Long-term plan unit: Unit-7 Food and drink –II like milk | School: S. Seifullin | ||||
Date:
| Teacher’s name: Auelbayeva A. | ||||
Grade: 1A,Ә,Б,В |
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Theme of the lesson: | Can I have some chicken? | ||||
Learning objectives(s) that this lesson is contributing to | 1.UE9 use basic present simple forms ( positive, negative) to give basic personal information, 1. S3 pronounce basic words and expressions intelligibly, 1. L4 recognize basic intonation distinguishing questions from statements, 1.R1 recognise initial letters in names and places, 1. S1 make basic personal statements and simple statements about object. | ||||
Lesson objectives | All learners will be able to:
Most learners will be able to:
Express themselves using basic modals. | ||||
Success criteria | Students will have succeeded in this class if they:
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Value links | Respect and cooperation by:
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Cross curricular links |
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ICT skills | CD, interactive board | ||||
Previous learning | What’s there in your basket? | ||||
Plan | |||||
Planned timings | Planned activities (replace the notes below with your planned activities) | Resources | |||
Beginning 5-min
5-min | Get students ready to the class by greeting them, asking questions about their feelings. Hello! How are you today? Warm up activity. Warm up activity. T should divide Ls into 2 groups using the picture of food and drink. Tell the learners about what they are going to do today:
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Pictures
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Middle 10-minutes
5 mins
End 3 minutes
2 mins
| I.Teacher puts up the My Food! Poster on the board. Says apples. Asks a pupil to come to the board and point to the apples. T. plays the What’s in your basket? Song from the previous lesson. Encourages the pupils to sing along. PRESENTATION AND PRACTICE ( Activities to present and activate the new language) Pupils should listen point and repeat. T. Put up the flashcard, one at a time on the board and says the corresponding words. The pupils repeat, chorally and individually. Pupils should listen and read. T. asks ( pointing to the characters in P1)
Think! Circle. T. explains the activity. The pupils look at the pictures, read the dialogue silently and complete the activity. -Liam is hungry. Lilly is thirsty. Extention activity ( Optional) For stronger classes teacher selects a short exchange from the dialogue for the pupils to act out in pairs For weaker classes Teacher asks some pupils to take out their story cutouts .teacher plays the dialogue with pauses The pupils listen and hold up the corresponding cutouts next pupil. Then T. asks the last pupil to call out the word.
Listen and circle. Talk with your friend. T. Points to the pictures and elicits the food items. She explains the activity. The pupils listen and circle the activity. 1. I’m hungry. Can I have some apples? ( the pupils circle the apples) 2. I’m thirsty. Can I have some milk? ( The pupils circle the milk) 3. I’m thirsty. Can I have some juice? ( the pupils circle the juice) 4. I’m hungry. Can I have some chicken? ( the pupils circle the chicken) T. writes on the board and says: I’m hungry. Can I have some eggs? Here you are. The pupils in pairs, use the food items from the module to ask and answer questions. - I’m hungry. Can I have some pears? Here you are. I’m thirsty. Can I have some milk? Here you are. Let’s sing! T. Rubs her tummy and says: I’m hungry, I’m so hungry! T. invites the pupils to repeat the phrase and mime the action. ( An activity to consolidate the language of the lesson) The class is divided into pairs. One pupil is the customer and the other is the seller. I’m thirsty. Can I have some juice, please?
Feedback Home task | PPT
Flashcards Pictures
CD
Story cutouts
Pictures
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