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Unit of a long term
plan:
Unit5. “Health and
body”
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Secondary school №42 by named
S.Kozhanov
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Date:16.01.2019
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Teacher name: Alipbaeva
M.P
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CLASS: 2 “V”
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Number :present: 6
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absent:
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Lesson title
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Our body
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Learning objectives(s) that this lesson is
contributing to (link to the Subject
programme)
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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
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Lesson objectives
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All learners will be able
to:
Most learners will be able
to:
Some learners will be able
to:
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Assessment
criteria
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Spell out words for
others;
Read word
appropriately;
Use
adjectives;
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Values links
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Learners will work together
with cooperation and being respect with each
other;
Lifelong
learning;
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Cross-curricular links
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Outlook;
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ICT skills
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Smart board, using videos, pupil’s book, activity
book, blackboard, flash cards,
notebook.
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Previous learning
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Unit 5. Health and
body.
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Plan
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Planned timings
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Planned activities (replace the notes below
with your planned activities)
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Resources
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Start
2
min
3min
2min
1min
4min
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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…
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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
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Middle
8min
10min
5min
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Teacher orally praises
learner’s activity.
-
- Good
job!
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- Well
done!
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- 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. 
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H
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A
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1
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R)
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A
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В
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F
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N
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E
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Y
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E
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S
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M
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О
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U
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T
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H
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C
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G
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S
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1
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J
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К
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D
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H
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E
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A
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R
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S
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E
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Descriptor
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A
learner
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• find and circle.then
draw lines and write;
•
read and
colour.
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“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).
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Flashcards with picture eyes,
ears, mouth and nose.
Activity Book Smiles2 on
page36 ex:1,2.
2
worksheets
Dancing and revising parts of
body
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End
5min
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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.
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Signal
cards
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Additional information
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Differentiation – how do you plan to give more
support? How do you plan to challenge the more able
learners?
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Assessment – how are you planning to check
learners’
learning?
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Health and safety
check
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Less able students – greater support by means of
prompts.
More able students – independent work on definite
tasks with little/no support.
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- By means of
oral
formative
assessment
- Monitoring
- Checking the task
- Feedback on the work
- Learners work in
pairs, Whole and individually.
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Monitor classroom space
when
students start moving
around
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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?
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Use the space below to reflect on your lesson.
Answer the most relevant questions from the box on the left about
your lesson.
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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?
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Ассистент
23 Қаңтар 2019
553
