People I know

Long term plan: Unit 2 Family and Friends

School-gymnasium №44

Date: 15.10.2019

Teacher’s name: Mirmanova N. A

CLASS: 2D

Number present: 12

Absent: 0

Lesson title

“People I know”

Learning objectives(s) that this lesson is contributing to

2.1.3.1- understand the main points of short, slow and carefully articulated talk on routine and familiar topics feature such as colour and number

2.2.1.1 -make basic personal statements about people, objects and

classroom routines

2.5.3.1 - use common adjectives in descriptions and to talk about simple feeling

Lesson objectives

All learners will be able to:

• Name parts of the body correctly

Most learners will be able to:

• Practice using a structure of have/has got in sentences

Some learners will be able to:

• Talk about differences using new words

• Make up sentences

Assessment criteria

• Give basic information about body parts

• Make words appropriate for the topic

Value links

Health care and regulations

Cross-curricular links

Physical education, Art

Previous learning

Helping hands

Plan

Planned timings

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

Resources

Starts

2 min

3 min

1. Greeting. Warm up!

-Good afternoon children!

-How are you?

-Who is on duty today?

-Who is absent today?

-Today we have an unusual lesson because we have some guests and I hope that you’ll show your best knowledge.

II. Phonetic drill: And as usual let us start our lesson with phonetic song.

Head, shoulders, knees and toes ²

Head, shoulders, knees and toes ²

Eyes and ears and mouth and nose,

Head, shoulders, knees and toes ²

An animated video song:

“Head, shoulders, knees and toes”

7 min

Middle

10min

10min

3min

End

5min

III. Brainstorming

A method “Think and find”

Teacher shows learners some things (body parts) and tries to know how to connect these things with today’s theme. Teacher asks some

questions to discover the theme.

-What can you see in the picture?

-What is this? Who is this?

-Is this a boy or a girl in the picture?

-What they have got?

Now pupils please look at the interactive board! The teacher can show the students’ by drawing a picture on the interactive board. It may be a picture girl, boy with nose, legs, body included.

After the students have guessed the pictures teacher gives explanations to what they are going to study at the lesson and learn new vocabulary.

Then announce the lesson objectives to the them. Tell them they will study body parts at the lesson

• Name parts of the body correctly

• Practice using a structure of have/has got in sentences

• Talk about differences using new words

• Make up sentences

Pupils listen to the teacher pronunciation, repeat the body parts vocabulary using a teacher. Students repeat the words after the teacher together and individually.

Foot Teeth

Toes Face

Eyes Knees

Shoulders Head

IV. Task 1.

-Now children look at the interactive whiteboard. I will give you assignments. You must arrange the words in columns.

TASK1. Group work according to the theme.

The first group’s task is by method: “distribute the words on the part of the head”

Foot Teeth

Toes Face

Eyes Knees

Shoulders Head

The second group’s task is by method: “distribute the words on the part of the body”

Descriptor for the 1 ^st and 2^nd groups:

A learner

• Сorrectly distribute words;

• Reads the words.

Differentiation by outcome.

V. Task 2

Now pupils, would you like to draw?

-Do you like drawing faces?

-We shall draw two face of a girl and a boy.

-You should draw the colour the eyes, hair, the nose and the mouth.

Teacher gives every learner a worksheet. The teacher reads the instruction of the groups.

The 1 ^st group: The 2^nd group:

He has got dark hair. She has got brown hair

He has got blue eyes. She has got green eyes

He has got a big mouth. She has got a red mouth

He has got a big nose She has got a small nose.

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

Activity 1

Sing the song together

Touch Your Head Lyrics

Touch your head.
Touch your nose.
Clap your hands.
Touch your toes.
Sit down, stand up.
Everybody turn around.
Put your hands up and put your hands down.

Feedback .

- Now learners, I’ll give you 3 coloured stickers.

-if you understand the theme very well, put the green apple

-if you understand the theme well, put the yellow apple

-if you understand the theme not very well, put the red apple

Slide

Slide 2

Slide 3

Slide 6

FA

Excellent!

Well done!

Good!

Worksheet

draw a face

https://mapleleaflearning.com/songs/sing-and-play-blue/touch-your-head/

Tree of success

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
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

Summary evaluation

1:What two things went really well (consider both teaching and learning)?

2:What two things would have improved the lesson (consider both teaching and learning)?

3:What have I learned from this lesson about the class or individuals that will inform my next lesson?