Денсаулық және дене мүшелері сабақ жоспары 5 сыныпқа

Short - term plan

Date:

School:

Grade: 1

Teacher name:Zhumabaeva M

The theme: Health and body

Number present:

Absent:

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

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

Health, friendship

Cross – curricular links

Biology, Chemistry

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

Brainstorming

To create a positive atmosphere in the class

To divide into three groups with fruits.

1st group “Health”

2nd group “Wealth”

3rd group “Happiness”

Warm – up

(Activities to revise the vocabulary from the previous lesson)Ask a pupil to come to the front. Ask him/her to close his/her eyes. Ask another pupil to say hello. The pupil with the closed eyes tries to guess who it is. Repeat with some more pairs.

“Snow ball” method.To remember the previous lesson.

I 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

Leaflets

Pictures

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

Placard

“Pocket of words”

Complete the words

Write an incomplete word on the board, e.gha_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

To match the words with pictures

Verification

I’ll give learners distribution of sheets. The learner will matches with treads the pictures and words. They will find means of pictures and words

Paper

Tread

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?

Feedback:

Give up marks. How do you planning pupil’s knowledge?

Active – excellent

Beeline – good

Tele 2 - satisfy

Differentiation – more able students will assess others, help them in team game and final speaking task. Less able students are given many chances to repeat the words to learn and objectives are created to support them

Assessment -by the teacher, self assessment may be done by the students as the teacher asks questions about what they have learnt. Peerassessmentwhentheydospeakingtask

Cross-curricular links – trying to connect with other languages Health and safety check – make sure they stand in queue in front of the board and when singing do not hurt themselves with chairs or desks. Projector works for 15 minutes of the lesson

ICT links – PPT by the teacher, website for further training at home

Values links – how to respect others, behave on the lessons

Provide less able learners with visual support on unknown words

Observe learners participation in games, praising

Their understanding of words and instructions is checked throughout the lesson

Note taking process during the speaking task

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?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

I’d like the lesson

I want to know more

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?

Lesson: English

The School: №241 named by K. Abdikhadirov

Date: the 26thofJanuary

Name is of the teacher: KenzheevaGulzada

Grade: 1

The quantity of participants:

The quantity of missing:

The theme:

Food

Learning Objectives, which is devoted lesson

To talk about food preference. To develop pupils’ skills and abilities

Learning Objective

All students will be able to:

They will be introduce types of food

Most students will be able to:

They will be distinguish useful and harmful foods

Some students will be able to :

They will be sing song

Target language

Target vocabulary:

Cheese - ірімшік

Milk - сүт

Eggs - жұмыртқа

Juice - шырын

Chicken - тауық

Banana - банан

language focus:

I’ve got some milk for you.

I like milk. Yum! I don’t like milk. Yuk!

Extra materials

The My Food poster. Story cutouts, Activity Book

Before lesson

Checkpoint

Planning time

Planned activities

Resources

Beginning of the lesson

To create a positive atmosphere in the class.

To divide into 2 groups.

1 group “Food”

2 group “Drink”

I divide the pupils with pictures.

To remember the last lessons.

To finalization

Ask a pupil to come to the front and sit with his/ her back to the board. Whisper the name of an animal to him/ her and invite the rest of the pupils to guess the animal. Whoever guesses correctly comes to the front and the activity is resumed.

Pictures

The Middle lesson

Presentation

Listen, point and repeat.

Pupils’ books closed. Put them up the My Food! Poster on the board. Point to each item (milk, cheese, bananas, juice, eggs and chicken), one a at time and present them. The pupils repeat, chorally and/or individually. Then point to each item in random order. Ask individual pupils to say the word. Ask the rest of the class for verification.

Pupils’ books open. Play the CD. The pupils listen, point to the picutres and repeat the word. Play the CD again pausing after each word. The pupils repeat, chorally and / or individually.

Poster

Writing

Talk with your friend.

Refer the pupils to the pictures and explain the activity. Point to the first picture and ask; What is this? Elicit: cheese. Follow the same procedure for the remaining items. Then explain to the pupils that they have to complete each blank by unscrambling the letters. Allow the pupils some time to complete the activity. Check their answers.

Answer key:

1 – cheese 3 –milk 5- chicken

2 – eggs 4 – juice 6 – bananas

Point to the milk on the poster. Then rub your tummy, say and write: I like milk. Yum! The pupils repeat after you. Point to another food item, make a face and say: I don’t like bananas. Yuk! Ask individual pupils to make similar sentence about the food items they have learnt in this lesson.

Explain to the pupils that they can refer to the sentences at the bottom on the page or the ones on the board for help. Go around the classroom providing any necessary help. Ask some pairs to report back to the class.

Suggested answer key:

I’ve got some cheese for you

I like cheese. Yum!

I’ve got some bananas for you

I like bananas. Yum!

I’ve got some juice for you.

I don’t like juice. Yuk!

I’ve got some eggs for you.

I like eggs. Yum!

I’ve got some chicken for you.