Short-term plan My food

LESSON: My food

School:

Date:

Teacher name:

CLASS: 1

Number present:

absent:

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.S5 produce wordsin response to prompts

1.L4 recognise 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 objects

1.S2 begin to use intonation to signal questions in basic exchanges

1.W2 form some lower case letters of regular sizes and shape

Lesson objectives

Language objectives

All learners will be able to:

pronounce the food items;

Most learners will be able to:

to talk about their food preferences; recognize and answer the simple questions

Some learners will be able to:

use new language structures in their oral speech; reproduce the dailogue

Learners learn to talk about likes and dislikes through a range of question, comprehension

Subject specific vocabulary:

milk, cheese, bananas, eggs, chicken, juice

Useful classroom language for dialogues:

I like..., I don't like...

Previous learning

Pets, Animals

Plan

Planned timings

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

Resources

3-5 min

Warming-up activity:

Teacher asks a pupil to come to the front, sit with his/her back to the board and whispers the name of an animal to him/her.The rest of the pupils guess the animal. Whoever guesses correctly comes to the front and the activity is resumed.

Middle

5-7 min

8-10 min

8-10 min

5-7 min

3-5 min

Presentation and ptactice

The teacher puts up My food poster on the board, points to each item (milk, cheese, bananas, juice, eggs and chicken) and presents them. The pupils repeat chorally and individually several times. The teacher plays the CD. The pupils listen, point to the pictures and repeat the word. Then the teacher plays the CD again pausing after each word. The pupils repeat chorally or individually.

1. The teacher refers the pupils to the pictures in their books (ex 1, p. 51)then he/she points to the first picture and asks "What's this?", elicits "cheese". Pupils write the corresponfing words from the mixed letters given under each picture.

Answer key: 1. cheese 2. eggs 3. milk 4. juice 5. chicken 6. bananas

The teacher points to the milk on the poster, then says and writes: "I like milk", points to ahother food and say: "I don't like bananas". Pupils do the same procedure one by one.

2. The teacher points to the milk and the cheese on the poster and his/her tummy and says: "I like milk. I like cheese". The pupils repeat after him/her. Then the teacher follows the same procedure to present the rest of the song. He/she plays the CD. The pupils listen to the song and then sing along next time.

3. The teacher asks the pupils questions what they can see on the pictures: "Who are they? What's this?". Pupils answer the questions. Then he/she plays the CD and asks the pupils to listen and follow along in their books.

4. The pupils look atthe pictures, read the dialogue silently and tick the pictures of the food items that appear in the dialogue. The teacher checks their answers.

Answer key: milk, cheese and eggs

Poster My food

CD 2 Track 01

CD 2 Track 02

CD 2 Track o3

Story cutouts from Activity book

End

2-3 min

1-2 min

The game Chinese Whispers. The teacher whispers the word from food items, then this pupil whispers the same word to the next pupil. The last pupil call outs the word.

Formative assessment

The teacher gives the pupils the sheets of paper with illustrations of different food. The teacher names the words and pupils circle it.

Worksheets with the illustrtions of food

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:

Ex 4. Extension activity

The teacher asks the students to take their cutouts and to shuffle them. when plaCD 2), he/she asks the pupils to show the corresponding cutout.

More-able learners:

The teacher selects the short exchange from the dialogue(Track 03 CD 2). The pupils act out it in pairs.

Formative assessment

The teacher checks the pupils answers and make corresponding notes (A, NA, WT)

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?

LESSON: Checkpoint 4

School: Oktyabr’skoye

Date:

Teacher name: Zhumabayeva Assemgul

CLASS: 1

Number present: 5

absent:

Learning objectives(s) that this lesson is contributing to

1.S3

1.S5

1.L1

1.L3

1.R1

Lesson objectives

All learners will be able to:

Most learners will be able to:

Some learners will be able to:

Previous learning

Pets, Colours, Wild animals, Sizes

Plan

Planned timings

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

Resources

5 min

Warming-up activity:

Teacher gives the pictures of different pets and wild animals to each pupils. Pupils colour them. Then the teacher choose one of the coloured strips, demonstrates it to the pupils, names the colour. Pupils show the picture of this colour and name it.

Cards with the pictures of pets and wild animals;

Coloured strips

Middle

25 min

1 Task:

Pupils find the stickers at the end of the book, which are correspond to the given words. The teacher checks the correct answers.

2 Task:

Teacher switches on the audioscript. Pupils listen to it and colour the pictures according to the order of their appearance in the audioscript.

Keys: The tortoise is pink. The parrot is blue. The mouse is green. The fish is brown.

3 Task:

There are given the pictures of some pets and wild animals. Pupils read the sentence under each picture and put a tick (if it corresponds to the picture) or a cross (if it doesn’t correspond to the picture)

Keys: 1. Tick 2. Cross 3. Cross 4. Tick 5. Tick 6. Cross

Stickers

Audioscript

End

5 min

The teacher checks the pupils’ answers and gives them certain smiles from My smiles report in order to assess their achievements, then writes the appropriate comments.

Smiles Report

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:

More-able learners:

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?