Lesson: Unit «Food and drink», «Animals like»

Ахметова Бакытгул Ибадатовна

Тубакабылова Нургуль

 

LESSON: Unit “Food and drink”     “Animals like”  
Date: Teacher name: Akhmetova B. Tubakabylova N
CLASS: 1 Number present: absent:
Learning objectives(s) that this lesson is contributing to 1.L1 recognise short instructions for basic classroom routines spoken slowly and distinctly

1.S3 pronounce basic words and expressions intelligibly

1.S5 produce words in response to basic prompts

1.UE 9 use common Present Simple forms to give basic personal information

Lesson objectives All learners will be able to:

 

·         pronounce basic words denoting the topic food and animals

·         recognise simple greetings

·         recognise wild and domestic animals

 

Most learners will be able to:

 

 

 

 

 

·         produce words in response to basic prompts

·         understand the meaning of new words

·         give short answer

Some learners will be able to:

 

 

·         participate in short conversation on a specific topic
Language objectives Learners can:

·         understand words and pronounce them on a specific topic

Key words and phrases:

Dogs like meat.                                      Cat, dog, rabbit, mouse, monkey

Cats like milk.                                        Milk, carrot, banana, cheese, meat

Rabbits don’t like fish.

Useful classroom language:

What do cats like?

Previous lesson                Food and drink    
Plan
Planned timings Planned activities (replace the notes below with your planned activities) Resources
Beginning

10 min

 

 

 

 

 

 

ORGANIZATIONAL  MOMENT

Prior Knowledge- Pupils recognize simple greetings

Hello, children!

Teacher: The topic of our lesson is “Animals like”.

Today we’ll remember some animals in English.

All pupils pronounce basic words denoting

 

PHONETIC DRILL:

Пудель, такса и бульдог —
Называются все (dog).

Рога крепки, как молот,
Где ты был, козленок (goat)?

У кого большой и рыжий хвост?
У воровки хитрой (fox).

Бьется сердце еле-еле
У трусишки зайки (hare).

Почему сосисок нет?
Слопал их хитрючий (cat).

У моих свернулся ног,
Ежик маленький (hedgehog).

Мишка косолапый ходит еле-еле,
Мишка, медвежонок, по-английски (bear).

 

 

 

Middle

 

 

30 min

 

 

 

 

 

 

 

 

 

 

 

INTRODUCTION.

I All pupils are divided into two groups:

1.      animals          2. food

All pupils pronounce basic words denoting animals and food.

II. Work in groups:

1st group – divide animals into wild and domestic.

2nd group – divide food into food and drinks.

III. Answer the questions:

What do you like?   — I like apples.

What don’t you like?   — I don’t like carrots.

Do you like milk?    — Yes, I do. / No, I don’t.

Most pupils recognize basic intonation likely or distinguishing questions from statements and give short answer “Milk. Carrot”

Some pupils respond appropriately to some sentences using “I like…I don’t like ….”

 

WARM UP:

Lets sing a song “I like milk”

IV. Match the picture

Animal + food

Cat – milk

Dog – meat

Rabbit – carrot

V. Give short answer to the question:

What do cats like?   — Milk.

VI. Give full answer:

What do cats like?   — Cats like milk.

 

FORMATIVE ASSESSMENT

Look, listen and match on the picture food that Monkey buy in the supermarket.

 

 

 

Book “Smile 1”

 

 

 

 

 

 

 

 

E-book “Smile 1”

 

 

 

 

 

 

 

Book “Smile 1”

 

 

 

End

3-5

minutes

REFLECSION:

Show your mood:

·         happy like a dog

·         sad like a dog

·         energetic like a monkey

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? Cross-curricular links
Health and safety check
ICT links
Values 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.

·         more able learners will be challenged by prompting their groups to  develop more elaborate types of animals to narrate.

·      During the

·      through questioning and the redirecting of questioning in feedback activities

·      through observation in group and final performance activities

Cross-curricular links

·         performance arts: use gestures and movements imitating animals

·         ICT: playing computer games

·         Science: habitats of animals

·         Drama: staging story

·          the world around us

·         Art: sticking, colouring

Health and safety check

·         white board is used no more than 5 minutes

·         personal computers are used no more than 10 minutes

Values links

·         when students work in groups, they will learn to be polite and respectful to each other

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?

 

 
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)?

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

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