Unit of a long term plan: Unit5. “Health and body”

Secondary school №42 by named S.Kozhanov

Date:16.01.2019

Teacher name: Alipbaeva M.P

CLASS: 2 “V”

Number :present: 6

absent:

Lesson title

Our body

Learning objectives(s) that this lesson is contributing to (link to the Subject programme)

2.R1 read and spell out words for others

2.S3 use a limited range of basic words, phrases and short

sentences to describe objects, activities and classroom routines

2.L1 understand a range of short basic supported classroom

Instructions

2.UE6 use demonstrative pronouns this, these, that, those to

make and respond to requests for information

Lesson objectives

All learners will be able to:

• Recognise and spell out parts of the body;

Most learners will be able to:

• Read different parts of the body;

• Understand short instructions with support;

Some learners will be able to:

• Use adjectives BIG and SMALL;

Assessment criteria

Spell out words for others;

Read word appropriately;

Use adjectives;

Values links

Learners will work together with cooperation and being respect with each other; Lifelong learning;

Cross-curricular links

Outlook;

ICT skills

Smart board, using videos, pupil’s book, activity book, blackboard, flash cards, notebook.

Previous learning

Unit 5. Health and body.

Plan

Planned timings

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

Resources

Start

2 min

3min

2min

1min

4min

Pre-reading

Teacher and learners greets with each other.

Warm Up

We can see with our…(eyes)

We can eat with our…(mouth)

We can smell with our…(nose)

We can hear with our…(ears)

Checking home work

Teacher shows the picture of Teddy (bear) and students quickly revise his painted parts of body.

Dividing the groups

T o divide into 3 groups by shapes: circle, square, triangle.

Presenting vocabulary

Teacher introduces new greeting vocabulary. Teacher offers learners to watch a video “Body-parts of the body”. Following the video learners repeat in chorus.

The list of new words includes the following: Head, eyes, ears, mouth, nose, shoulder, hand, knees, leg, tongue, stomach…

Giving warm smiles

Work with board

Pupil’s book Smiles2

on page 60

Shapes

Video “Body parts”

English singsing.

http://www.youtube.com/user/EnglishSingsing9

Middle

8min

10min

5min

Teacher orally praises learner’s activity.

• - Good job!

• - Well done!

• - Great! ...

"Quick Check" game

Teacher clarifies the instruction of the game. Learners do the teacher’s instruction. Teacher gives for each student 4 different cards. They are eyes, ears, nose and mouth. When teacher say one part of the body, students need quickly show this card. If the student make mistakes he/she came out to the game.

“Touch and move”

Everyone in class touch their parts of body with teacher indication. At firstly they touch own parts of the body then they touch friend’s body

“Matching activity”

After those learners do group work task from handout worksheets. Learners match the words with pictures and each group read the words. Then each group assesses by

fingers their work. Teacher goes around the class, monitors and assists if necessary. Finishing the task teacher gives learners “praising stickers” for their work.

“Listen and do”

Learners listen merry song and do teachers instruction. They are dancing in pairs. When teacher say hand to hand, students must listen music and touch each others hand(hand to hand, back to back,

leg to leg, head to head, shoulder to shoulder).

Flashcards with picture eyes, ears, mouth and nose.

Activity Book Smiles2 on page36 ex:1,2.

2 worksheets

Dancing and revising parts of body

End

5min

Feedback

Learners give their feedback liked or disliked the lesson by signal cards of thumbs up or down.

Giving homework: exercise 3 on page 37from activity book.

Signal cards

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?

Health and safety check

Less able students – greater support by means of prompts.

More able students – independent work on definite tasks with little/no support.

- By means of oral

formative assessment

- Monitoring

- Checking the task

- Feedback on the work

- Learners work in pairs, Whole and individually.

Monitor classroom space when

students start moving around

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 orindividuals that will inform my next lesson?