Body Parts

Short term plan
Long-term plan unit:
Unit 1. Animals
School: Secondary school №2 after M. Auezov
Date: 11.09.2018Teacher name: Ashenova B.B
Grade: 3bNumber present: absent:
Theme of the lesson: Body Parts
Learning objectives(s)
That this lesson is contributing to: understand some specific information and detail of short, supported information or talk on a limited range of general and some curricular topics; make basic statements which provide personal information on a limited range of general topics;, identify and sound with support a limited range of familiar words in simple sentences
Lesson objectivesLearners will be able to:
Identify and name animal body parts
Talk about animals` body parts using some of the new words in simple sentences
Recognize some of the new words with support in simple sentences
Assessment criteria
Learners have met this learning objective if they can: 
complete the tasks (90 %); talk about the animals body parts by using learned vocabulary
Value linksTeamwork: Ls will work well together in pairs showing respect and being polite with each other.
Cross - curricular linksLesson is connected Biology
ICT skillsUsage of presentation of classroom rules; review
Previous learningAnimals types
Planned timingsPlanned activities Resources
5  mins
-    Hello, children! How are you?
The teacher introduces the lesson objectives of today's lesson.
-    I wish you good luck
-    Be active.
-    Be attentive.
-    Be emotional.
-    Don’t interrupt each other.
-    Don’t say “I don’t”.
Teacher divides children into 3 groups, (throw giving parts of animals ‘pictures)
Learners choose one of the parts of pictures. They work in groups. Learners describe pictures and each child create sentences.
Name of the animal (type of the animal)
Habitat (where it lives)
Your opinion (like, don’t like, care, afraid)
Pictures of animals
Stars for answers

 Middle Pre-reading task:
Work with vocabulary
Differentiation by task
The first group of children (high level) work with vocabulary should guess the animal and make sentences with them
The second group of children (middle level) work with vocabulary and tell the name of animal which has got this part.
The third group of children (low level) rearrange the letters and find the words connected parts of body
Differentiation by task. Listen to the story. Learners should pay attention what about the story. Then put the story pictures in order. Match the pictures to the speech bubbles
B - 2
D – 3
A - 4
  • Are you tied? Let’s have a rest time
A good review for body parts and to relax ("Simon says touch your knees").  You could change Simon to your name to avoid confusion.  When Teacher says a sentence without the word "Simon" (e.g. "Touch your knees") then Learners shouldn't follow that instruction.  If a Learner makes a mistake s/he has to sit out until the next round
Act out the story
Teacher brings one child from each group to the front,  then children  should role play the story
Teacher gives a paper and coloured pencils to each group, and asks them to draw monster and describe it. Teacher gives each student one or two goes each before stopping and comparing monstersand asks students questions about the monsters (i.e. describe your monster… or how many wings does it have… depending on level/ability)
Then other groups asks some questions
For example: It’s got four big eyes and etc
1. What does your monster look like?
2. Has it got any?
3. What’s its name?
Stars for answers

Hat, masks
Picture of cow
Stars for answers
Stars for answers

5 mins
Teacher asks
Let’s count stars. How many stars have you got?
Formative assessment: Teacher gives students different comments. Like: Good job! You’re improving! Keep it up! Excellent! Well done! Bravo! Clever boy
  • Children what about have you spoken at the lesson ?
  • How many animals body parts  they remember
  • Do you like the lesson ?

I understand and I know
                    I understand but I have a mistake
                    I don’t understand and I don’t know
Additional information
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?Health and safety check
ICT links

Less able students – greater support by means of prompts, visuals or writing difficult words on the board
More able students – independent work on definite tasks with little/no support
Allow for flexible groupings and cooperative learning, depending on the appropriateness to the task
Allow for extra time for students needing it, when appropriate
Give extra text or visual support to students needing extra English support
Create small learning groups for students needing extra support or enrichment with the co-teacher, when appropriate
through observation
  • Work with the SMART board not more than 10 minutes
  • Use water based markers
  • Ensure proper ventilation
  • Check sockets’ safety
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?

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?

04 ақпан 2019 ж.3060

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