План урока "Body Parts" 3 класс
Lesson plan
Long-term plan unit:
Unit 1. Animal types
School:
Date:
Teacher name:
Grade: 3
Number present:
absent:
Theme of the lesson: Body Parts
Learning objectives that
this lesson is contributing
to
3.1.6.1 understand some specific information and detail of short,
supported information or talk on a limited range of general and some
curricular topics;
3.3.1.1 recognize, identify and sound with support a limited range of
familiar words in simple sentences
Lesson objectives
Learners will be able to:
Identify and name animal body parts
Talk about animals` body parts using some of the new words in simple
sentences
Assessment criteria
Learners have met the learning objective (3.1.6.1 / 3.3.1.1) if they can:
Recognize animal body parts.
Talk and describe animals` parts of the body in simple sentences
Value links
Animal cognition
Cross - curricular links
Geography, Biology
ICT skills
Using videos& pictures
Previous learning
Animal types. Students got acquainted with animals’ habitat
Plan
Planned activities
Resources
Beginning
5 mins
Warm up
Learners are suggested to watch a Funny animated cartoon and
predict the theme of the lesson.
"Why do animals have different body parts?" (to move, get food,
and stay warm)
Tell the students, "Today we are going to focus on the different
parts that help an animal move and the parts that help it to eat.
Middle
30mins
Practice. Speaking
Learners revise different animal types that live in Kazakhstan
orally. After they finish revising words, pass out didactic material
1. Students should write the types of animals under the pictures.
Example:
Group work
Differentiation:
High level students: Write the sentences using right types of
animals near the picture.
Low level students: Write the types of animals near the picture
After students have completed the task, they can either check their
work by consulting their vocabulary copybooks or peer assess.
Grammar revision. Reading
• To revise have/has got go through the PPP.
• Pre – reading
clarify any unknown vocabulary
• Reading
read the text about Mike Vazovsky and write has or hasn`t.
After reading task
Differentiation by the level
1. High level students: retell the text
2. Low level students: Answer the questions
1. What can you see in the picture?
2. Has it got a head?
3. Has it got any ears?
Vocabulary Animals` body parts
• Introduce words of body parts. Read the words and let
students repeat. Nominate students to do choral/individual
drill
• Hand out vocabulary lists and let students glue them into
their copybooks
• Then hand out didactic material and ask students to fill in
the gaps with the appropriate words from the box
Differentiation:
High level students: Write the appropriate words without help.
Low level students: Choose the appropriate words into the right
place.
After students have completed the task, they can either check their
work by consulting their vocabulary copybooks or peer assess.
PPT slides 2-4
PPT slide 5-
20
End
5 mins
Reflection
Learners guess animals in riddles
Who am I?
I am a mammal with four legs, a tail, and a mane. I also have fangs
and claws on my paws.
I am a _____and I live in _____________.
I live in the sea but I have no fins. I have eight tentacles and I can
change colour. I am an____________.
I am a mammal with a snout and cloven hooves. I eat almost
anything and live in forests. I also have tusks. I am
a____________.
I have no legs. My skin has scales. I have fangs. I rattle my tail
when I am ready to attack. I am a_________ .
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?
Health and safety check
ICT links
Less able students – greater
support by means of
prompts, visuals or writing
difficult words on the board
More able students –
independent work on
definite tasks with little/no
support
Allow for flexible groupings
and cooperative learning,
depending on the
appropriateness to the task
Allow for extra time for
students needing it, when
appropriate
Give extra text or visual
support to students needing
extra English support
Create small learning groups
for students needing extra
support or enrichment with
the co-teacher, when
appropriate
through observation
• Work with the SMART board not more
than 10 minutes
• Use water based markers
• Ensure proper ventilation
• Check sockets’ safety
