Body Parts. Ағылшын тілі, 3 сынып, сабақ жоспары.

• Unit 1. Animals

• School:

• Date:

• Teacher name:

• Grade: 3

• Number present:

• absent:

• Theme of the lesson: Body Parts 1

Learning objectives that this lesson is contributing to

3.1.6.1 understand some specific information and detail of short, supported information or talk on a limited range of general and some curricular topics;

3.3.1.1 recognize, identify and sound with support a limited range of familiar words in simple sentences

 Lesson objectives

 Assessment criteria

Learners have met the learning objective (3.1.6.1 / 3.3.1.1) if they can:

 Value links

Animal cognition

 Cross - curricular links

Geography, Biology

 ICT skills

Using videos& pictures

Previous learning

Animal types 2

Plan

Planned activities

Warm up

I.Vocabulary review for body parts "Simon says touch your knees". Learners with teacher make a circle.

Teacher should say the words related to the topic Parts of the body.

When Teacher says a sentence without the word "Simon"

Eg: "Touch your knees" then Learners shouldn't follow that instruction. If a Learner makes a mistake s/he has to sit out until the next round.

II. Learners are suggested to watch a video ‘Animals` body parts’ and predict the theme of the lesson.

"Why do animals have different body parts?" (to move, get food, and stay warm)

Tell the students, "Today we are going to focus on the different parts that help an animal move and the parts that help it to eat.

Presentation

Teacher explains to students that humans and animals have things in common.

They both have two eyes

They both have a nose

They both have a mouth

They both have two ears

They both have hair

Reading

• Pre- reading task:
• However there are many differences

Do the elephants have nose?

Do the tigers have teeth?

• Work with vocabulary from the text
• Reading task:

Learners read sentences comparing body parts and labelling animal diagrams.

• • A bird doesn’t have a mouth it has a beak.
  • Cats and birds have tails.
  • A tortoise has a shell, the other animals don’t.
  • A bird doesn’t have hands. A bird has wings .
  • A bird doesn’t have hair. A bird has feathers 
  • A tiger doesn’t have teeth. A tiger has fangs 
  • A tiger doesn’t have hair. A tiger has fur 
  • A tiger doesn’t have feet. A tiger has paws
• After reading task:

Complete the sentences

• • • • A bird has a ____________________
      • Cats and birds have ______________
      • A tortoise has a _____________
      • A bird doesn’t have ____________
      • A tiger has ________________

Training

Play "Animals Walk" game

Have everybody stand at one end of the classroom. First model: hold up a flashcard of a saigaantilope. Shout, "Jump like a saigaantilope!" – Then get down and crawl across the room like an antilope all the time roaring. Then have everyone do it. Then do for all the other animals (e.g. "Stomp like a bear!" “Run like a snow leopard!” “Fly like a golden eagle”).

Practice. Pair work.

Which animal is this? Write the name of the animal in the space after the description.

Group work

Differentiation:

High level students: Complete the description.

Low level students: Complete the description. Choose a word from the box

Reflection

Learners guess animals in riddles

Who am I?

I am a mammal with four legs, a tail, and a mane. I also have fangs and claws on my paws.

I am a _____and I live in _____________.

I live in the sea but I have no fins. I have eight tentacles and I can change colour. I am an____________.

I am a mammal with a snout and cloven hooves. I eat almost anything and live in forests. I also have tusks. I am a____________.

I have no legs. My skin has scales. I have fangs. I rattle my tail when I am ready to attack. I am a_________ .

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?

Less able students – greater support by means of prompts, visuals or writing difficult words on the board

More able students – independent work on definite tasks with little/no support

Allow for flexible groupings and cooperative learning, depending on the appropriateness to the task

Allow for extra time for students needing it, when appropriate

Give extra text or visual support to students needing extra English support

Create small learning groups for students needing extra support or enrichment with the co-teacher, when appropriate

through observation

Reflection

Were the lesson objectives/learning objectives realistic?

What did the learners learn today?

What was the learning atmosphere like?

Did my planned differentiation work well?

Did I stick to timings? What changes did I make from my plan and why?

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 or individuals that will inform my next lesson?