- 01.01.2021
- 594
- 2
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Long-term plan unit: 7 Food and Drink |
School: NIS Kokshetau |
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Date: |
Teacher name: Kim L.I. |
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CLASS: 1 |
Number present: |
absent: |
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Theme of the lesson: Animals like… |
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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 |
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Lesson objectives |
All learners will be able to: |
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· say names of some animals intelligibly · say names of some food items intelligibly · produce some approval/disapproval sounds |
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Most learners will be able to: |
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· 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 |
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Some learners will be able to:
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· produce a simple food chain and narrate to class what eats what · use present simple forms correctly in narration without teacher’s support |
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Success criteria |
· Learners have met this learning objective UE9, if they can respond appropriately 8 -10 questions |
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Value links |
· Cooperation Respect : when students work in pairs, they will learn to be polite and respectful to each other |
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Cross curricular links |
· Performance arts: use gestures and movements · Science |
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ICT skills |
· Smart board |
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Previous learning |
plural ‘s’ forms, irregular plurals: sheep fish mice; personal pronoun they present simple forms: eat, like; short forms: do |
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Plan |
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Planned timings |
Planned activities (replace the notes below with your planned activities) |
Resources |
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Beginning
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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.
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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
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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
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Additional information |
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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 |
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· 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
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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?
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Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson. |
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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: What have I learned from this lesson about the class or individuals that will inform my next lesson? |
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