Health and body

Health and body

Hands and head

School:

Grade 1

Date:

Teachers’ names:

Learning objectives(s) that this lesson is contributing to

L1. recognise short instructions for basic classroom routines

spoken slowly and distinctly

L2. recognise with considerable support a few basic personal questions spoken slowly and distinctly

L3. recognise with support simple greetings recognise the spoken

form of a limited range of basic and everyday classroom words

S1. make basic personal statements and simple statements about objects

UE9. use basic present simple forms [positive, negative] to give basic personal information

UE1. use common singular and plural nouns to say what and where things are

Lesson objectives

All learners will be able to:

- enlarge the luggage of vocabulary on topic “hands and head”

Most learners will be able to:

- draw objects in a picture in the appropriate position by listening

Some learners will be able to:

-answer the questions

-guess the riddles

Cross curricular links

Kazakh, art, Russian, Biology

ICT skills

Projector or Smart board for presenting a video, flashcards

Previous learning

Learners know describe things and the colours

Planned timings

Planned activities

Resources

Lesson 1

2 min

-Learners are informed about their goals for the lesson:

a)enlarge the luggage of vocabulary on topic “Hands and head” b) draw objects in a picture in the appropriate position by listening

c) -answer the questions

Whiteboard

5 min

5 min

5 min

Introduction of the new vocabulary

1. head

2. shoulders

3. knees

4. toes

5. eyes

6. ears

7. mouth

8. nose

- Learners study new vocabulary via pictures.

Slowly reveal each flashcard card and have your students touch their part of the body (so, when you show the "head" flashcard get everyone to touch their heads).
- Sing the “Head, Shoulders, Knees & Toes” song

Everyone stand up. As the song plays the teacher sings

and does all the actions, touching each part of his/her

body with two hands in time with the song. Make sure

your students are following along. It’s easy and fun so

your students will love doing this. Each verse gets faster

so by the last verse it will be frantic but great fun.

Flashcards

song

7 min

6min

Activity: The monster

1.Listen and draw

I have 4 eyes. I have one nose. I have 3 arms and I have 3 legs. I

have long hair. It’s black. I have 2 ears. They are big. I have a big mouth.

2. Answer the questions.

 How many arms does it have?

 How many eyes does it have?

 Does it have long hair?

 Does it have little ears?

- Learners match the words with their definitions and ‘Guess Who am I’)

Whiteboard

worksheets

7 min

3 min

let`s play a game. "Teacher Says"

This is the game "Simon Says" but using the word

"teacher", or your name, instead. Go straight into the

game (no explanations necessary) by saying "Teacher says

touch your (knees)". Do the action and make sure

everyone else follows along. Do a few more "touch your

eyes, touch your toes", etc. Then at some point give a

command without the "Teacher says" part (e.g. "Touch

your mouth"). First time round, everyone will touch their

mouth, so make it very clear that they shouldn’t do this when you don’t say "Teacher says".

After a while your students will get the hang of it. Play the game faster and faster. When a student makes a mistake they have to sit the rest of the game out. The last student

standing is the winner.

Answer my questions.

What can we do with our eyes? / We can see/

What can we do with our nose?/ We can smell/

What can we do with our legs?/ We can jump/

What can we do we with our mouth?/ We can talk/

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Learners ‘Assessment – how are you planning to check learn learning?

Cross-curricular links

More support:

• Allow thinking time.

• Offer differentiation by support.

• Monitor learners’ definitions and offer differentiation by support.

• Monitor for correct spelling of specific vocabulary and if necessary ask them to peer assess or check online (self-assessment).

Curriculum link with Biology, Russian

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 or individuals that will inform my next lesson?