\nLesson objectives: <\/strong><\/td>\n| 1.L3. recognise with support common names and names of bodies<\/p>\n 1.R2. recognise initial letters in names and places<\/p>\n 1.S3. pronounce familiar words and expressions intelligibly<\/p>\n 1.UE4. use determiners this, these<\/td>\n<\/tr>\n<\/tbody>\n | \n\nLearning objectives:<\/strong><\/td>\n| All learners will be able to: recognize with names of bodies<\/p>\n More learners will be able to:<\/p>\n Some learners will be able to:<\/td>\n<\/tr>\n<\/tbody>\n | \n\nTarget language<\/strong><\/em><\/td>\n| New words:<\/strong><\/p>\n Body \u2013 \u0434\u0435\u043d\u0435<\/p>\n Head \u2013 \u0431\u0430\u0441<\/p>\n Eye \u2013 \u043a\u04e9\u0437<\/p>\n Ear \u2013 \u049b\u04b1\u043b\u0430\u049b<\/p>\n Hand – \u049b\u043e\u043b<\/p>\n Foot \u2013 \u0430\u044f\u049b<\/p>\n Shoulder \u2013 \u0438\u044b\u049b<\/p>\n Mouth \u2013 \u0430\u0443\u044b\u0437<\/p>\n Nose \u2013 \u043c\u04b1\u0440\u044b\u043d<\/p>\n Useful classroom language for dialogue\/writing<\/p>\n \n- What is this ?<\/li>\n
- What are these?<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n\n
\n| Values links<\/td>\n | Friendship, possibility, health, life<\/td>\n<\/tr>\n<\/tbody>\n | \n\n| Cross \u2013 curricular links<\/td>\n | Biology, Chemistry, Art<\/td>\n<\/tr>\n<\/tbody>\n | \n\n| Previous learning<\/td>\n | To remember about musical instruments. Through ask questions<\/p>\n – what can you do?<\/p>\n – I can jump.<\/p>\n – what instruments can you play?<\/p>\n – I can play guitar?<\/td>\n<\/tr>\n<\/tbody>\n | \n\n| Plan<\/td>\n<\/tr>\n<\/tbody>\n | \n\n| Planned timings<\/td>\n | Planned activities<\/td>\n | Resources<\/td>\n<\/tr>\n<\/tbody>\n | \n\n| Start <\/strong><\/em><\/p>\n Brainstorming<\/strong><\/em><\/td>\n\n\n- To create a positive atmosphere in the class<\/li>\n
- To divide into three groups with fruits.<\/li>\n<\/ol>\n
\n- 1st group \u201cHealth\u201d<\/li>\n
- 2nd group \u201cWealth\u201d<\/li>\n
- 3rd group \u201cHappiness\u201d<\/li>\n<\/ol>\n
Warm \u2013 up:<\/strong><\/p>\nI can jump<\/strong><\/p>\nI can run<\/strong><\/p>\nI can climb out in the sun!<\/strong><\/p>\nI can jump<\/strong><\/p>\nI can run<\/strong><\/p>\nI can swim out in the sun!<\/strong><\/p>\n\u201cSnow ball\u201d method.<\/strong><\/em> To remember the previous lesson.<\/p>\nThe 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<\/td>\n Leaflets<\/p>\n Pictures<\/p>\n White paper<\/td>\n<\/tr>\n<\/tbody>\n | \n\n| Middle <\/strong><\/em><\/p>\n Presentation<\/strong><\/em><\/td>\n| Pupils\u2019 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.<\/td>\n | Interactive board<\/td>\n<\/tr>\n<\/tbody>\n | \n\n\u201cPocket of words\u201d<\/strong><\/em><\/td>\n| Complete the words <\/strong><\/em><\/p>\n Write an incomplete word on the board, e.g ha_d. Shou_der, he_d,<\/p>\n 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.<\/td>\n Marker<\/p>\n Board<\/td>\n<\/tr>\n<\/tbody>\n | \n\nListen and play<\/strong><\/em><\/td>\n| Set the scene by asking the pupils questions about what they can see in the pictures.<\/p>\n Teacher: Let\u2019s play, children! Touch your \u2026<\/p>\n Class: eyes!<\/td>\n | Picture<\/td>\n<\/tr>\n<\/tbody>\n | \n\nRefreshment moment <\/strong><\/em><\/td>\n| 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.<\/td>\n | CD<\/td>\n<\/tr>\n<\/tbody>\n | \n\n| The ending of the lesson. <\/strong><\/em><\/p>\n 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.<\/td>\n Extension activity <\/strong><\/em><\/p>\n 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<\/td>\n Colours paper<\/p>\n Markers<\/p>\n Color pencils<\/td>\n<\/tr>\n<\/tbody>\n | \n\n| How do you planning helping?<\/p>\n How do you planning give up heavy tasks for the best pupils?<\/td>\n | REFLECTION<\/p>\n Teacher gives the comments about pupils\u2019 work and awards pupils with cards of smiles.<\/td>\n<\/tr>\n<\/tbody>\n | \n\nDifferentiation \u2013 how do you plan to give more support? How do you plan to challenge the more able learners?<\/strong><\/td>\nAssessment \u2013 how are you planning to check learners\u2019 learning?<\/strong><\/td>\nCross-curricular links
\nHealth and safety check
\nICT links
\nValues links<\/strong><\/td>\n<\/tr>\n<\/tbody>\n\n\n\n\n- Group tasks enable the more capable students to lead \u2013 this is encouraged. Teachers assist the groups in their plans.<\/li>\n
- more able learners will be challenged by prompting their groups to develop more elaborate information to narrate.<\/li>\n<\/ul>\n<\/td>\n
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