Short — term plan
Date: The 17th of April School: 244 by name I.Zhakhaev.
Grade: 1 Teacher name: Tashenova Alfiya
The theme: Health and body Number present: 12 Absent: 0
Lesson objectives: 1.L3. recognise with support common names and names of bodies 1.R2. recognise initial letters in names and places 1.S3. pronounce familiar words and expressions intelligibly 1.UE4. use determiners this, these
Learning objectives: All learners will be able to: recognize with names of bodies More learners will be able to: Some learners will be able to:
Target language New words: Body – дене Head – бас Eye – көз Ear – құлақ Hand — қол Foot – аяқ Shoulder – иық Mouth – ауыз Nose – мұрын Useful classroom language for dialogue/writing — What is this ? — What are these?
Values links Friendship, possibility, health, life
Cross – curricular links Biology, Chemistry, Art
Previous learning To remember about musical instruments. Through ask questions — what can you do? — I can jump. — what instruments can you play? — I can play guitar?
Planned timings Planned activities Resources
I. To create a positive atmosphere in the class II. To divide into three groups with fruits. 1. 1st group “Health” 2. 2nd group “Wealth” 3. 3rd group “Happiness” Warm – up: I can jump I can run I can climb out in the sun! I can jump I can run I can swim out in the sun! Leaflets Pictures
Brainstorming “Snow ball” method. To remember the previous lesson. The teacher will throw the snow ball papers to pupils, pupils take them and opened. The teacher ask: what is it? Answers: it is a guitar or piano White paper
Presentation Pupils’ books closed. Put up the flashcards, one at a time, on the board and say the corresponding words. The pupils repeat, chorally and /or individually. Then point to each flashcard in random order. Ask individual pupils to name them. Ask the rest of the class for verification. Interactive board
“Pocket of words” Complete the words Write an incomplete word on the board, e.g ha_d. Shou_der, he_d, ask a pupil to come to the board, complete the word, then say and mime the action. Ask the rest of the class for verification. Repeat the activity with as many pupils as you think is necessary. Marker Board
Listen and play Set the scene by asking the pupils questions about what they can see in the pictures. Teacher: Let’s play, children! Touch your … Class: eyes! Picture
Refreshment moment Touch your eyes and your nose and say: touch your eyes! Touch your nose! Invite the pupils to repeat the phrase and mime the action. Follow the same procedure to present the rest of the song. Play the CD. The pupils listen and look. Divide the class into three groups. Play the song again. The groups sing the assigned verses. Time permitting, play the song a third time for the pupils to sing the song as a class. CD
The ending of the lesson.
Ask the pupils to choose one
facial feature hair. The pupils
draw and color as many different
shapes and sizes and colour of
hair, noses, eyes, ears and mouths
as they can think of. Go around
the classroom providing any
necessary help. Display their work
somewhere in the classroom. Extension activity ask the pupils to take out their story cutouts. Ask them to shuffle them. Play the dialogue for the first frame. Ask the pupils to show you the corresponding cutout. Repeat with the rest of the dialogue Colours paper Markers Color pencils
How do you planning helping?
How do you planning give up heavy
tasks for the best pupils? REFLECTION Teacher gives the comments about pupils’ work and awards pupils with cards of smiles.
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? Cross-curricular links Health and safety check ICT links Values links
· Group tasks enable the more
capable students to lead – this is
encouraged. Teachers assist the
groups in their plans.
· more able learners will be
challenged by prompting their
groups to develop more
elaborate information to narrate. · through questioning and the redirecting of questioning in feedback activities · through observation in group and performance activities Cross-curricular link with art.
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?
What two things went really well
(consider both teaching and
What two things would have
improved the lesson (consider both
teaching and learning)?
What have I learned from this lesson
about the class or individuals that
will inform my next lesson?