My Food

Long term plan module: Module 5 My Food

Lesson №40 Craftwork

 

School: Asikata
Date: 09.02.2017. Teacher’s name: Marzhan Almaganbetova

 

Class:1“A”

 

Number of present: Absent:-
Learning objective(s) that this lesson is contributing  to: 1.L1 recognize short basic instructions for a limited range of classroom routines spoken slowly and distinctly

1.S4 respond to basic supported questions about people, objects and classroom routines

1.UE4 use determiners a, an, some, the, this, these to indicate what /where something is

Lesson objectives: All learners will be able to:

pronounce words and expressions intelligibly;

Most learners will be able to:

make up their dialogues using  the phrases I like pears

Some learners will be able to:

do the shopping, make up their dialogues using  the phrases I like pears. Give me some, please. I like…. Give me some…., please.

Language objectives: Learners can:   By the end of the lesson learners will be able to

pronounce words and expressions intelligibly;

-do the shopping, make up their dialogues using  the phrases I like pears. Give me some, please. I like…. Give me some…., please.

Key words and phrases: Consolidation Shopping listI like pears. Give me some, please.

I like…. Give me some…., please.

Useful classroom language for dialogue/writing: oral
Discussion points:
Can you say why you like shopping?
Writing prompts:
Assessment for Teaching Criteria based assessment

Assessment criteria: Talking about food items using the words related to the shopping list.

Descriptor:

A learner

 pronounces words and expressions intelligibly;

 does the shopping, makes up their dialogues using I like pears. Give me some, please. I like…. Give me some…., please.

Self-assessment: Traffic lights

How to overcome barriers in learning English -Motivate learners using craft activities

-Use video lesson

-Get learners to think before answering

-Use formal and informal language appropriately in role play activities

Previous learning Lesson №39 Letters Gg – Hh  Ii-Jj (activity book)
          Plan
Planned timing

 

Planned activities (replace the notes below with your planned activities)

What will the pupils learn? How will they learn it?

Suggested Teaching Activities

Active Learning activities

   Resources
Start (Beginning of the lesson) Greeting: Teacher greets learners; learners respond to greeting and take their places.                                                                    

Dividing into subgroups: Teacher divides the learners into subgroups using colourful classroom objects (books, pens, rulers and pencils)                                                          Warming up: Dance and say! Learners dance to music. Teacher stops the music and says in Russian “салат”. Learners must say the English equivalent of this word and touch the object with this colour as feedback. The teacher plays the music again. Learners dance again. After some time teacher stops the music and say another Russian word or English etc…                                                                                            Revising the previous lesson

classroom objects (books, pens, rulers and pencils)                                                         
Middle (of the lesson)  Listening Task . Pupils are given a worksheet with pictures where food , fruit and vegetables are illustrated.  After listening teacher’s each sentence  learners put  numbers (1, 2, 3, 4) in the boxes

Teacher reads the instructions twice.

  1. It is soup.
  2. Do you like pears?
  3. I like cheese.
  4. I don’t like salad.

Let’s play the game Snowballs

Learner1 I like pears.

Learner2 I like pears and bananas.

Learner3 I like pears, bananas and juice. etc.

Craftwork Project work : My food

 G) Learners are divided into three groups: fruit, vegetables and drinks.  Teacher gives the three groups a worksheet with fruit, vegetables and drinks. Teacher asks the three groups to find their own pictures related to their names of groups. Learners find, cut out and colour them, stick food cut outs into  their baskets and make up their dialogues using I like pears. Give me some, please. I like…. Give me some…., please. .

Group Presentations before class.

Self-assessment: Traffic lights

flashcards, grammar cards, a worksheet with a wrong picture, phonic cards

 

http://www.dreamenglish.com/englishkidsvideo

Student’s book1, Activity Book 1

 

End (of the lesson)                   Reflection  Self-assessment: Traffic lights

    Learners in groups  assess one another using smiles

Teacher asks learners to look at lesson objectives they set at the beginning of the lesson and think and say what they did well in the lesson and what needs improvement.

 
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 ICT links

Values links

     
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 books on the left about your lesson.

 

 

 

 

 

 

 

 

 

Summary evaluation

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

  1.

2.

What two things would have improved the lessons (consider both teachings  and learning)?

  1.

  2.

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

 

<h2>Ұқсас жазбалар</h2>

 

 

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