Our body. Body parts

Lesson plan

Long-term plan Unit 8: Health and body	School: 5 school-lyceum
Date: 17.11.2020	Teacher name: Kulbarakov Nurbol
Grade: 2 а	Number present:	absent:
Theme of the lesson:	BODY PARTS 2
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?

Вы уже знаете о суперспособностях современного учителя?

Тратить минимум сил на подготовку и проведение уроков.

Быстро и объективно проверять знания учащихся.

Сделать изучение нового материала максимально понятным.

Избавить себя от подбора заданий и их проверки после уроков.

Наладить дисциплину на своих уроках.

Получить возможность работать творчески.

=> ПОЛУЧИТЬ СУПЕРСПОСОБНОСТИ УЧИТЕЛЯ <=

Просмотр содержимого документа
«Our body. Body parts»

Lesson plan

Long-term plan Unit 8: Health and body					School: 5 school-lyceum
Date: 17.11.2020					Teacher name: Kulbarakov Nurbol
Grade: 2 а					Number present:		absent:
Theme of the lesson:					BODY PARTS 2
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?