План урока по обновленной программе "My body"

Unit 5: Health and body

School: Secondary school # 9

Date:

Teachers: Tatiana Rublyovskaya

Grade: Grade 2 «А»

Number present:

absent:

Theme of the lesson: Our body

Learning objective(s) that this lesson is contributing to

2.R1 read and spell out words for others

2.L1 understand a range of short basic supported classroom instructions

2.W3 write short phrases to identify people, places and objectives

2.S3 use a limited range of basic words, phrases and short sentences to describe objects, activities and classroom routines

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:

• Pronounce parts of body correctly

• Find body’s part in the list of words

Most learners will be able to:

• Make up sentences using target language grammar with teacher’s support

• Write down parts of body

Some learners will be able to:

• Make up sentences using target language grammar without teacher’s support

• Describe monster’s appearance

Assessment criteria

• Talk about objects, activities and classroom routines using topic words, phrases and short sentences

• Use and follow with considerable support simple words, phrases, sentences in reading familiar topics

Value links

Cultivates careful attitude to healthy, aspiration to healthy way of life

Previous learning

Grammar and vocabulary of Unit 4.Demonstrative pronounce this, that, these, those

Cross curricular links

Physical Education, Science

Plan

Planned timings

Planned activities

Resources

Beginning

3-5 min

(W)

Warm up (Lead in)

This is my body

This is my arm

This is my head

And this is my leg

Activity 1(Case-based problem solving exercises)

Teacher shows cards with pictures and Ss name only the first letter of each word and then they will have theme of the lesson

B O D Y

Pictures

Middle

2 min

(W/I)

2 min

2 min

5-6 min

(W)

2 min

(W)

5 min

(I)

3 min

(W)

7 min

(I)

(G)

(P)

4 min

(W)

1.Introdution of vocabulary « Parts of body»(head, shoulder, knee, toes, arm, leg, body)Drilling

Ss look at the pictures, repeat words after teacher and then teacher shows these body’s parts on her own body. After choral drilling teacher suggests some pupils and each row name parts of body.

2.Game «What’s missing»

T: Let’s play the game. Close your eyes, I take away one card, and you say what is missing. Model activity with a learner

3.Flashcards(Drilling)

a) «Fast» technique. Teacher shows cards very fast

b) «Slowly, slowly» technique. Ss identify parts of body in process of moving cards

c) «Lip reading» technique. Teacher doesn’t say any word, however she shows word with her lips

4.Reading and spelling words

Children read words from the board and spell them, after that pupils write down these words into vocabularies

5.Energizer

« Head, shoulders, knees and toes» song

6.Complete the sentence (Differentiation)

Ss write sentences using pronouns(these, that, those, this)

e.g This is arm, these are legs, those are toes

Teacher provides scaffolding (graphic organizer with this rule)

More able students are given more difficult task. They should write pronouns and complete these sentences with adjectives (short, long, big, nose)

e.g This is big head. That is short arm

(Scaffolding learners Tools)

7.Simon says (TPR)

Children listen closely to what the leader (Simon) commands them to do. If Simon gives a command by first stating, “Simon says…” Ss must obey Simon’s command. If Simon gives a command without first saying, “Simon says…” the listeners must not obey his command

8.Differrentiation by task (For correct answer Ss receive stars)

T: Let’s divide into three groups. Teacher divides pupils by their abilities.

Task for the first group «Wordsearch» (Active learning)

Ss look for the words written or drawn under the wordsearch and tick them off they find them. Set a time limit Once they have finished Pupils correct their sheets in pairs or group.

Criteria:

Circle 7 words correctly -7 stars

Circle 5 words correctly -5 stars

Circle less than 3 words correctly -2 stars

Task for the second group « Solve the crossword»(Active learning)

Teacher draws horizontal arrow ( ) and write «Across», draws a vertical arrow ( )and writes «Down» (Graphic organizer)

Teacher shows video «Parts of body» before Ss start to solve crossword

(Scaffolding learners Tools )

Criteria:

Write from 5-8 words correctly -8 stars

Write from 3-5 words correctly -5 stars

Write less than 3 words correctly -2 stars

Task for the third group «Little monsters» (Active learning «pairwork information transfer») HOTS

Pupils try to describe monsters while their partners try to identify it and write numbers in the box.

When pupils have finished they compare their worksheets to check they have the correct answers.

Criteria:

Identify 3-5 monsters -5 stars

Identify 2-4 monsters -3 stars

9.Have you got (TPR Mingle activity)

Ss asking and answering questions about their pictures to find their partner (another pupil with exactly the same card).Pupils move around classroom asking and answering questions to form pairs. When they think they have found their partner, pupils compare their cards to check.

e.g(Modelling)

-Have you got a leg?-Yes, I have

-Have you got a head?-No, I haven’t

Pictures

Flashcards

Vocabularies

White board

https://www.youtube.com/watch?v=h4eueDYPTIg

worksheet 1

worksheet 2

from primary vocabulary box

worksheet 3

https://www.youtube.com/watch?v=038Ebjj0Nu8

worksheet 4

from primary communication box

Cards

from primary communication box

3-5 min.

(W/I)

The tree of success

T: If our lesson was good and all was clear let’s stick green leaf on the tree but if you didn’t like our work and you didn’t understand theme you should stick red leaf. In addition, teacher can write recommendation in their diaries or copybooks and gives praises.

Additional information

Differentiation

Assessment

Health and safety check

Less able students name parts of body, spell words and do tasks with teachers support and scaffolding, modelling tasks, TPR. Teacher changes task types to matching or multiple-choice format

Visual aids: flashcards, videos, graphic organizer

Students that are more able describe appearance, solve crossword, and complete sentences without support from teacher’s side. Teacher uses technology to extend learners.

Using eavesdropping technique and going around Ss when they are doing tasks teacher should give advice and hints where children have mistakes. During all doing tasks there are criteria and children can assess each other (Peer assessment) In the end of the lesson using self-assessment evaluation (The tree of success) teacher can identify who didn’t understand the theme. Teacher use phrase to assess Ss («Good job», «Great», «Be attentive» etc.)

Using Health Saving energizer which help pupils to be more active and involve all learners into work