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Урок на тему Электр тогы



Содержимое разработки

«Бекітемін» № 249 мектеп-лицей директорының бастауыш

сыныптар жөніндегі орынбасары _______ Ж.Жарылқаған

Long-term plan unit: 7 Food and drink

School: №249 school-lyceum

Date: 10.04 11.04

Teacher name: Seralieva Dinara

Theme of the lesson: Hot or cold


Number present:


Learning objectives(s) that this lesson is contributing to

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

1.S5 produce words in response to basic prompts

1.L3 recognise with support simple greetings

recognise the spoken form of a limited range of basic and everyday classroom words

1.S1 make basic simple statements about objects

Lesson objectives

All learners will be able to:

  • name types of food intelligibly

  • produce some approval/disapproval sounds

Most learners will be able to:

  • respond appropriately to some yes/no questions

  • use some short form answers correctly

  • respond to some information questions about food correctly

Some learners will be able to:

  • give some information about themselves and others using covered grammatical structures correctly

Success criteria

  • Learners have met this learning objective L3, if they can recognize 6-8 words

Value links

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

Cross curricular links

  • Knowledge of the world

ICT skills

  • Smart board

Previous learning

Things I like (I like … / I don’t like …)


Planned timings

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




Hello, boys and girls

How are you?

What day is it today?

What is the weather like today?


  • Pupils watch a video. Pupils discuss what characters like and what they don’t like’.

Like Don’t Like – Simple Skits


English for Children – Unit 11




  • Teacher elicits hot and cold food/drinks using visuals What’s this? E.g. hot milk/cold chips. Teacher elicits reaction from learners about the food and drinks e.g. hmm or I don’t like cold chips.


  • Teacher models using images of characters smiley/sad faces and visuals of hot and cold foods: Does Ben like cold soup? Does Lulu like hot milk? Yes he does. / No he doesn’t.

  • Pupils make sentences looking at the pictures of the worksheet.

Mum doesn’t like hot/cold ……

I don’t like hot/cold ….


  • Before class, Teacher prints off pictures of types of food onto A4 paper. Teacher holds up each picture, elicits the fruit and walks around the room taping them to the walls (at a height that the pupils can reach).

Then Teacher models the game: Say, “What fruit do I like?” and then run around the room touching each fruit that you like saying “I like ~” as you touch each fruit. After that, pupils stand up. Teacher asks “What fruit do you like?” Pupils run around the room touching fruit (Teacher encourages them to say “I like~” as they touch).


  • After this game Teacher nominates student and asks question about other pupils in the class. Pupil responds Yes, he / she does / No, he/she doesn’t, e.g.: Arsen, does Amir likes apples? – Yes, he does


  • Pupils listen the sentences and circle the picture of food.

1. Mum doesn’t like cold eggs.

2. I don’t like cold chips.

3. Alina doesn’t like hot juice.

4. I don’t like hot milk.

5. Dad doesn’t like hot water.

6. Alen doesn’t like cold porridge.

7. Mum doesn’t like cold coffee.

8. I don’t like cold soup.




pictures or flashcards of fruits




Evaluation of the lesson by means of oral feedback from students – images of smiles.

Teacher asks guiding questions:

  • Can you name hot and cold food?

  • Can you say I like/ I don’t like?

  • Can you say He / She doesn’t like?

  • Can you answer the questions?

Images of smiles

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 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 of playing

  • 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


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)?



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?

Курсы повышения квалификации

Проектная деятельность учащихся

Продолжительность 72 часа
Документ: Удостоверение о повышении квалификации
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