Ашық сабақ " Body parts "

Long-term plan Unit 8: Health and body

School:

Date: Term IV lesson 1

19/04/17

Teacher name:

Grade: 2C(II)

Number present:

absent:

Theme of the lesson:

Body parts 1

Learning objectives(s)

2.S3 pronounce familiar words and expressions intelligibly

2.W3 write familiar words to identify people, places and objects

2.R1 recognise, sound and name the letters of the alphabet

Lesson objectives

All learners will be able to:

-talk about what they can do with their body parts

Most learners will be able to:

Make more than 1 sentence correctly

Some learners will be able to:

Follow the instructions

Success criteria

Learners have met this learning objective if they can:

- name the new vocabulary correctly

Value links

Ls will work together as a group showing respect and being polite with each other.

Cross curricular links

ICT skills

Previous learning

Body parts 2

Plan

Planned timings

Planned activities

Resources

Beginning

5 mins

Middle

5 mins

10 mins

15 mins

Home task was to draw the monster at home and describe it in sentences (if no – quickly do it in class)

In pairs kids describe each other picture of their monster without showing pictures to each other. Then compare the pictures. Listen and monitor them working. Correct immediately if you hear mistake. Instruct in sentences.

Playing online game. Taking turns learners come up to the teacher’s computer to press the correct word. The whole class meanwhile, write the words in their copybooks with the teacher’s help.

Teach learners to construct sentence by the sample:

I use my _______ to ________. You may play a song (from lesson 1) to revise the structure or just drill sentences on your choice.

Writing: In the copybooks learners write sentences (at least 5) according to the grammar construction they have just been taught. Learners use their cards to make sentences randomly.

If there is time complete the worksheet for body parts or clown colouring.

https://learnenglishkids.britishcouncil.org/en/word-games/parts-the-body-1

board

copybooks

worksheet

End

5 mins

Home task: revise numbers 1-50

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/groups, individually

Challenges for moreable students: Encouraged to do more writing; assist weaker students.

Assessment – how are you planning to check learners’ learning?

Monitoring

Checking the task

Feedback on the work

Health and safety check
ICT links
Video, 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

Differentiation by task, by outcome, by individual support, by selection of teaching materials and resources taking into account individual abilities of learners.

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?