Human body

Unit of a long term plan:  Sport School:
Date: Teacher’sname:
CLASS:5 Numberpresent: Absent:
Lesson title Human body  
Learning objectives(s) that this lesson is contributing to 5.S1  provide basic information about themselves and others at sentence level on an increasing  range of general topics

5.W8 Spell most high-frequency words accurately for a limited range of general topics

5.UE1  use appropriate countable and uncountable nouns, including common noun phrases describing times and location, on a limited range of familiar general and curricular topics

 

Lesson  objectives  
All learners will be able to:

·        Identify the parts of the body from the picture

·        Fill in the gaps using the verbs related to the parts of the body

 
Most learners will be able to:

·        Distinguish the countable and uncountable nouns.

Some learners will be able to:

·        Determine countable and uncountable nouns.

Assessment criteria ·        Give basic information about themselves and others at sentence level.

·        Write topic related words correctly

Values links Health care and culture.
Cross-curricularlinks  Biology.
Previous learning Parts of the body.
Plan
Plannedtimings Planned activities (replace the notes below with your planned activities)

 

 

Resources
Starts

2-min

 

 

 

 

 

8-min

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

10-min

Greeting.

T: Good morning, students! I am glad to see you. How are you today? I hope you are well.

I divide you into two groups

·        countable 

·        uncountable

Activity – Matching

W. Task 1 Look at the pictures and match the parts of the body with the words. Write down unknown ones in your vocabulary book.

Head, hair, ear, eye, mouth, neck, shoulder, arm, finger, leg , knee, tongue,lip,toe.

Task:2

Activity –Matching

G. Match the pictures with the parts of the body and write them. Differentiation by outcome

More able students:

Make up sentences with these words if you can.

Descriptors:    A learner:

-Matches the pictures (a-1) with their names

-Makes  up sentences

AFL-peer assessment  (comments)

 

 

 

 

 

 

 

 

 

Middle

 

 

 

8-min

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

2-min

 

 

 

 

 

 

 

 

 

 

10-min

G.  Task:3.

Activity –Sort yourselves out

Collect the words and make up sentence. Read the sentence. You  can add your own sentences.

Descriptors: A learner

o   Collects the words

o   Makes up sentences.

o   Reads the sentences.

o   Make up their  own sentences.

AFL – « Expert  Envoy»

Differentiation by support:  For less able learners

Translate the verbs on the box and match them with pictures

Grammar:

A noun can be countable and uncountable.

Countable noun   You can use one/two/three……countable noun (you can count them)

for example:

an  eye- twoeyes ,       a face-two faces,                                                                         an ear –ears,an arm –two arms,   a shoulder- two shoulders leg,

Uncountable noun

for example:   nose , mouth, hair , neck  ,

You can`t say  one/ two/thee……..+ this things:

Irregular noun:foot-feet,tooth-teeth

Ph. Training

Learners listen to the song about parts of the body and -dance a little.

Task 4 Fill in the gaps using a or an.

1.     Have you got ———— tennis racquet?

2.     We play rugby with ———— oval ball.

3.     Jack got ————— medal for swimming.

4.     Lisa is ——————athlete.

5.     You need ————— bat to play cricket.

AFL – «Laminated paper»

Flashcards, active board

 

 

 

 

Worksheet 1

 

 

 

 

 

 

 

 

 

 

 

Flashcards, active board

blackboard

 

 

 

 

 

 

 

 

 

Worksheet 2

 

 

Flashcards, active board

 

 

 

 

 

Hands up

Hands down

End

 

 

5 min

I know and understand I can speak I need a help

All learners put stickers into three groups according their understanding of the lesson

Smiles

 

 

stickers
Additional information
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

Values links

 

 

 

 

 

 

 

 

 

Differentiation by outcame:

G1.Task:2Match  the pictures  with their names and say and write them.

More able students: Make  up sentences with these words if you can.

Less able students:

Translate the verbs on the box and match them with pictures

-AFL-peer assessment  (comments)

-AFL – « Expert  Envoy»

AFL – «Laminated paper»

AFL- Smiles

 

 

 

 

 

 

 

 

Ph. training

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 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.

 

 

 

 

 

 

 

 

 

 

 

 

 

Summary evaluation

1:What two things went really well (consider both teaching and learning)?

2:What two things would have improved the lesson (consider both teaching and learning)?

3:What have I learned from this lesson about the class or individuals that will inform my next lesson?

 

 
Unit of a long term plan:  Sport School:
Date: Teacher’sname:
CLASS:5 Numberpresent: Absent:
Lesson title Human body  
Learning objectives(s) that this lesson is contributing to 5.S1  provide basic information about themselves and others at sentence level on an increasing  range of general topics

5.W8 Spell most high-frequency words accurately for a limited range of general topics

5.UE1  use appropriate countable and uncountable nouns, including common noun phrases describing times and location, on a limited range of familiar general and curricular topics

 

Lesson  objectives  
All learners will be able to:

·        Identify the parts of the body from the picture

·        Fill in the gaps using the verbs related to the parts of the body

 
Most learners will be able to:

·        Distinguish the countable and uncountable nouns.

Some learners will be able to:

·        Determine countable and uncountable nouns.

Assessment criteria ·        Give basic information about themselves and others at sentence level.

·        Write topic related words correctly

Values links Health care and culture.
Cross-curricularlinks  Biology.
Previous learning Parts of the body.
Plan
Plannedtimings Planned activities (replace the notes below with your planned activities)

 

 

Resources
Starts

2-min

 

 

 

 

 

8-min

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

10-min

Greeting.

T: Good morning, students! I am glad to see you. How are you today? I hope you are well.

I divide you into two groups

·        countable 

·        uncountable

Activity – Matching

W. Task 1 Look at the pictures and match the parts of the body with the words. Write down unknown ones in your vocabulary book.

Head, hair, ear, eye, mouth, neck, shoulder, arm, finger, leg , knee, tongue,lip,toe.

Task:2

Activity –Matching

G. Match the pictures with the parts of the body and write them. Differentiation by outcome

More able students:

Make up sentences with these words if you can.

Descriptors:    A learner:

-Matches the pictures (a-1) with their names

-Makes  up sentences

AFL-peer assessment  (comments)

 

 

 

 

 

 

 

 

 

Middle

 

 

 

8-min

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

2-min

 

 

 

 

 

 

 

 

 

 

10-min

G.  Task:3.

Activity –Sort yourselves out

Collect the words and make up sentence. Read the sentence. You  can add your own sentences.

Descriptors: A learner

o   Collects the words

o   Makes up sentences.

o   Reads the sentences.

o   Make up their  own sentences.

AFL – « Expert  Envoy»

Differentiation by support:  For less able learners

Translate the verbs on the box and match them with pictures

Grammar:

A noun can be countable and uncountable.

Countable noun   You can use one/two/three……countable noun (you can count them)

for example:

an  eye- twoeyes ,       a face-two faces,                                                                         an ear –ears,an arm –two arms,   a shoulder- two shoulders leg,

Uncountable noun

for example:   nose , mouth, hair , neck  ,

You can`t say  one/ two/thee……..+ this things:

Irregular noun:foot-feet,tooth-teeth

Ph. Training

Learners listen to the song about parts of the body and -dance a little.

Task 4 Fill in the gaps using a or an.

1.     Have you got ———— tennis racquet?

2.     We play rugby with ———— oval ball.

3.     Jack got ————— medal for swimming.

4.     Lisa is ——————athlete.

5.     You need ————— bat to play cricket.

AFL – «Laminated paper»

Flashcards, active board

 

 

 

 

Worksheet 1

 

 

 

 

 

 

 

 

 

 

 

Flashcards, active board

blackboard

 

 

 

 

 

 

 

 

 

Worksheet 2

 

 

Flashcards, active board

 

 

 

 

 

Hands up

Hands down

End

 

 

5 min

I know and understand I can speak I need a help

All learners put stickers into three groups according their understanding of the lesson

Smiles

 

 

stickers
Additional information
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

Values links

 

 

 

 

 

 

 

 

 

Differentiation by outcame:

G1.Task:2Match  the pictures  with their names and say and write them.

More able students: Make  up sentences with these words if you can.

Less able students:

Translate the verbs on the box and match them with pictures

-AFL-peer assessment  (comments)

-AFL – « Expert  Envoy»

AFL – «Laminated paper»

AFL- Smiles

 

 

 

 

 

 

 

 

Ph. training

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 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.

 

 

 

 

 

 

 

 

 

 

 

 

 

Summary evaluation

1:What two things went really well (consider both teaching and learning)?

2:What two things would have improved the lesson (consider both teaching and learning)?

3:What have I learned from this lesson about the class or individuals that will inform my next lesson?