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Long-term plan unit: Unit 8: Health and Body

School: NIS, Taldykorgan

Date:

Teacher names: Seralieva Dinara

Grade: 1A

Theme of the lesson:

Hands and head

Learning objectives(s) that this lesson is contributing to

1.UE1use common singular and plural nouns to say what and where things are

1.UE9 use basic present simple forms [positive and negative] to give basic personal information
1.S1 make basic personal statements and simple statements about objects

Lesson objectives

All learners will be able to:

• Name their parts of body

Most learners will be able to:

• Describe animals with little support

Some learners will be able to:

• Describe animals with no support

Success criteria

Students will have succeeded in this class if they:

1. Name at least 6 out of 8 words correctly

2. Followed the instruction of the teacher immediately with support

3. Say at least 2 sentences describing animal

Value links

Respect and cooperation by:

1. Listening to the teacher

2. Listening to each other

3. Take turns

4. Encourage each other

5. Helping each other

Cross curricular links

Kazakh language and literature, Russian language and literature (naming things in Kazakh, Russian and English)

ICT skills

ppt

Previous learning

Extension of use of plural and imperative forms from previous units and vocabulary relating to verbs of movement units 2, 4 and 5 and animals units 3, 4 and 7. Introduction of vocabulary of parts of body, verb has to describe attribute and introduction of preposition like.

Plan

Planned timings

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

Resources

Beginning

1. min

Home task is checked – some students had to get ready their project My favorite food
Some people can just revise vocabulary by cards.

Middle
2 + 5 minutes

3 mins

5 mins

3 min

5-6 mins

5 mins

New vocabulary introduction
Start from the song. Ask learners to sing it if they know. Then ask them what other parts of body can they name. If they do not know a lot, introduce new words in English.
Practice:
Ask children questions:
-Where is your nose / head / shoulder, etc.?

Children show first, then they say a sentence:

• This is my nose, these are my shoulders.

Working with a worksheet
Individually, students color the picture of a boy and try to match parts of body and words. It is ok if they will not be able to complete all of them at once.

Now show a picture of an animal. Drill sentences describing the animal with kids:

This is a cow. It has 4 legs, one head and 2 big brown eyes.

Try one more as an example from one more able person. Then put learners in pairs and make them describe each other animals they have on the worksheet 1 (back side).

Listening.
Distribute paper sheets and instruct learners to use a pencil. They will have to listen and draw a picture of unusual animal.
Ex: 1. It has a big red head
2. It has 3 blue eyes and 4 pink ears
3. It has a long yellow neck
4. It has 3 brown legs and 5 black arms.

www.youtube.com/watch?v=WX8HmogNyCY

ppt

Worksheet

ppt

End
3 minutes

1 mins

Feedback (stairs)
Ask learners to rise a hand if they are able to:

• Name 6.8 words of food correctly

• Say a sentence correctly

• Say 2 sentences correctly

Home task – draw a monster and present next lesson, learn the words

Additional information

Differentiation – more able students will assess others, help them in team game and final speaking task. Less able students are given many chances to repeat the words to learn and objectives are created to support them

Assessment - by the teacher, self assessment may be done by the students as the teacher asks questions about what they have learnt. Peer assessment when they do speaking task

Cross-curricular links – trying to connect with other languages
Health and safety check – make sure they stand in queue in front of the board and when singing do not hurt themselves with chairs or desks. Projector works for 15 minutes of the lesson

ICT links – PPT by the teacher, website for further training at home

Values links – how to respect others, behave on the lessons

• Provide less able learners with visual support on unknown words

• Observe learners participation in games, praising

• Their understanding of words and instructions is checked throughout the lesson

• Note taking process during the speaking task

Reflection
Were the lesson objectives/learning objectives realistic?
What did the learners learn today?
What was the learning atmosphere like?
Did my planned differentiation work well?
Did I stick to timings? What changes did I make from my plan and why?

1. 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 or individuals that will inform my next lesson?