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Уроки начальной школыБиблиотекаLesson plan 'Food' for 1st grade

Lesson plan 'Food' for 1st grade

Long-term plan unit: 7

Food and Drink

School: NIS Kokshetau

Date:

Teacher name: Kim L.I.

CLASS: 1

Number present:

absent:

Theme of the lesson: Animals like…

Learning objectives(s) that this lesson is contributing to

1.S5 produce words in response to basic prompts

1.L3 recognize with support the spoken form of a limited range of basic words

1.S1 make basic personal statements and simple statements about objects

1.UE9 use basic present simple forms [positive and negative] to give basic personal information

Lesson objectives

All learners will be able to:

  • say names of some animals intelligibly

  • say names of some food items intelligibly

  • produce some approval/disapproval sounds

Most learners will be able to:

  • understand some factual questions about animals and their food

  • respond appropriately to some yes/no questions

  • use some short form answers correctly

  • respond to some information questions about animals correctly

Some learners will be able to:

  • produce a simple food chain and narrate to class what eats what

  • use present simple forms correctly in narration without teacher’s support

Success criteria

  • Learners have met this learning objective UE9, if they can respond appropriately 8 -10 questions

Value links

  • Cooperation Respect : when students work in pairs, they will learn to be polite and respectful to each other

Cross curricular links

  • Performance arts: use gestures and movements

  • Science

ICT skills

  • Smart board

Previous learning

plural ‘s’ forms, irregular plurals: sheep fish mice; personal pronoun they present simple forms: eat, like; short forms: do

Plan

Planned timings

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

Resources

Beginning

GREETING

Teacher greets students; students respond to greeting and take their places.

Hello, children! How are you?

WARMING UP

1.Pupils sing songs about food and animals

2. Pupils play a game “Bring me a letter” Pupils produce some approval/disapproval sounds and name words of food and animals.

Teacher distributes English letters to pupils and name any letter, the pupil who has this letter has to place his/her letter on the letter board and name next letter. Pupils name also a word: p- for- pizza.

Animal songs for Kids

http://www.youtube.com /watch?v=viX1rRZfXts

http://www.youtube.com /watch?v=gDVBvvPlOE4

https://www.youtube .com/watch?v= p5qwOxlvyhk

Food song

http://www.youtube.com /watch?v=7lKclr67ajY

Board with letters

Middle

End

PLAYING BINGO

Teacher follows BINGO Instructions:

Prepare: Print out different BINGO cards with pictures of animals’ food for each child plus a call sheet. Cut out the call sheet and put the squares into a hat or bowl.

Distribute: Hand out one Bingo card to each child (each card should be different).

Call: The caller should pull out one image, describe it and show it to the children.

Mark Image: The children will then place paper squares on the called image if it is on their card.

Winning: Once a predetermined pattern is made on a card, the child with that card calls out BINGO.

PHYSICAL ACTION

I’m a big big cat,

I’m a little little, mouse,

Big little, big little,

Clap! Clap! Clap!

I’m a big big gorilla,

I’m a little little ant,

Big little, big little,

Clap! Clap! Clap!

I’m a big big shark,

I’m a little little frog,

Big little, big little,

Clap! Clap! Clap

FORMATIVE ASSESSMENT

1. Teacher demonstrates what learners have to do with a model question. Teacher then reads out each question about animal food e.g. Do cats like milk? Do cows eat eggs? repeating each question twice and learners answer yes or no on their answer sheet. Teacher encourages learners to answer Yes they do/No they don’t.

Do dogs like grass? Do horses eat birds?

Do cats like milk? Do bears like bugs?

Do cows eat eggs? Do mice like cheese?

Do cows eat grass? Do monkeys eat

Do rabbits eat leaves? bananas?

FEEDBACK

Evaluation of the lesson by means of oral feedback from students – thumbs up or down and why.

Teacher asks guiding questions to less able students such as:

  • Can you name animals?

  • Can you name their food?

  • Can you answer the questions?

Cards with pictures of grass, fish, bananas, milk, leaves, bugs etc

Action song for Kids

https://www.youtube. com/watch?v= OwRmivbNgQk

A set of 10 questions to read out

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 able learners will be challenged by prompting their groups to develop speaking

  • More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support

  • through questioning and the redirecting of questioning in feedback activities

  • through observation in performance activities

  • through formative task

  • White board is used no more than 10 minutes

  • Use water based pens

  • Health promoting techniques

  • Breaks and physical activities used.

  • Points from Safety rules used at this lesson.

  • Use video 10 minutes

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 box 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 lesson (consider both teaching and learning)?

1:

2:

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

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