Тема:Body Parts

Lesson: Module 1

Lesson 3

The theme: Body parts (1)

Class: 3

Teacher`s name: Darkenbay Nazira

Learning objective(s) that this lesson is contributing to

3.R5 understand the main points of simple sentences on familiar topics by using

contextual clues

3.S3 use a limited range of basic words, phrases and short sentences to describe

objects, activities and classroom routines

3.L6 understand some specific information in short, slow, carefully articulated

talk on routine and familiar topics

Lesson objectives

All learners will be able to:

• Name the part of body

• Read and understand the main fact about part of animals

• Tell about the part of body

• Identify the most of the language in the text and describe body part

Assessment criteria

Name the body part

Make a dialogue about body parts

speak with each other delivering content

Language objective

Learner can:

• Talk about body parts

Key words and phrases: body parts

Useful classroom language for dialogue/writing:

• What are these?(Picture)

Values links

The value of the human body

Cross curricular links

Biology

Previous lesson

Plan

Planned timings

Planned activities ( replace the notes bellow with your planned activities)

Smile Resources

Start

  Teacher greets the learners: Speech drill.

«What date is it today?/What day of the week is it today?/What can you do?»

Middle

Multi sensory approach. What's in the picture game?

Teacher shows to children cards with picture of body parts. Then students repeat after teacher names of body parts.

Task1. Listen and read.

Go through the pictures of the story and set the scene by

asking the pupils questions about what they can see in

the pictures.

e.g. Teacher: (pointing to the children and grandma in

picture one) Liam, Lilly and Daisy are with Daisy’s

Grandma and Grandpa.

(pointing to the big eyes in picture two)

What are these?

Class: Eyes

Teacher: Yes! Two big eyes! etc

Play the CD. The pupils listen and follow the story in

their books. Then individual pupils read out the story.

Task2. Tick (✓) the right sentence.

Refer the pupils to the picture and the sentences. The

pupils read the sentences and tick the one that

corresponds to the picture. Check their answers.

Answer key

3 Amir, come and say hello!

Play the CD again with pauses for the pupils to repeat,

chorally and/or individually.

Act out the story

- For stronger classes: Assign roles to the pupils.

Allow them enough time to rehearse their roles in

groups. Encourage them to come to the front

and act out the story.

- For weaker classes: Select a short exchange from

the story for the pupils to act out in pairs.\

Task3. Talking point. Listen and read.

Make a new dialogue with your friend.

Refer the pupils to the picture and the dialogue. Play the

CD. The pupils listen and follow along. Pause the CD

for the pupils to repeat, chorally and/or individually.

The pupils, in pairs, act out similar dialogues about

themselves. Go around the classroom providing any

necessary help. Ask some of the pairs to come to the

front of the classroom and act out the dialogue. If you

wish, write the following on the board so the pupils can

refer to it while doing the task.

A: What does your monster look like, ... ?

B: It’s got ... and a big ... !

A: Has it got any ... ?

B: Yes, it has. It’s got ... . Look!

A: What’s its name?

B: ... .

A: ... ? That’s a funny name!

Suggested answer key

Kanat: What does your monster look like, Dana?

Dana: It’s got five eyes and a big ear!

Kanat: Has it got any legs?

Dana: Yes, it has. It’s got six legs. Look!

Kanat: What’s its name?

Dana: Coco.

Kanat: Coco? That’s a funny name!

Pictures

CD

CD

CD

Smiles

End

Brainstorming

Сonclusion: The teacher asks “true or false” statements to check students understanding.

1. The dog has a big nose. False

2. The mouse has a big tail. False

3. The cow has a small eye. False

Descriptor

A learner

-Guesses true or false statements

Feedback: Learners complete an evolution of what they did during the lesson by tick in each statement:

Yes No

Assessments: After every activity teacher gives smiles and give oral comments.

Reflection: Learners should share with their opinions about the lesson. If they liked/disliked by putting their thumbs up/down.

Cards

Worksheets

Additional information

Differentiation- How do you plane to give more support? How do plan to challenge the more able learners?

Assessment- how are you planning to check learners` learning?

Cross-curricular links Health and safety check ITC link

Values link

By providing less-able learners with vocabulary in a word list so they can read examples of words seen or heard. By asking questions, with the help of games

With the helps of scores on sticks. Notice any sentences which are difficult for learners to understand and adapt for a future lesson

Biology