|School:||Long-term plan unit:Food|
|Date:||Teacher name: Aibash Sholpan
|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
|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.|
|Planned timings||Planned activities||Resource|
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!
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
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.
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?
—What is in your basket, Liam?
-oh , dear!
What is in your basket, Lilly?
What is your backet , Charlie.
2.Answer the questions
T:What was in Liam basket?
T: What was in Lilly basket?
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
I am sorry, too! We are friend now.
Directions songs for kids
|End 5 min||Sin a song “Bananas”
Teacher gives comments about students’ work and awards students with motivating stickers.Green- Yellow — Red
|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
|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
|— 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
Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO? If not, why?
Did my planned differentiation work well?
What two things went really well (consider both teaching and learning)?
What two things would have improved the lesson (consider both teaching and learning)?