

2.W8

include full-stop when writing very high frequency short sentences in guided writing activity.

Use of English

2.UE1

use singular nouns, plural nouns – including some common in irregular plural forms in giving simple descriptions

2.UE2

use cardinal numbers 1-50 to count

2.UE3

use common adjectives in descriptions to talk about simple feelings

2.UE4

use determiners a, an, the, any. some, this, these, that, those to identify things

2.UE5

use interrogative pronouns which, what, where and whose to ask who people are and what they are doing

2.UE6

use demonstrative pronouns this these that those to make and respond to requests for information

2.UE7

use personal subject and object pronouns to describe people and things

2.UE8

use simple imperative forms [positive and negative] for basic commands and instructions

2.UE9

use common present simple forms [positive negative and question] to talk about what you like, facts and habits

2.UE10

use common present continuous forms [positive, negative, question]

2.UE11

use have got + noun to describe and ask questions about possessions

use how many are there question form

2.UE12

use basic adverbs of place here/there to say where things are

2.UE13

use can to talk about ability and make requests/offers

use can/can’t to talk about permission

2.UE14

use basic prepositions of location and place: at behind between in front next to on to talk about where things are

use prepositions of time: on at in to talk about days and times

2.UE15

use Would you like + noun to enquire

use like + verb + ing to talk about likes and dislikes

2.UE16

use conjunctions and or but to link words and phrases

2.UE17

use me too to give short answers

LESSON:

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

Lesson objectives

All learners will be able to:

Most learners will be able to:

Some learners will be able to:

Previous learning

Plan

Planned timings

Planned activities (replace the notes below with your planned activities)

Smiles Resources

Opening

Middle

End

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

Reflection

Were the lesson objectives/learning objectives realistic?

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