My family and friends

LESSON: Unit 3: My family and friends People I know

School: NIS TALDYKORGAN

Date:

Teacher name: Abenova AN

CLASS: 2

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

2.S3 2.UE3 2.S1

-pronounce familiar words and expressions intelligibly

-use basic adjectives to describe people and things

-make basic personal statements about people, objects and classroom routines

Lesson objectives

All learners will be able to:

Name parts of the body correctly

Draw a face of a girl and a boy

Most learners will be able to:

Find five differences between two pictures

Some learners will be able to:

Talk about differences using topical vocabulary

Success criteria

The students can make a description of a person or an animal using new words (adjectives and parts of body)

Value links

Respect diversity of differences

Cross curricular links

Self-knowledge

ICT skills

Interactive board

Previous learning

Jobs

Plan

Planned timings

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

Resources

3-5- minutes

10- min

5min

The teacher greets the students and asks questions to them.

-Good morning!

-Good morning!

-Nice to meet you!

-Nice to meet you again!

-How are you?

-We are fine, thank you!

Warm up

Today we shall learn the new words meaning parts of the body.

Now pupils please look at the board!

The teacher can attract the students’ attention by drawing a picture on the board. It may be a picture of an animal or a man (girl, boy) with arms, legs, body included. Then the teacher gives explanations to what they are going to study at the lesson. Also the teacher may ask questions to them?

What is this? Is this a ……..?

Is this a cat or a dog in the picture?

What can you see on the board?

Why did I draw it on the board?

After the students have guessed the pictures announce the lesson objectives to the them. Tell them they they will study body parts at the lesson and learn new vocabulary.

Pupils listen to the song to drill pronunciation, repeat the body parts vocabulary using a song. The teacher pays attention to the words students don’t know and also to the reading rules (th, ch, sh, ck, ee, oo). Students repeat the words after the teacher in chores and individually.

Eye hair teeth chin
nose mouth head neck
ear face tongue cheek

foot finger toes knee

ankle body head shoulders

arm back legs hand

Use a projected animation to introduce and practice these words. Teachers can also use flashcards to learn the vocabulary

long tail

short trunk

dark light

brown blonde

beautiful funny

Students do activities from the slides 7-10 in order to practise the use of new words, use of has with she, he, it. Pay attention to the fact that we use have with I, we, you, they.

http://www.youtube.com/watch

PPT

Middle

10- min

-Now pupils look at the picture of two monsters.

- Are they different?

-Can you find the difference? Let’s find 6 differences between these two monsters.

Draw students attention to the pictures of the food and drink and ask students to identify them (a sandwich and a milkshake)

Tell students they have to look at the pictures of the monsters and find the five differences between them. You may want to tell students to circle the differences on the picture of the second monster.

Tell students to trace the food and drink in the thought bubbles

After they have traced and found all the differences divide them into pairs and have them take turns talking about the differences between the monsters.

Point out the first difference to students to demonstrate what they must do. Point first to the first monster and say, It has (got) four ears. Then, point to the second monster and say, It has (got) four five ears. Point out to students they should say what each monster is feeling as well, e.g 1^st monster It’s hungry. 2^nd monster It’s thirsty.

When students finish, tell them to colour the pictures.

Key

Monster1 Monster2

It has got three eyes. it has got one eye.

It has got four ears. It has got five ears.

It has got one nose. It has got two noses.

It has got three arms. It has five arms.

It has two legs. It has four legs.

This activity

The activity is aimed to involve students to speak and cooperate with their partner. Identifying the differences becomes an act of genuine communication.

Worksheet

“find the difference”

“End

5-7min

(W)

-Now pupils, would you like to draw?

-Do you like drawing faces?

We shall draw two faces of a girl and a boy.

You should draw the colour the eyes, hair, the nose and the mouth for every shape.

Teacher gives every learner a worksheet. The teacher reads the instructions first, learners listen to and draw features according to the description of people heard. The teacher circles the classroom to see if students do the task correctly

He has got short hair. he has got dark hair.

He has got blue eyes. he has got long lashes.

He has got a big mouth. he has got a big nose.

She has got long hair. She has got blonde hair.

Her eyes are green She has got green eyes

She has got long lashes She has got a red mouth

At the end of this activity the teacher takes the correct work and shows to others in order to check their works.

Plenary- students revise parts of body, what they have learnt from this lesson, what was the most interesting and challenging for them.

What did you like in this lesson?

Was it interesting or not?

What was the most interesting today?

Did you like your drawing practice?

Home work- the students are given the site where they play a game and make a monster

Worksheet 2

draw a face

Riddles about animals

ttps://learnenglishkids.britishcouncil.org/en/games/make-your-monster

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?

Cross-curricular links
Health and safety check
ICT links
Values links

• More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support (fewer letters to complete)

• Greater challenge will be provided through inclusion of some digraphs e.g. sh ch and through extension task

• Through feedback in sounding, word search and un-jumbling tasks

• By monitoring outcomes in back-writing task

• Value links: empathy and awareness that people from different cultures have different names / short names

• Cross-curricular links: awareness of rhyme of a language phenomenon