Ортамышева Айзат Темирболатовна
Солтүстік Қазақстан облысы Мағжан Жұмабаев ауданы Қарақоға орта мектебі ҚММ ағылшын тілі мұғалімі
Long-term plan Unit 8: Health and body
Date: Term 3 lesson 34
Theme of the lesson:
Health and body 1
2. R1recognise, sound and name the letters of the alphabet
2.W3 write familiar words to identify people, places and objects
2.S3 pronounce familiar words and expressions intelligibly
All learners will be able to:
– revise and pronounce all alphabetical letters without mistakes
– name the main vocabulary words;
Most learners will be able to:
– write body parts vocabulary words
Some learners will be able to:
– complete all worksheets correctly.
Learners have met this learning objective if they can:
– pronounce all alphabet letters without mistakes
– write, pronounce and spell vocabulary parts of the body
-do most of tasks correctly.
Ls will work together as a group showing respect and being polite with each other.
Cross curricular links
PPT, Video, the use of whiteboard
The natural environment
Checking of the home task.
Learners are introduced the success criteria of the lesson.
Teacher offers to start lesson with revising alphabet.
Teacher quickly revises letter names of alphabet using video/flashcards – non-sequentially.Learners listen and sing along to the alphabet song.
Next step is singing ‘body parts’ song and performing parts of body actions along with words.
Then listening and watching different short video about body parts and labelling body parts on worksheets.
Teacher suggested PPT to refresh knowledge about parts of the body
Teacher gives readymade worksheet for learners, which they will use as a dictionary. After revising teacher suggested working with handouts.(worksheet 2 missing letters)
If learners have problems with completing worksheets teacher will refer to PPT.
Then worksheet 3,4 complete fill in the missing letters, this type of worksheets will help learners to develop visual skills.
Teacher gives feedback for learners. This might be done in oral form. Learners reflect on their learning:
– What has been learned
– What remained unclear
– What is necessary to work on
– What was interesting
H/T: to work with home task worksheet 5,6
Home task worksheet 5,6
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?
Support for weaker students: working in pairs/groups, individually
Challenges for moreable students: Encouraged to do more writing; assist weaker students.
Assessment – how are you planning to check learners’ learning?
Checking the task
Feedback on the work
Working with PPT whole and individual answers
Health and safety check
Differentiation can be by task, by outcome, by individual support, by selection of teaching materials and resources taking into account individual abilities of learners (Theory of Multiple Intelligences by Gardner).
Differentiation can be used at any stage of the lesson keeping time management in mind
Differentiation by task, by outcome, by individual support, by selection of teaching materials and resources taking into account individual abilities of learners.
Health promoting techniques
Breaks and physical activities used.
Points from Safety rules used at this lesson.
Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO?
If not, why?
Did my planned differentiation work well?
Did I stick to timings?
What changes did I make from my plan and why?
Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.
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 orachievements/difficulties of individuals that will inform my next lesson?