HYPERLINK "http://learnenglishkids.britishcouncil.org/en/songs/people-wor" Бекітемін:____________
Short term plan
Unit 2. My family and friends
Theme: People I know School: 114
Date: 18.10.2017 year. Teacher name: Arlenkeyeva G.
CLASS: 2A\B Number present: absent:
Learning objectives(s) that this lesson is contributing to 2.L3 recognise with support common names and names of places and the spoken form of a limited range of everyday and classroom words
2.S1 make basic statements related to personal information, people and objects on familiar topics and classroom routines;
2.S3 use a limited range of basic words, phrases and short sentences to describe objects, activities and classroom routines;
2.UE3 use common adjectives in descriptions and to talk about simple feelings.
Lesson objectives All learners will be able to:
Name parts of the body correctly;
Draw a face of a girl and a boy ;
Most learners will be able to:
Find five differences between two pictures;
Some learners will be able to:
Talk about differences using topical vocabulary.
Success criteria The students can make a description of a person or an animal using new words (adjectives and parts of body)
Value links Respect diversity of differences
Cross curricular links Kazakh language, Art
ICT skills Interactive board \PPT
Previous learning Helping hands 2
Planned timings Planned activities (replace the notes below with your planned activities) Resources
Min The teacher greets the students and asks questions to them.
-Nice to meet you!
-Nice to meet you again!
-How are you?
-We are fine, thank you!
Dividing into subgroups: Teacher divides learners into subgroups using: a shapes \circle, square, triangle\
Today we shall learn the new words meaning parts of the body.
Now pupils please look at the board!
The teacher can attract the students’ attention by drawing a picture on the board. It may be a picture of an animal or a man(girl, boy) with arms, legs, body included. Then the teacher gives explanations to what they are going to study at the lesson. Also the teacher may ask questions to them?
What is this? Is this a ……..?
Is this a cat or a dog in the picture?
What can you see on the board?
Why did I draw it on the board?
After the students have guessed the pictures announce the lesson objectives to them. Tell them they will study body parts at the lesson and learn new vocabulary.
Pupils listen to the song to drill pronunciation, repeat the bodyparts vocabulary using a song. The teacher pays attention to the words students don’t know and also to the reading rules (th, ch, sh, ck, ee, oo). Students repeat the words after the teacher in chores and individually.
Eye hair teeth chin nose mouth head neck ear face tongue cheek
foot finger toes knee
ankle body head shoulders
arm back legs hand
Students do activities from the slides 7-10 in order to practise the use of new words, use of has with she, he, it. Pay attention to the fact that we use have with I, we, you, they.
min Pair work.
-Now pupils look at the picture of two monsters.
- Are they different?
-Can you find the difference? Let’s find 5 differences between these two monsters.
Draw students attention to the pictures of the food and drink and ask students to identify them (a sandwich and a milkshake)
Tell students they have to look at the pictures of the monsters and find the five differences between them. You may want to tell students to circle the differences on the picture of the second monster.
Tell students to trace the food and drink in the thought bubbles
After they have traced and found all the differences divide them into pairs and have them take turns talking about the differences between the monsters.
Point out the first difference to students to demonstrate what they must do. Point first to the first monster and say, It has (got) four ears. Then, point to the second monster and say, It has (got) four five ears. Point out to students they should say what each monster is feeling as well, e.g 1st monster It’s hungry. 2nd monster It’s thirsty.
When students finish, tell them to colour the pictures.
It has got three eyes. It has got one eye.
It has got four ears. It has got five ears.
It has got one nose. It has got two noses.
It has got three arms. It has five arms.
It has two legs. It has four legs.
The activity is aimed to involve students to speak and cooperate with their partner. Identifying the differences becomes an act of genuine communication.
Worksheet “find the differences”
Min Whole class work \draw a face\
-Now pupils, would you like to draw?
-Do you like drawing faces?
We shall draw two faces of a girl and a boy.
You should draw the colour the eyes, hair, the nose and the mouth for every shape.
Teacher gives every learner a worksheet. The teacher reads the instructions first, learners listen to and draw features according to the description of people heard. The teacher circles the classroom to see if students do the task correctly
He has got short hair. He has got dark hair.
He has got blue eyes. He has got long lashes.
He has got a big mouth. He has got a big nose.
She has got long hair. She has got blonde hair.
Her eyes are green. She has got green eyes
She has got long lashes. She has got a red mouth
At the end of this activity the teacher takes the correct work and shows to others in order to check their works.
Plenary- students revise parts of body, what they have learnt from this lesson, what was the most interesting and challenging for them.
What did you like in this lesson?
Was it interesting or not?
What was the most interesting today?
Did you like your drawing practice?
[I] Give learners a worksheet entitled. A learners listen to a description and draws.
Home work- the students are given the site where they play a game and make a monster Worksheet 2
draw a face
Riddles about animals
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 linksHealth and safety checkICT linksValues links
More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support (fewer letters to complete)
Greater challenge will be provided through inclusion of some digraphs e.g. shch and through extension task Through feedback in sounding, word search and un-jumbling tasks
By monitoring outcomes in back-writing task Value links: empathy and awareness that people from different cultures have different names / short names
Cross-curricular links: awareness of rhyme of a language phenomenon
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 orachievements/difficulties of individuals that will inform my next lesson?
School № 114
Short term plan
The theme: “People I know”
Teacher: Arlenkeyeva G.