The theme: Health and body
Қызылорда облысы, Шиелі ауданы № 244 қазақ орта мектебінің
ағылшын тілі пәнінің мұғалімі Ташенова Альфия Ерланкызы
Short – term plan
| Date: The 17th of April | School: 244 by name I.Zhakhaev. | ||
| Grade: 1 | Teacher name: Tashenova Alfiya | ||
| The theme: Health and body | Number present: 12 | Absent: 0 | |
| Lesson title | |||
| Lesson objectives: | 1.L3. recognise with support common names and names of bodies
1.R2. recognise initial letters in names and places 1.S3. pronounce familiar words and expressions intelligibly 1.UE4. use determiners this, these |
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| Learning objectives: | All learners will be able to: recognize with names of bodies
More learners will be able to: Some learners will be able to: |
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| Target language | New words:
Body – дене Head – бас Eye – көз Ear – құлақ Hand – қол Foot – аяқ Shoulder – иық Mouth – ауыз Nose – мұрын Useful classroom language for dialogue/writing
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| Values links | Friendship, possibility, health, life | ||
| Cross – curricular links | Biology, Chemistry, Art | ||
| Previous learning | To remember about musical instruments. Through ask questions
– what can you do? – I can jump. – what instruments can you play? – I can play guitar? |
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| Plan | |||
| Planned timings | Planned activities | Resources | |
| Start
Brainstorming |
Warm – up: I can jump I can run I can climb out in the sun! I can jump I can run I can swim out in the sun! “Snow ball” method. To remember the previous lesson. The teacher will throw the snow ball papers to pupils, pupils take them and opened. The teacher ask: what is it? Answers: it is a guitar or piano |
Leaflets
Pictures White paper |
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| Middle
Presentation |
Pupils’ books closed. Put up the flashcards, one at a time, on the board and say the corresponding words. The pupils repeat, chorally and /or individually. Then point to each flashcard in random order. Ask individual pupils to name them. Ask the rest of the class for verification. | Interactive board | |
| “Pocket of words” | Complete the words
Write an incomplete word on the board, e.g ha_d. Shou_der, he_d, ask a pupil to come to the board, complete the word, then say and mime the action. Ask the rest of the class for verification. Repeat the activity with as many pupils as you think is necessary. |
Marker
Board |
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| Listen and play | Set the scene by asking the pupils questions about what they can see in the pictures.
Teacher: Let’s play, children! Touch your … Class: eyes! |
Picture | |
| Refreshment moment | Touch your eyes and your nose and say: touch your eyes! Touch your nose! Invite the pupils to repeat the phrase and mime the action. Follow the same procedure to present the rest of the song. Play the CD. The pupils listen and look. Divide the class into three groups. Play the song again. The groups sing the assigned verses. Time permitting, play the song a third time for the pupils to sing the song as a class. | CD | |
| The ending of the lesson.
Ask the pupils to choose one facial feature hair. The pupils draw and color as many different shapes and sizes and colour of hair, noses, eyes, ears and mouths as they can think of. Go around the classroom providing any necessary help. Display their work somewhere in the classroom. |
Extension activity
ask the pupils to take out their story cutouts. Ask them to shuffle them. Play the dialogue for the first frame. Ask the pupils to show you the corresponding cutout. Repeat with the rest of the dialogue |
Colours paper
Markers Color pencils |
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| How do you planning helping?
How do you planning give up heavy tasks for the best pupils? |
REFLECTION
Teacher gives the comments about pupils’ work and awards pupils with cards of smiles. |
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| 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 |
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Cross-curricular link with art. | |
| 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? |
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| Summary evaluation
What two things went really well (consider both teaching and learning)? What two things would have improved the lesson (consider both teaching and learning)? What have I learned from this lesson about the class or individuals that will inform my next lesson? |
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