Поурочный план Our body

Lesson plan

Unit:  Health and body				School:
Date:20.02.2020				Teacher: Bakovets E.R
Class: 2				Number present:7	absent:1
Title:   Our body                              Health and body
Learning objectives			2.L1 understand a range of short basic supported classroom instructions  2.S3 use a limited range of basic words, phrases and short sentences to describe objects, activities and classroom routines 2.R1 read and spell out words for others 2.UE6 use demonstrative pronouns this, these, that, those to make and respond to requests for information
Lesson objectives			All learners will be able to: Recognize teacher’s instruction with some support Use topic words to speak about body  with support  Read topic words confidently Ask and answer the questions using demonstrative pronouns with support Most learners will be able to: Ask and answer the questions using topic words confidently Some learners will be able to: Speak on topic confidently
Assessment criteria			Follow supported classroom instructions Name and use main words of topic vocabulary Read simple text Use demonstrative pronouns to give information
Language objectives			Vocabulary of parts of body: head, eye, ear, nose, shoulder, mouth, leg, fingers, palm. thumb
Value links			respect each other’s opinion
Cross curricular links			Anatomy, Medicine
ICT skills			Using video
Previous learning			Greetings, personal information
Plan
Planned timings	Planned activities					Resources
Beginning 0-5	CLASS ROUTINE Greeting Duty’s  report Checking the register STARTER (D)Warming up.        At the beginning of the lesson, students remember the word Big and Small. I am big, I am big I am very, very big! My ears are big My nose is big I am very, very big! I am small, I am small I am very, very small My ears are small My nose is small I am very, very small					2 verses of worksheets
Middle 5-34 minutes	INTRODUCTION T.: today we are learning to read and use new words about parts of body. This helps us to describe our body. DEVELOPMENT Pre-listening [W] [P] TPR Teacher drills pronunciation of the words correctly. Once they repeat after the Teacher, then they repeat individually Braine,Heart,Bones,Eyes,Muscules,Theeth, Skin .. Then, Teacher shows the body and students should name without teacher’s support Next, Teacher shows the pictures of body and asks: What is it?. Students  answer e.g. It is a Skin …Then, do the same in pairs. Descriptor: a student: Repeats after the teacher Recognizes new words Answers the questions Assessment: Teacher’s oral feedback Differentiation: By teacher’s support (using gestures, wait time, partial answer) [W] Children are given pictures of products, parts of the body. Children should be pasted which product helps which part of the body. [P] [f] Two movable rows. Teacher shows the example. Distributes cards with pictures. Students make two lines and stay face to face. A student shows card with a picture to the partner. Partner answers. A learner compare partner’s answer with a key. Then, right row moves one step to the left and change the partners. Use this/ these, that/ those to name the objects. Example: These are eyes. That is an ear.   Descriptor:   A learner ·         Makes up sentences using this/these ·         Makes up sentences using that/those ·         Assess each other orally Peer assessment. Students assess partners through criteria. Differentiation by support. More able students may help with answers to less able partners. While-Listening. [P, I] Teacher divides learners into three pairs, the most able learner will work individually. Listen to the song for details and complete the missing letters ON THE CARDS. B_aine ,Hea_t ,Bones ,E_es, M_usc_les ,T_ee_h, S_in Peer-Assessment. Pairs check other pairs using game ‘CAROUSEL’. After less able students read the words for others by support. Post-listening. [W] Sing along with movements. (FINGERS, TOES, EYES, NOSE, ARMS, LEGS, HAIR, HEAD, FEET) [W] Listen and do! Follow the instructions. Students read the instructions one by one and the whole group follows them. 1. Clap your hands, please. 2. Show me your right foot, please. 3. Put your right hand on the desk, please.  4. Jump up high, please.  5. Write the letter A with your left hand, please. 6. Write the letter B with your right hand, please.  7. Stamp your left foot, please. Descriptors A learner reads instruction follows instructions accordingly					PPT/ cards Pictures: https://www.pinterest.com/pin/490188740673194202/?lp=true Cards with pictures. PPT: criteria on the board Song. Http://www.youtube.com/watch?v=h4eueDYPTIg Cards with instructions
End 34-40  min	PLENARY. Teacher provides discussion where learners say how many, what words they have learnt. Then asks learners create how to say good bye by different parts of body. Assessment:  Teacher gives some prizes to the best participants and gives feedback. CLASS ROUTINE Giving home task Saying good-bye					Prizes: candies and cookies
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
More support can be given less able students through supported pictures which help them to do the task.  More able students can be challenged using spaces instead of pictures and they have to guess and fill them More support can be taken by less able students from the teacher in the middle of the lesson		Monitor correct pronunciation  and correct using new word during pair and group work Provide discussion and feedback work after each self, peer and group assessment work Observe and monitor how students assess each other during strategy ‘carousel’  Provide discussion where learners say how many, what words they have learnt in the plenary stage				Health Safety. Keeps learners health through using different forms of activity which allows learners move walk and change their seats during work