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Our body

Макеева Шолпан Тлектесовна
Макеева Шолпан Тлектесовна
Акмолинская
Щучинск
СШ №3
Английский язык
Класс:
2 класс
Раздел:
Health and body
Тема:

Our body

27.01.2020
89
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Цели обучения (ссылка на учебную программу): <p>2.S3 use a limited range of basic words, phrases and short sentences to describe objects, activities and classroom routines </p><p>2.R1 read and spell out words for others&nbsp;&nbsp;&nbsp; <br></p>
Цели урока: <p>&nbsp;All learners will be able to: -name the parts of the body, read, describe objects and spell out words part of body&nbsp; </p><p><br></p><p>Most learners will be able to: -apply the letters to construct the words about parts of the body and read them&nbsp; </p><p><br></p><p>Some learners will be able to: -to compose some short sentences with grammar construction I have got <br></p>
Языковые цели: &nbsp;Head, ears, eyes, mouth, nose I have got… <br>
Ожидаемый результат: <p>&nbsp;-&nbsp;&nbsp; &nbsp;read and spell words for others </p><p>-&nbsp;&nbsp; &nbsp;compose some short sentences using new words and spell for others&nbsp; <br></p>
Критерии успеха: &nbsp; -&nbsp;&nbsp;&nbsp; read and spell words for others&nbsp; -&nbsp;&nbsp;&nbsp; compose some short sentences using new words and spell for others&nbsp; <br>
Привитие ценностей: &nbsp;Learners will work together as a group showing respect and being polite with each other.
Навыки использования ИКТ: &nbsp;Good
Межпредметная связь: &nbsp;Biology
Предыдущие знания: &nbsp;Revision

Ход урока

Этапы урока Запланированная деятельность на уроке Ресурсы

Начало урока

 <p>&nbsp;Class routine Greeting.&nbsp; </p><p>Teacher greets the pupils: Good morning, children!&nbsp; I’m glad to see you.&nbsp; Learners answer: Hello teacher. I’m glad to see you to Teacher: Sit down, please.&nbsp; Tell me, please, who is absent today?&nbsp; Teacher says: I’ll call your names. Say: here or absent. </p><p>Starter Warm up&nbsp; TPR method (there is a Video about “Our body”Head, Shoulders, Knees &amp; Toes - Exercise Song For Kids.song “and children show some activities) </p><p>Teacher shows the video and&nbsp; learners do the warm- up stand up&nbsp; and touch your body parts. Introduction After it the teacher asks&nbsp; to predict the theme of the lesson from this task: teacherasked learners to guess the theme of our lesson from the collect the letters.&nbsp; <br></p> <p>Youtube.com</p><p>PPT (slide 1) Video about “Our body”Head, Shoulders, Knees &amp; Toes - Exercise Song For Kids.mp4 <br></p>

Середина урока

 <p>&nbsp;Development Main: </p><p>1) Eliciting (D)(I) Teacher elicits the&nbsp; kinds of&nbsp; body they know, spells them and describe.&nbsp; </p><p>2) Drilling (D),(W), (I)Then the teacher show the cards and the learners should be read and repeat after the teacher in chorus.&nbsp; The first word is hair&nbsp;&nbsp;&nbsp;&nbsp; HAIR The second word is eyes&nbsp;&nbsp;&nbsp;&nbsp; EYES The third word is ears&nbsp;&nbsp; EARS The fourth word is nose&nbsp;&nbsp;&nbsp;&nbsp; NOSE And the last word is mouth&nbsp;&nbsp; MOUTH </p><p>Descriptor for a learner: - names and read 5 word about parts of body; - spells this words correctly; - reads the new words correctly </p><p>Assessment:&nbsp; oral assessment&nbsp; (good, excellent, try be better) Interaction patterns: T-Ss&nbsp; </p><p>3) Grammar translated method (G,P) Teacher asks the learners to stand up and make a circle. Teacher asks learners to try to speak about their parts of body using the grammar constructionIHAVE GOT… For example: I have got hair I have got eyes I have got ears I have got nose I have got mouth </p><p>Descriptor for a learner: - repeat the sentences correctly - translate the sentences correctly - compose some short sentences with grammar construction&nbsp; I have got </p><p>Assessment: smiles&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Excellent&nbsp;&nbsp; good&nbsp;&nbsp;&nbsp;&nbsp; try be btter&nbsp; Interaction patterns: Ss-Ss&nbsp; </p><p>4) Comprehension check (D,G)Teacher says learners to open their book on the page 60 exercise 1. and to insert missed letters correctly then draw and colour Teddy Bear’s body parts.&nbsp;&nbsp;&nbsp; </p><p>Descriptor for a learner: - spell missed letters correctly - draws and colours Teddy Bear’s body parts&nbsp;&nbsp; </p><p>Assesment:&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; first of five&nbsp; Interaction patterns: Ss-Ss&nbsp; </p><p>5) Matching method (G) Teacher gives learners sheets of paper and learners should match&nbsp; pictures and words.&nbsp; &nbsp;&nbsp;&nbsp; &nbsp;Hair &nbsp;&nbsp;&nbsp; &nbsp;&nbsp;&nbsp; &nbsp;Mouth &nbsp;&nbsp;&nbsp; &nbsp;&nbsp;&nbsp; &nbsp;Eyes &nbsp;&nbsp;&nbsp; &nbsp;&nbsp;&nbsp; &nbsp;Ears &nbsp;&nbsp;&nbsp; &nbsp;&nbsp;&nbsp; &nbsp;nose </p><p>Descriptor for a learner: - matches the picture and words correctly; -changes tasks with other groups and check task Assessment:&nbsp; oral assessment&nbsp; (good, excellent, so so…, wrong ) Interaction patterns: Ss-Ss&nbsp; </p><p>6) Segmenting (G,W)Teacher gives only letters and learners should gather words from these letters H&nbsp;&nbsp; &nbsp;A&nbsp;&nbsp; &nbsp;I&nbsp;&nbsp; &nbsp;R&nbsp;&nbsp; &nbsp; E&nbsp;&nbsp; &nbsp;Y&nbsp;&nbsp; &nbsp;E&nbsp;&nbsp; &nbsp;S&nbsp;&nbsp; &nbsp; E&nbsp;&nbsp; &nbsp;A&nbsp;&nbsp; &nbsp;R&nbsp;&nbsp; &nbsp;S&nbsp;&nbsp; &nbsp; N&nbsp;&nbsp; &nbsp;O&nbsp;&nbsp; &nbsp;S&nbsp;&nbsp; &nbsp;E&nbsp;&nbsp; &nbsp; M&nbsp;&nbsp; &nbsp;O&nbsp;&nbsp; &nbsp;U&nbsp;&nbsp; &nbsp;T&nbsp;&nbsp; &nbsp;H </p><p>Descriptor for a learner: - gathers letters correctly - reads and spells the words - compose short sentences using words parts of body&nbsp;&nbsp;&nbsp;&nbsp; </p><p>Assessment:&nbsp;&nbsp;&nbsp; ExcellentVery good&nbsp; good&nbsp; Interaction patterns: Ss-Ss <br></p> <p>&nbsp;PPT (slide 2)&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; PPT (Slide 3) </p><p>Picture – hair&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Picture – eyes&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Picture – ears&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Picture – nose&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Picture – mouth&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; PPT (Slide 4)</p><p> A game I have got&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; cards&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; cards&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; envelopes with letters <br></p>

Конец урока

 &nbsp; Plenary&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Teacher monitors the activity and at the end of it provides feedback (I) learners do feedback&nbsp; using Can do strategy&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Assessment Criteria&nbsp;&nbsp;&nbsp; Yes&nbsp;&nbsp;&nbsp; No 1&nbsp;&nbsp;&nbsp; I know 5 types of parts of body&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 2&nbsp;&nbsp;&nbsp; I can spell 5 types of parts of body&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 3&nbsp;&nbsp;&nbsp; I can complete sentences using grammar construction I have got&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 4&nbsp;&nbsp;&nbsp; I can match picture and words about parts of body&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 5&nbsp;&nbsp;&nbsp; I can assemble words from the letters&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Class routine Then the teacher asks learners to choose one apple and stick it on the tree, but first listen to the rule&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; If learners liked the lessons and learned all the words of today’s lesson, learners should glue a red apple on a tree, if learners like the lesson, but did not understand all the words learners should glue the green apple. If learners did not like the lesson and did not learn anything then theyglue the yellow apple. Home task: to learn all words about parts of body and exercise 3 page 73 in book.&nbsp;&nbsp; <br>

Рефлексия

 <p>&nbsp;Plenary&nbsp;&nbsp; &nbsp; </p><p>Teacher monitors the activity and at the end of it provides feedback (I) learners do feedback&nbsp; using Can do strategy&nbsp; &nbsp;&nbsp;&nbsp; &nbsp;</p><p>Assessment Criteria&nbsp;&nbsp; &nbsp;Yes&nbsp;&nbsp; &nbsp;No 1&nbsp;&nbsp; &nbsp;I know 5 types of parts of body&nbsp;&nbsp; &nbsp;&nbsp;&nbsp; &nbsp; 2&nbsp;&nbsp; &nbsp;I can spell 5 types of parts of body&nbsp;&nbsp; &nbsp;&nbsp;&nbsp; &nbsp; 3&nbsp;&nbsp; &nbsp;I can complete sentences using grammar construction I have got&nbsp;&nbsp; &nbsp;&nbsp;&nbsp; &nbsp; 4&nbsp;&nbsp; &nbsp;I can match picture and words about parts of body&nbsp;&nbsp; &nbsp;&nbsp;&nbsp; &nbsp; 5&nbsp;&nbsp; &nbsp;I can assemble words from the letters&nbsp;&nbsp; &nbsp;&nbsp;&nbsp; &nbsp;&nbsp; Class routine Then the teacher asks learners to choose one apple and stick it on the tree, but first listen to the rule&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; If learners liked the lessons and learned all the words of today’s lesson, learners should glue a red apple on a tree, if learners like the lesson, but did not understand all the words learners should glue the green apple. If learners did not like the lesson and did not learn anything then theyglue the yellow apple. Home task: to learn all words about parts of body and exercise 3 page 73 in book.&nbsp;&nbsp; </p><p><img style="width: 126px;" src="/uploads/lesson_plans/5e2eb5e918326/images/5e2eb862eadfd.png"> <img style="width: 62px;" src="/uploads/lesson_plans/5e2eb5e918326/images/5e2eb87259286.png"> <img style="width: 62px;" src="/uploads/lesson_plans/5e2eb5e918326/images/5e2eb87b570bf.png"> <img style="width: 74px;" src="/uploads/lesson_plans/5e2eb5e918326/images/5e2eb88441c54.png"><br></p>

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