Lesson plan Body language

Short-term plan :

Unit 1: Professions and Ways of Communication

Term 2

Lesson:

School: NIS Kokshetau

English

Date: November 22, 2019

Teachers: Aliya Tashenova

Grade: Grade 4 C

Number present:

absent:

Theme of the lesson:Body language

Learning objective(s) that this lesson is contributing to

4.S1 make basic statements which provide personal information on a limited range of general topics

4.L3 understand the main points of short, slow, carefully articulated talk on a limited range of general and some curricular topics

4.W6 use upper and lower case letters accurately when writing names, places and short sentences during guided writing activities

Lesson objectives

All learners will be able to:

• Identify 5 countries and nationalities through pictures

• Say where they come from

Most learners will be able to:

• Identify 6-8 countries and nationalities through audio record

• Say where they and their friends come from and what nationalities they relate to with teacher’s limited support

Some learners will be able to:

• Say 9-10 countries and nationalities

• Say where they and their friends come from, their languages and what nationalities they relate to without teacher’s support

Language objectives

Use common Present Simple Tense to talk about different nationalities and countries

ICT skills

Projector

Value links

Communication

Previous learning

Treasure and Heritage

Cross curricular links

Physical Education, Anatomy

Intercultural awareness

Learners can name different languages and countries

Kazakh culture

Learners can say what languages people in Kazakhstan can speak

Pastoral Care

Assure you met all learners’ needs

Plan

Planned timings

Planned activities

Resources

Beginning

10 min

(W)

Greeting & Objectives

• Greet learners and let them take their places.

Warming up “The secret message”. Ask students what words they can say to each other without pronouncing them, just with a help of their body language. Have a volunteer to come up in front of the class; S reads a “message” and shows it using mimes and gestures only, the others are to guess the word. T mentions the importance of the ability to use gestures and miming.

• Draw learners’ attention to the lesson objectives and make sure they all understand them:

• Have learners write the date, topic

PPT

cards

Middle

10 min

W

PW

Introduce a new topic

Ask students if they know that in different countries people greet each other in different ways. Show the students PPT slides.

Introduce new countries and languages by playing a short video.

T asks ss to greet each other using gestures, ss are to guess what country their peer is from.

Scaffolding should be written on the board.

Are you from Korea? Are you Korean?

T asks:

Where are you from? Where is your peer from?

PPT slides

White board

15 min

(I/P)

Listening and Speaking

Pre-listening: Ss are to fill out the table using info from the book; they write down countries and nationalities in 2 columns. Practice and drill the pronunciation.

Listening: Students look through the task (ex.1, p.3), Ss listen to the song. Make sure that all learners understand the meaning of the song. Ss are to write appropriate name in their copybook.

Differentiation: Ask some higher able learners to tell about each person.

e.g.Tia is from the UK.

Jill is from the US.

Ss sing a song all together.

Post-listening: There are some countries names on the board, ss are to write 6 sentences (using pronouns):

e.g. I am from Kazakhstan

He is from the US.

She is from Mexico.

Differentiation: Higher able ss are to add their nationalities.

Ss do a dynamic break.

Listening: Ss do ex.4 p.5. Have learners fill out the table while listening.

GET SMART WB

ex 1 p.3

PPT

video

5 min

I

Homework & Reflection

Speaking practice: Scaffolding should be written on the board; Ss are to interview each other according to the previous task:

Where is Lin from?

She is from China.

What is her nationality?

She is Chinese.

What language does she speak?

She speaks Chinese.

Get smart 4, Ex.1-2, p.4-5

PPT

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 able learners can be encouraged to write more for what words they learned that day at the end of the lesson. More able learners may be paired with students needing extra help for the TPS at the beginning of the lesson.

The teacher will be able to assess how well the students have acquired the new words through speaking practice. The teacher will know how well the students are doing at writing the new words and sentences by circulating the room often and checking written work.

Lessons will be delivered in accordance with health and safety standards.

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?