sabaq.kz sabaq.kz
| School: | Long-term plan unit:Food | |||||||||||||
| Date: | Teacher name: Aibash Sholpan
A |
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| Grade: 1 | Number present: | Absent: | ||||||||||||
| Theme of the lesson: Food, Fruits and Vegetables | ||||||||||||||
| Learning objectives that this lesson is contributing to | 1. S3 pronounce basic words and expressions intelligibly
1. L2 recognise with considerable support a few basic personal questions spoken slowly and distinctly 1. S1 make basic personal statements and simple statements about objects |
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| Lesson objectives | Learners will be able to: ask and answer question Do you like …? Yes, I do/No, I don’t give some information about them using covered grammatical structures and describe object. | |||||||||||||
| Success criteria | gives intelligible responses to teacher’s questions | |||||||||||||
| Value links | Education throughout life | |||||||||||||
| Cross curricular links | The world around us, literature, folklore | |||||||||||||
| ICT skills | Using SMART board, pictures and videos, working with URLs | |||||||||||||
| Previous learning | Vocabulary relating to food and animals and present simple structures [positive and negative] and short form answers. | |||||||||||||
| Plan | ||||||||||||||
| Planned timings | Planned activities | Resource | ||||||||||||
| Beginning
10min |
ORGANIZATIONAL MOMENT
Hello, boys and girls! How are you? WARM UP ACTIVITY:Hello Hello Hello! How are you I’m good| I’m great | I’m wonderful!
Phonetic drill
I like to eat, eat ,eat , Apple and bananas I like to eat, eat ,eat Orange and pears I like to eat , eat , eat I like to eat fruits.
Split into two groups: Food and Fruits, Vegatables
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https://www.youtube.com/watch?v=X_J-SK00Oaw
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| Middle
25 min |
DEMONSTRATION
To make the poster Teach structures “What is your favourite …?” and “My favourite … is ~” Ask the Math’s questions:1apple+2apple is 3apple etc… Sit everyone down to watch you. Take out the cards fruit and vegetables.What changes do you see? Take one and say “Yummy! I like (apples)!”. Put it to your right side. Take another fruit and do the same. Next, take a fruit and say “Yuk! I don’t like (melons)”. Put it to your left. Keep going with the rest of the fruit until you have some fruit (likes) on your right and some (dislikes) on your left.
Musical time!!! What’s in the backet? Work with a book Open your books on the page 90 Group Fruits exercise 3 Trace and match Group Vegetables exercise 4 Look and write What’s in the backet? 1.Listen —What is in your basket, Liam? — Apples -oh , dear! What is in your basket, Lilly? Carrots What is your backet , Charlie. Look onions! 2.Answer the questions T:What was in Liam basket? P: Apples T: What was in Lilly basket? P:Carrot Role-play Story time The Fox: Come to house . I have got some milk for you. Yummy! Stork: Mmm, I am hungry! Come to my house. I have got some fish for you Stork: тамақ пісіріп жатады Fox: Mmm, I am hungry! Fox: I am sorry Stork: I am sorry, too! We are friend now.
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Plastic fruits Directions songs for kids http://www.youtube.com/watch?v=Vgyer0IauyQ
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| End 5 min | Sin a song “Bananas”
Teacher gives comments about students’ work and awards students with motivating stickers.Green- Yellow — Red |
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| 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 |
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| more support can be given during elicitation, instruction and questioning phases of the lesson by nominating learners to answer items relating to more high frequency vocabulary to build confidence through participation. | through questioning and the redirecting of questioning in feedback activities
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— Use water based markers
— Work with the SMART board not more than 10 minutes. Make short breaks. — Monitor classroom space when sts start moving around |
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| Reflection
Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO? If not, why? Did my planned differentiation work well? |
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| 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: |
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