Unit:

АВС (ағылшын тілі)

Teacher name:

Baikissi Meruyert

Date:

Grade: 2

Number present:

Number absent:

Theme of the lesson:

Parts of my body

Learning objectives(s) that this lesson is contributing to

3.S1 Make basic statements related to personal information, people, and objects on familiar topics.
3.L5 Identify missing phonemes in incomplete words by listening.
3.R3 Understand short texts related to everyday topics and find necessary information.
3.W3 Use simple structures in writing to form correct sentences.

Lesson objectives

Learners will be able to:

To talk about parts of the body; to name and identify different body parts.

Planned timings

Teacher's actions

Pupils` actions

Assessment

Resources

10

minutes

ORGANISATION MOMENT:

Teacher greets students

 Greeting (1 min)
Teacher: "Good morning, class!"
Teacher: "How are you today?"
Teacher: "I'm great! Let's start our lesson!"

 Identifying the Date, Weather, and Attendance (1 min)
Teacher: "What date is it today?"
Teacher: "What day is it today?"
Teacher: "What is the weather like today?"

Teacher: "Who is absent today?"

Teacher:
"Let's play a puzzle game! 2min

Look at this puzzle and picture. Use “can” and make up sentences.

When you say the right sentences, one piece will go away.

At the end, we will see the hidden picture and find out our lesson topic!

Let's start!

Lesson Title and Objective 1 min

Objective:

To introduce the lesson topic and objective to students.

To spark interest in the new topic.

Introducing the Lesson Topic
The teacher writes "Parts of the Body" on the board in big letters.

Teacher:
"Look at the board. Can you read this?"

Teacher: "Good job! Today, we will learn about body parts. We will play games, speak, and have fun! By the end of the lesson, you will know how to name body parts in English. Are you ready?"

Teacher: "Great! Let's start!"

Ex1 p 46 Listen, point and repeat. 2min

Nose Face Leg(s) Ear(s) Mouth Hand(s) Eye(s)

"Now, let's learn new words!

1.First, listen to me carefully. (The teacher reads the words: Nose, Face...)

2.Now, listen and repeat after me. (The teacher says each word, and students repeat.)

3.Next, read the words by yourself.

4.Finally, let's say them all together!

Warming Up – 1 minutes

-To engage students in the new topic.

-To help students remember body parts using movement and actions.

1. Teacher Demonstration: Total Physical Response (TPR)

TPR is a method where students learn words and phrases through physical movement. The teacher uses gestures and body movements to teach new words. This keeps students focused and actively involved.

The teacher says: "Touch your nose!" and touches their nose to show the action.

The teacher continues giving commands for different body parts.

TIMED-PAIR-SHARE 1min

Group Work: Each child in the group says one word, for example, "Number 1." That child says "Touch your nose!" and all the children touch their noses. Each child takes turns saying a sentence. In this way, children learn new words by saying them themselves and performing the actions.

Students respond to greeting and take their places

Students: "Good morning, teacher!"

Students: "I'm fine, thank you! And you?"

Students: "It is the 4th of February."

Students: "It is Tuesday." Students: "It is sunny/rainy/cloudy/cold."

Students (naming absent students): "Ali is absent."

Students: "Parts of the Body."

Students: "Yes!"

Students read one by one.

Students listen and repeat the action – they also touch their noses.

Learning New Words with Actions

Each time the teacher says a new word, they perform the movement and ask students to repeat:

✔ "Touch your head!" – The teacher touches their head, and students do the same.
✔️"Touch your ears!" – The teacher touches their ears, and students follow.

This fun and active approach helps students remember the words easily!

Teacher’s Explanation to 3rd Grade Students:

"Today, we will learn new words. I will say the words and show them with my body. You will also do the movements with me and repeat the words." "For example, I will say 'Touch your nose!' and you will touch your nose. We will all repeat it together." "Each child will take turns saying a word, and we will all repeat the word with the corresponding movement."

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

PPP 1

PPP 2

PPP3

PPP 4

PPP 5

20

minutes

MAIN PART

Task 2. Look, match and complete. 2min-3min

Children, now we will practice body parts. But the words are not complete! Some letters are missing. You need to fill in the missing letters and write the correct words.

Task 3. Complete about yourself. 1min + 2min

Timed-Pair-Share

Teacher's Actions:

1.The teacher explains the task to the students.

2.The teacher calls out a number, for example, "Number 2!"

3.The teacher gives one minute for the student to complete the sentence.

4.The teacher listens and encourages students to say the correct words.

Teacher’s:
"Now, we will play a game! Each group will take turns."
"I will call a number, for example, 'Number 2!'"
"The student with this number will say: 'This is my ...' and complete the sentence."
"You have one minute! Ready? Let's go!"
"Good job! Now, let’s try another number!"

Task 4. Read sentences and true or false. 1min+1min

Take Off- Touch Down

 To help students recognize and understand body parts vocabulary.

 To improve listening skills through a fun and interactive activity.

 To engage students physically for better memorization.

Teacher’s Instructions (in English):

Step 1: Introduction
Now, we’ll read these sentences and write true or false. Then after 1 min you listen to me, if my statement is true , you should up.

SING A SONG

This is the way 2min

Task 5. Look, listen and point. 2min+1min

Teacher’s Actions:

1The teacher plays the dialogue for the students.

2The teacher asks students to listen carefully.

3The teacher gives printed dialogues with missing words.

4The teacher plays the dialogue again and asks students to fill in the missing words.

5The teacher monitors and helps students if needed.

6The teacher checks the answers and asks students to read the dialogue aloud.

Teacher:
"Listen carefully to the dialogue!"
"Now, read the dialogue by yourself."
"Listen again and fill in the missing words."
"Check your answers with your partner."
"Great job! Now, let’s read the dialogue together!"

Task 6. Complete the sentences use new words.

Simultaneous-Rally-Table

The teacher explains the task to the students.

The teacher gives each student a piece of paper.

The teacher tells students to start their sentences with "I have got..."

The teacher sets a time limit (e.g., one minute) for writing.

When time is up, the teacher says, "Switch papers!"

Students pass their papers to the next person and continue writing.

The teacher repeats the process until each student has contributed to different papers.

The teacher asks students to read the final sentences aloud.

Teacher’:

"Now, we will play a writing game!"
"Each of you will start with 'I have got...' and write something."
"You have one minute! Then, you will pass your paper to the next person."
"Write quickly and clearly!"
"Time’s up! Switch papers!"
"Keep going! Write another sentence!"
"Great job! Now, let’s read what you wrote!"

Game TIC-TAC-TOE

How to do it?

1.Each group gets words with missing letters.
Example: a_n (hand)

2.Think together and write the correct word.
Correct answer: hand

3.After writing, show the body part and say the word out loud!

Student's Actions:

1.The student listens carefully.

2.The student completes the sentence: "This is my hand!"

3.The student points to the correct body part.

4.The student sits down after answering.

Student’s Words:
"This is my nose!"
"This is my ear!"
"This is my leg!"

"Listen carefully to my sentences."
"If the sentence is correct, stand up – Take Off (like an airplane!)."
"If the sentence is wrong, stay seated – Touch Down (like a plane landing!).
"Are you ready? Let's start!"

Student’s Actions:

1The student listens carefully to the dialogue.

2The student reads the dialogue silently.

3The student listens again and writes the missing words.

4The student checks their answers with a partner.

5The student reads the completed dialogue aloud.

Each student listens carefully to the teacher.

Each student writes a sentence starting with "I have got..."

When the teacher says, "Switch papers!", students pass their paper to the next person.

The student receives a new paper and continues writing.

The process repeats until all students contribute to each paper.

When finished, students read the completed sentences aloud.

Student’:

"I have got legs"
"I have got ears."
"I have got two eyebrows. "

Formative assessment

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

PPP 6

PPP 7

PPP 8

PPP 9

Video

PPP 10

PPP 11

PPP 12

PPP 13

5

minutes

ENDING THE LESSON:

Well what did we do in our lesson?

- Evaluation of the lesson

Give the home task

Children say Good bye

Feedback

PPP 14