School: CSI “Oktyabrskya secondary school-kinder garden”
Teacher name: Absadykova A.S.
CLASS: 5 Term:1
Learning objectives(s) that this lesson is contributing to
5.W2 write words and phrases of regular size and shape
5.UE1 use singular nouns, plural nouns – including some common irregular plural forms use possessive forms ‘s/s’ with proper names and nouns to talk about ownership
All learners will be able to:
Name the part of bodies bodies in sigle and plural forms
write allrateld 4 new words and familiar ones on describing people
Most learners will be able to:
use sing and plural forms of noun including some common irregular plural
write new words and phrases accreting
Some learners will be able to:
make up the nouns including some common irregular plural form
use possessive forms with proper names to talk about ownership
Learners know some words of bodies and plural form of nouns
Planned activities (replace the notes below with your planned activities)
(G, W, f) Put learners in 6 groups and allow 5 minutes to brainstorm the topic on their card using words and phrases. Each group appoints a secretary to record ideas, a timekeeper and someone to feedback ideas at end of task. Take feedback and ask if other groups can add more vocabulary.
(W) Draw outline of a body on board. Elicit: head, face, eye, ear, nose, mouth, tooth/teeth, hair, body, shoulders, leg, foot/feet, arm, hand, finger
Explain body language shows what we think and feel.
Six cards with names of topics for group brainstorming activity
Color and shape animals? Food
https://www.teachers.cambridge esol.org/ts/digitalAssets/117422 _Young_Learners_English_Han dbook.pdf For Cambridge English Starters and Movers vocabulary lists
Teacher shows the video at the interactive board surprised, angry, sorry, afraid, tired and write on board. Learners take turns to show partner how they can communicate these feelings with faces, then whole bodies. Pairs demonstrate and others guess what they are communicating
(I, P) Learners write down three words or short sentences they would like to communicate to the class. Learners practice communicating them with a different partner from previous activity.
Activity: (W) Choose some learners to demonstrate body language to whole class. What are they communicating?
S-S: Bingo game
Provide a blank Bingo sheet and have the students write numbers 1-10 in the boxes. When completed, the teacher or another student will call out various numbers and words to write to this number. The winner is the first student to write out all the words on the sheet.
assessment on what they communicate
Ready-made bingo cards
I can make in plural form the bodies
I can make sentences using new words
This written feedback is hand out for students
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
I planed to give more support the weak students during the lesson and sat next with hard student and help them commenting/
I planed to check learners’ learning by formative assessment during lesson whole student.
Cross-curricular links Physical education, Biology
Health and safety check Do pairs demonstrate feelings with face. Then whole dodies.
ICT links Show the video
Values links Care health yourself and express your feeling and attitudes
Were the lesson objectives/learning objectives realistic?
What did the learners learn today?
Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.
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 achievements/difficulties of individuals that will inform my next lesson?
Body language is a term for communicationusing bodymovements orgestures instead of, or in addition to, sounds, verbal language or other communication. It forms part of the category ofparalanguage, which describes all forms of human communication that are not verbal language. This includes themost subtle of movements that many people are not aware of, including winkingand slight movement of theeyebrows. In addition body language can also incorporate the use of facial expressions.
Understanding body language
Although they are generally not aware of it, many people send and receive non-verbal signals all the time. Thetechnique of 'reading' people is used frequently. For example, the idea of mirroring body language to put people atease is commonly used in interviews. It sets the person being interviewed at ease. Mirroring the body language ofsomeone else indicates that they are understood.
Body language signals may have a goal other than communication. Both people would keep this in mind. Observerslimit the weight they place on non-verbal cues. Signallers clarify their signals to indicate the biological origin of theiractions.
Вам будут интересны эти курсы: