КСП «Action boy can run! Grammar ( can\can’t) and song» по английскому языку, 2 класс

Краткосрочный план урока по английскому языку для 2 класса по теме «Action boy can run! Grammar ( can\can’t) and song». Открыты цели обучения, цели урока и начало урока; весь план и файл Word — после бесплатной регистрации. Материал написан на английском языке.

Английский язык
2 класс
Обновлено 25.09.2026

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Short-term plan for English in Grade 2

Unit	English
Teacher’s name	____________________
Date	_____________
Class	Grade 2 Attendance: _____ Absent: _____
Lesson topic	Action boy can run! Grammar (can / can’t) and song.
Learning objectives covered in this lesson (curriculum reference)	2.UE13 use can to talk about ability and to make requests and offers; use can / can’t to talk about permission. 2.S3 use a limited range of basic words, phrases and short sentences to describe objects, activities and classroom routines.
Lesson goal	Students will be able to identify and use “can” and “can’t” to talk about abilities (e.g., run, jump, swim) with 80% accuracy in controlled practice. Students will respond to the song “Action boy” by pointing, acting out, and repeating short phrases with “can/can’t”. Students will create 2–3 simple sentences about their own abilities using “can” or “can’t” during pair work and independent tasks.
Value for integration	Diligence and professionalism

Lesson flow

Lesson stage / Time	Teacher actions (complete prompts and instructions)	Student actions	Assessment (criteria • descriptors • points)	Resources
Lesson opening (5 min) Engagement (riddle/brain-teaser)	Teacher shows a picture of a boy running and says: “I am a little word. I help you say ‘I am able’. I am short – three letters. I start with ‘c’. What am I?” (pauses, accepts guesses). Then reveals: “CAN!” Teacher writes can and can’t on board. Asks: “What can you do? Can you run? Jump?” Elicits 2–3 ideas. “Today we will learn to talk about what we can and can’t do. Our friend Action boy will help us.”	Listen to the riddle, think, raise hands to answer. Say “can” or other guesses. Respond to teacher’s questions with gestures or single words.	Descriptors (no points): • shows interest by raising hand • attempts to guess the word • uses at least one gesture or word to answer	Picture of running boy (flashcard or slide), board, markers.
Откроется после регистрации: Lesson middle (20-25 min) · Lesson end (5-10 min) · Reflection (5 min)

Lesson stage / Time

Teacher actions (complete prompts and instructions)

Student actions

Assessment (criteria • descriptors • points)

Resources

Lesson opening (5 min)
Engagement (riddle/brain-teaser)

Teacher shows a picture of a boy running and says: “I am a little word. I help you say ‘I am able’. I am short – three letters. I start with ‘c’. What am I?” (pauses, accepts guesses). Then reveals: “CAN!”

Teacher writes can and can’t on board. Asks: “What can you do? Can you run? Jump?” Elicits 2–3 ideas.

“Today we will learn to talk about what we can and can’t do. Our friend Action boy will help us.”

Listen to the riddle, think, raise hands to answer.
Say “can” or other guesses.
Respond to teacher’s questions with gestures or single words.

Descriptors (no points):
• shows interest by raising hand
• attempts to guess the word
• uses at least one gesture or word to answer

Picture of running boy (flashcard or slide), board, markers.

Откроется после регистрации: Lesson middle (20-25 min) · Lesson end (5-10 min) · Reflection (5 min)

Материал опубликован обезличенно: имя автора и название школы из него убраны.

В справочнике учителя: Как составить КСП по 130 приказу пошагово: пример и шаблон

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В полной версии

Lesson middle (20-25 min)
Lesson end (5-10 min)
Reflection (5 min)
Ready-to-use tasks

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