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Body parts

Искакова Клара Кабдуллаевна
Учитель английского языка
Чкаловская специальная (коррекционная) школа-интернат для детей с ограниченными возможностями в развитии
с. Чкалово, Тайыншинский район, Северо-Казахстанская область, Казахстан

Unit 5: Health and body School: Chkalov boarding school
Date:  18.02.2021 Teacher name: Iskakova  Klara  Kabdullaevna
 Grade: 2 A Number present: 6 absent: 0
Theme of the lesson: Body parts
Learning objectives(s) 2.S3 pronounce familiar words and expressions intelligibly 2.W3 write familiar words to identify people, places and objects 2.R1 recognise, sound and name the letters of the alphabet        
Lesson objectives                 All learners will be able to: Complete the words with correct letter Most learners will be able to: Pronounce the words correctly  Some learners will be able to: Build sentences about their body      
Assessment criteria Learners have met this learning objective if they can:  — name the new vocabulary correctly  
Value links Ls will show respect and be polite with each other.
Cross curricular links Biology
ICT skills
Previous learning Revision of present continuous
Planned timings Planned activities   Resources
Beginning     5 mins           Middle 10 mins           10 mins                         10 mins     This lesson learners will learn the body parts and their names in English. Teacher starts the lesson with   new vocabulary with the help of cards.  Learners write down the new words in their copy-books and then repeat them after the teacher.. Then ask learners for a little short competition to show you the cards as you recall them.   Listening. Task 1 Ex.2 p.60 Sing the Teddy Bear song.   Listen to a song and ask kids to name the body parts. This checks their knowledge from last year (assessment for learning).Basing on the knowledge, teacher may plan further activities.  Task 2 Learners get cards with words where the letters are missing. Their task is to complete the missing letters ON THE CARDS. For the moment, learners have to be able to name them.  (FINGERS, TOES, EYES, NOSE, ARMS, LEGS, HAIR, HEAD, FEET)  Task 3  To revise parts of body and actions people do with them, this activity is organized. Teach kids 4 actions they can do by presenting them. Try some actions and train them to do in practice: touch, wiggle, clap and stamp. Learners describe  the picture of a face with the correct word with teacher’s support.Listen to the teacher and tick the monster that is described. It has got 3 eyes, 1 round head, 1 mouth (pic 2)It has got 4 ears, 2 teeth and fingers (pic 3)It has got 2 long ears, no arms, 2 eyes. (pic 1)It has got 1 big eye, 6 teeth, 2 horns, no arms and legs.   Go back to the cards and ask kids to write down the names of body parts there and cut them out. As soon as they cut them, assign partners and explain how to play a game for memory. Game: cards are face down, turn over the card and turn it back. Then turn one more. Turn all of the back down to the desk. In a minute test yourself where the particular card is. Or as a variant – ask your partner to name all the cards by memory. Allow kids to draw the parts of body on the cards.         cards                   dices and marker                   same cards      
End 5 mins Home task: learn the body parts  
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? Support for weaker students: working in pairs/groups, individually Challenges for moreable students: Encouraged to do more writing; assist weaker students. Assessment – how are you planning to check learners’ learning?   Monitoring Checking the task Feedback on the work Health and safety check
ICT links

Differentiation can be by task, by outcome, by individual support, by selection of teaching materials and resources taking into account individual abilities of learners (Theory of Multiple Intelligences by Gardner). Differentiation can be used at any stage of the lesson keeping time management in mind   Differentiation by task, by outcome, by individual support, by selection of teaching materials and resources taking into account individual abilities of learners. Health promoting techniques Breaks and physical activities used. Points from Safety rules used at this lesson.
Reflection   Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO? If not, why? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why?                           Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson. 
Summary evaluation     What two things went really well (consider both teaching and learning)? 1:   2:   What two things would have improved the lesson (consider both teaching and learning)? 1:   2:   What have I learned from this lesson about the class orachievements/difficulties of individuals that will inform my next lesson?        

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