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 title

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?

Plan

Planned timings Planned activities Resources

Start

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

Middle

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.

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)?

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?