Body Parts. Ағылшын тілі, 3 сынып, сабақ жоспары. 4 сабақ.


Lesson plan

  • Unit 1. Animals
  • School:
  • Date:
  • Teacher name:
  • Grade: 3
  • Number present:
  • absent:
  • Theme of the lesson: Body Parts 2

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;

3.2.1.1 make basic statements which provide personal information on a limited range of general topics;

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

Lesson objectives

Learners will be able to:

Identify and name animal body parts

Talk about animals` body parts using some of the new words in simple sentences

Recognize some of the new words with support in simple sentences

 Assessment criteria

Learners have met this learning objective if they can:

complete the tasks (90 %);talk about the animals body parts by using learned vocabulary

 Value links

Teamwork: Ls will work well together in pairs showing respect and being polite with each other.

 Cross - curricular links

Lesson is connected Biology

 ICT skills

Usage of presentation of classroom rules; review

Previous learning

Body parts 1

Plan

Planned timings

Planned activities

Resources

Beginning

5 mins

Warm up

Leaners watch short video, guess the topic, and try to predict the LOs.

The topic and Los are presented.

PPT

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

Presentation

Leaners are suggested to watch video, about different animals body parts.

Teacher shows PPT to pre-teach active vocabulary.

antlers, claws, fins, fur, gills, hooves, horns, paws, scales, shells, spots, stripes, tentacles, tusks, wings

Practice. Speaking

Teacher draws or shows an animal (lion) on the board.

It has _____ (a head, a tail, …)

“ Can you think of any animals that have these body parts?”

Teacher shows some words for talking about animals` body parts. Students should guess what animal have these body parts.

Example :

Spots

What animal has these body parts? Leopard

Differentiation by task

Teacher divides students into 2 groups, gives a vocabulary worksheet to each group, and asks them to follow the instructions.

1) The first group of students (high level) work with vocabulary should guess the animal and make sentences with them

2) The second group of students ( low level) work with vocabulary and tell the name of animal which has got this part.

Creepy Animal Game

Each student has a piece of paper.

Teacher brings one student from each group to the front, then students roll the dice and pick up a piece of paper from the “Body Parts Bag” (include eyes, legs and arms)

Students should tell their team and everyone has to draw that number of body parts onto their Monster.

(5 shells… 1 beak…. )

Teacher gives each student one or two goes each before stopping and comparing monsters and asks students questions about the monsters (i.e. describe your monster… or how many wings does it have… depending on level/ability)

DIDACTIC MATERIAL 1

End

5 mins

Reflection

Teacher asks students how many animals body parts they remember

Home task: learn the new vocabulary (home task worksheet)

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?



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