Body parts. Ағылшын тілі, 2 сынып, сабақ жоспары. 2 сабақ.

Lesson plan

Long-term plan Unit 7: The natural environment

School: NIS, Taldykorgan


Teacher name: Ponamareva N.A.

Grade: 2

Number present:


Theme of the lesson:

Body parts 2

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:

-spell the words correctly

Most learners will be able to:

Complete the listening exercises with most of correct answers

Some learners will be able to:

Follow the instructions and ask some more questions and tasks to challenge themselves

Success criteria

Learners have met this learning objective if they can:

- name the new vocabulary correctly

Value links

Ls will work together as a group showing respect and being polite with each other.

Cross curricular links

Talking about body parts kids will be able to share their knowledge in science

ICT skills

Teacher may use the laptops or tablets to play online game for revision

Previous learning

Body parts 1


Planned timings

Planned activities



5 mins


5 mins

10 mins

15 mins

Teacher starts the lesson with the PPT with vocabulary on it and drills pronunciation and words. Then ask learners for a little short competition to show you the cards as you recall them.

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. Then play a game on the PPT by inviting kids to the board or PC to press the correct button.

(FA) To train the spelling learners are asked to open their copybooks and write English version of the words they study. Write the vocabulary quiz to check the spelling: fingers, toes, eyes, nose, arms, legs, hair, head, feet. Peer assess.

One of the skills is to understand the body parts named in speech. Learners should know that they need to be able to name them in order to describe monsters or animals. Before listening ask learners to name what they can see on the picture.

Listening, Give the instructions of what to do and start naming sentences:

  • Students label 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.
  • Listen to the teacher and colour the face into different colours.

It has red nose, blue hair and green face. Her eyes are purple.

Peer assessment: learners are asked to compare the results of their individual listening task.

PPT or cards to be used



Worksheet 1


5 mins

Plenary: Learners have to close their eyes and touch \ wiggle \ shake \ etc. their body parts. Teacher makes notes on the progress.

Reflection: Ask learners what they have learnt and what was still difficult. Ask them to show their fingers to assess their progress.

Home task: complete the worksheet and draw a monster with description.

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?


Checking the task

Feedback on the work

Health and safety checkICT linksVideo, PPT

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.


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)?



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?

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