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Food, Fruits and Vegetables

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!


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






25 min


a banana onion
an orange a potato
a pear tomatoes
an apple carrots

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?


What is in your basket, Liam?

— Apples

-oh , dear!

What is in your basket, Lilly?


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?



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


I am sorry, too!  We are friend now.




Plastic fruits

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

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

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?

Summary evaluation

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



What two things would have improved the lesson (consider both teaching and learning)?





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