Body language class 4

Unit 4: Professions and ways of communication

School: Stepnogorsk city, Aksu secondary school 1

Date:

Teacher’s name: Yntymak Inabat

Grade: 4

Number present:

Absent:

Theme:

Body Language

Learning objectives

4.1.1.1 understand an increasing range of classroom instructions;

4.2.1.1 make basic statements which provide information on an increasing range of general and some curricular topics;

4.3.1.1recognise, identify and sound with support a growing range of language at text level;

4.4.2.1begin to use joined-up handwriting in a limited range of written work;

4.5.1.1 use singular nouns, plural nouns – including some common irregular plural – and uncountable nouns, possessive ‘s/s’ to name, describe and label things;

4.5.3.1 use adjectives, including possessive adjectives, on a growing range of general and some curricular topics to describe things, use simple one-syllable and some two-syllable adjectives [comparative and superlative] to make comparisons;

Lesson objectives

All learners will be able to

Follow partners’ and teacher’s instructions with support

Answer partner’s simple questions with support

Find instruction phrases in sentences and certain text with teacher’s support

Write phrases and short sentences to tell about body language with some support

Apply singular, plural nouns and topic related adjectives in speech with support

Most learners will be able to:

Answer partner’s questions without any support

Explain what non-verbal communication is

Some learners will be able to:

Apply singular, plural nouns and topic related adjectives in speech confidently

Success criteria

• Follow other’s instruction with support

• Give information on topic orally

• Accept information from simple text

• Use range of nouns

• apply adjectives to describe feelings

Value links

Pupils will work together as a group showing respect and being polite with each other.

Cross curricular links

Kazakh, Maths, PE

ICT skills

PPT teacher’s use

Previous learning

Health and safety

Provides movements

Planned timings

Planned activities

Resources

Beginning

0-1 min

1-7 min

CLASS ROUTINE

Greeting

Teacher greets students by different gestures. (Waves his hands, shakes smb. hands, wink etc.)

STARTER

[W] Warm up. Clock of friendship

Teacher distributes shape of clock to students and asks them to write classmates names next to each number. Then teacher shows slide with instructions. Students have to walk around class and follow those instructions.

f.ex: 1- tap friend’s back. 2- Send kiss. 3-nod your head. 4-smile etc.

Slide with instructions. Sheets with shape of clock

Middle

7-35 min

INTRODUCTION

Presentation of theme and objective.

Then students should guess what will be the theme of the lesson. Then teacher presents the objectives of the lesson.

Pre-learning.

[G] Learners in two groups complete the worksheet parts of the body: head, face, eye, ear, nose, mouth, tooth/teeth, hair, body, shoulders, leg, foot/feet, arm, hand, finger. Draw learners’ attention to the plural forms of tooth and foot: two. Pre-teach: lips, thumb, knees.

Then they watch the video in order to repeat some words of feelings and emotions.

DEVELOPMENT

Teacher explains body language shows what we think and feel.

[D] T mimes happy and sad for learners to guess. Points to the adjective and learners mime feelings. Teaches surprised, angry, sorry, afraid, tired and writes on board.

[ G, f] Fan and Pick. T. prepares adjective flash cards with faces which show surprised, angry, afraid, tired and sorry. Students work in groups of four or three. First student holds all cards like Fan (веер). Second student picks up one and name emotion and make sentence up with that word. Third student write that sentence. Fourth student check pronounced sentence and written one. Then put points into assessment sheet. Then students exchange roles.

Differentiation by support. Leader of the group may help to partners who have difficulties. But then he/she should put one point out.

Peer-assessment

Descriptor: A student

-follows rule and turn

-holds deck of cards

-identifies emotion

-makes the sentence up with adjective

-writes the sentence with adjective

-checks partners

-assesses partners

[P] Guess the emotion

Learners take turns to show partner how they can communicate these feelings with faces, then whole bodies. Pairs demonstrate and others guess what they are communicating. Speak while enjoying the pictures–facial expressions.

T prepares function cards with: Yes, No, Sh, I can’t hear. Hello, Goodbye. You, Me, Him, Her, Over there. Take it.

Pre-teach: nod hug bow kiss wink point beckon

When do we hug each other? Etc.

Then they match the pictures with gestures given on the right.

Differentiation by roles: Teacher divides learners into A and B. A should do the task, B should only direct and instruct.

[P]. Quiz and trade. Teacher divides class into mix ability pairs. Students choose task according to their abilities. Then they walk around class and do the task. After doing the task partners exchange cards. Then continue with another card.

Differentiation by task. 1) Easy task. One student says the gesture, e.g. nod your head, and the partner mimes or acts it out. Students can take turns.

2) Complicated task. Students make five-seven sentences that describe body language in their own country.

Descriptor: A student

-works in pair

-calls the instruction

-follows partner’s instruction

-makes five –seven sentences

Self-assessment. Teacher asks learners count how many students they work with.

Worksheets

https://www.youtube.com/watch?v=UvYYwC2Bc9I

PPT faces with emotions and adjectives

Flashcards

Assessment sheets

Function cards

http://learnenglishkids.britishcouncil.org/en/word-games/emotions-and-feelings-2

Cards with task

End

35 -40 min

PLENARY.

Can -do checklist

Students complete checklist and assess themselves.

CLASS ROUTINES

Home task: Complete feeling worksheet

Saying good bye

Can -do checklist

SHEETS

Feeling worksheets

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 can be given Less able students at the development stage of the lesson by more able students through helping in doing task

More able students will help other student during pair and group works and they will be challenged by doing complicated tasks.

Less able learners can be use words which supported by doing special easy task nominated roles according to their levels.

Monitor students collaborative work at the beginning of the lesson

Monitor how students ask questions and respond, checking their pronunciation and correct sentences at formative assessment task

Checking how students give feedback to each other work and monitor mistakes

Monitor and check how students assess themselves at the end of the lesson in the plenary stage.

Keeps learners health through using different forms of activity which allows learners move walk and change their seats during work

Brining up respecting others through organizing group and pair work during the lesson