"Our body" 2 grade

Long-term plan Unit 5: Health and body

School: Penzhim secondary school

Date: 09.01.2018

Teacher name: Akynova A

Grade: 2 «а,ә,б,в»

Number present:

absent:

Theme of the lesson:

Our body

Learning objectives(s)

2. R1recognise, sound and name the letters of the alphabet

2.W3 write familiar words to identify people, places and objects

2.S3 pronounce familiar words and expressions intelligibly

2.L1 recognise short basic instructions for a limited range of classroom routines spoken slowly and distinctly

2.UE6 demonstrative pronouns this, these that, those to indicate things

Lesson objectives

All learners will be able to:

• revise and pronounce all topical vocabulary without mistakes

• name the main vocabulary words;

Most learners will be able to:

• write body parts, clothies,adjectives words correctly

Some learners will be able to:

- complete all worksheets correctly.

Success criteria

Learners have met this learning objective if they can:

- pronounce all alphabet letters without mistakes

- write, pronounce and spell vocabulary parts of the body

-do most of tasks correctly.

Value links

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

Cross curricular links

Primary Science

ICT skills

PPT, Video, the use of whiteboard

Previous learning

Body parts 2/ have got structure

Plan

Planned timings

Planned activities

Resources

Beginning

10 mins

Learners are introduced the success criteria of the lesson.

Warm up

• Teacher gathers learners into a circle and spells out the words and learners try to guess. Eg. Teacher spells H-A-N-D and learners should say HAND

• Teacher checks the home task

Card ‘body parts’, ‘clothes’ ‘adjectives’ ‘colour’, ‘number’

Middle

25mins

• Learners are given 2 different worksheets to work with

Worksheet 1

• Match the words with the pictures

• Write the words

Teacher explains the plural forms of nouns and give the next Worksheet 2

• Read and write the missing words on the lines

• Write the words

• Write the plural of the words

Learners work in pairs and given one picture of a man with mistake learners should find out it and say to the teacher. Every pair should guess 5 men’s mistake (every text with a man should be given separately to every pair )

Worksheet1

Worksheet 2

Worksheet 3

End

5 mins

Teacher gives feedback for learners. This might be done in oral form. Learners reflect on their learning:

• What has been learned

• What remained unclear

• What is necessary to work on

• What was interesting

H/T: to learn all words to be ready to the dictation

Additional information

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

Support for weaker students: working in pairs/groups, individually

Challenges for moreable students: Encouraged to do more writing; assist weaker students.

Assessment – how are you planning to check learners’ learning?

Monitoring

Checking the task

Feedback on the work

Working with PPT whole and individual answers

Health and safety check
ICT links
Video, PPT

Differentiation can be by task, by outcome, by individual support, by selection of teaching materials and resources taking into account individual abilities of learners (Theory of Multiple Intelligences by Gardner).

Differentiation can be used at any stage of the lesson keeping time management in mind

Differentiation by task, by outcome, by individual support, by selection of teaching materials and resources taking into account individual abilities of learners.

Health promoting techniques

Breaks and physical activities used.

Points from Safety rules used at this lesson.

Reflection

Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO?

If not, why?

Did my planned differentiation work well?

Did I stick to timings?

What changes did I make from my plan and why?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

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 orachievements/difficulties of individuals that will inform my next lesson?

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 orachievements/difficulties of individuals that will inform my next lesson?

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 orachievements/difficulties of individuals that will inform my next lesson?

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 orachievements/difficulties of individuals that will inform my next lesson?