Unit 4: Professions and Ways of School:Nazarbayev Intellectual school of Physics and
Communication
Theme: Body language 1 Mathematics in Taldykorgan
Date: Teacher’s name: Bauyrzhanov B
Grade: 4 Number present: Absent:
Theme of the Lesson: Body Language 1
[Link] understand an increasing range of classroom instructions;
[Link] make basic statements which provide information on an
Learning objective(s)
increasing range of general and some curricular topics;
that this lesson is
[Link] recognise, identify and sound with support a growing range of
contributing to and
language at text level;
assessment criteria
[Link] begin to use joined-up handwriting in a limited range of written
work;
All learners will be able to
Answer partner’s questions
Find instruction phrases in sentences with teacher support
Most learners will be able to:
Answer partner’s questions without support
Lesson objectives
Explain what non-verbal communication is
Some learners will be able to:
- Predict true answers of the body language test
- learn adjectives, phrases
Success criteria
- revise the usage of singular and plural nouns
Value links Through the activities about the family and friends, learners will be
taught how to be respectful and tolerant
Cross curricular links Kazakh
ICT skills PPT teacher’s use
Previous learning Body language 3
Health and safety Short physical exercises in between the activities
Plan
Planned timings Planned activities Resources
Beginning Greeting
-Good morning, students!
-Good morning, teacher!
4 min -How are you today?
-We are fine, thank you!
-What date is it today?
-What’s the weather like today?
-It is sunny/cold/rainy today.
5 min
Warm up
Learners in two groups complete the worksheet parts of Worksheet 1
the body: head, face, eye, ear, nose, mouth, tooth/teeth,
https://
hair, body, shoulders, leg, foot/feet, arm, hand, finger. Draw
learners’ attention to the plural forms of tooth and foot: [Link]
two. Pre-teach: lips, thumb, knees. m/watch?
v=UvYYwC2Bc
Then they watch the video in order to repeat some words
9I
of feelings and emotions. Then learners should guess what
will be the theme of the lesson
L/o presented
Explain body language shows what we think and feel. PPT1-3
Middle
(D) Mime happy and sad for learners to guess. Point to the Flashcards
5 min
adjective and learners mime feelings.
(P, W, f) Pre-teach surprised, angry, sorry, afraid, tired and
5 min write on board. Prepare adjective flash cards with surprised, PPT 6-15
angry, afraid, tired and sorry. Learners are given flash cards
they should express the emotion and others should guess it
3 min
Guess the emotion
Learners take turns to show partner how they can
communicate these feelings with faces, then whole bodies.
Pairs demonstrate and others guess what they are
communicating. Speak while enjoying the pictures–facial
expressions.
Prepare function cards with: Function cards
Yes, No, Sh, I can’t hear. Hello, Goodbye. You, Me, Him, Her,
Over there. Take it.
PPT16
Pre-teach
nod hug bow kiss wink point beckon
5 min When do we hug each other? Etc.
Then they match the pictures with gestures given on the Worksheet 3
right.
10 min
Students work in pairs.
6) One student says the gesture, e.g. nod your head, and
the partner mimes or acts it out. Students can take turns. http://
For weaker learners learnenglishkids.
[Link]
7) Students make five-seven sentences that describe body g/en/word-
language in their own country. For stronger learners games/emotions-
and-feelings-2
End Plenary
-What was really interesting for you?
5 min
-What do you want to do at the next lesson?
-What do you want to change or correct in your learning?
Home task Complete feeling worksheet
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?
Summary evaluation
What two things went really well (consider both teaching and learning)?
1:
2:
What two things would have improved the lesson (consider both teaching and learning)?
1:
2:
What have I learned from this lesson about the class or achievements/difficulties of individuals
that will inform my next lesson?
