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LESSON: Good
food is good for my good life
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School: #
60
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Date:
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Teacher name: Sivagina
L.A.
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CLASS: 2g
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Number present:
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Absent:
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Learning
objectives that this lesson is contributing to
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2.L1 – understand a
range of short basic supported classroom instructions
2.L3 understand the main
points of short, slow and carefully articulated talk on routine and familiar
topics features such as colour and number
2.S3 use a limited range of
basic words, phrases and short sentences to describe objects, activities and
classroom routines
2.L4 recognise with support
short basic questions relating to features such as colours and numbers
2.S6 use short answers
appropriately in short, basic exchanges and take turns when speaking with
others in a limited range of short, basic exchanges
2.R3 read and follow with
considerable support simple, words, phrases and sentences on familiar and
general topics and familiar instructions for classroom activities
Classroom
objects:
2.W3 write short phrases to
indentify people, places and objects
2.UE13 use I like…to talk
about food and drink
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Lesson
objectives
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All learners
will be able to:
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pronouns the words and
simple statements describing parts of the body, food and drink, health
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Most learners
will be able to:
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say the words and
simple statements describing parts of the body, food and drink, health
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Some learners
will be able to:
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Use the words and
simple statements describing parts of the body, food and drink, health
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Language
objective
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Learners can: pronouns
the words and simple statements describing parts of the body, food and drink,
health
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Key
words and phrases:
teeth, bones, heart, skin, brain, muscles, big, small,
colours, numbers 1 – 12; I like eating…, I like drinking…, They are good for…
School things: printing tasks,
crayons, interactive board, magnetic board
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Useful classroom
language for dialogue/writing:
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Discussion points:
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I like eating…,
I like drinking…, They are good for…
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Can you say why…?
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not used
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Writing prompts:
sentences using
new words
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Previous
learning
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Parts of the
body, Food, drink, I like eating…, I like drinking…, They are good for…
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Plan
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Planned
timings
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Planned
activities (replace the notes below with your planned activities)
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Resources
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Start
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Organization
moment:
The Teacher
greets the learners and present the lesson objectives. After that the teacher
asks the learners to take their seats. Teacher tells learners that each team
has got a guiding sheet where they’ll have one sticker for each task.
T – S
S - T
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Lead in:
Learners revise some key words from a previous topic (hair, eyes, ears, nose,
mouth) SS
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Board (slide 2)
Board (slide 3)
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Time:
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Pre- teaching: remember
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Time:
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Drilling: 1. Parts of
the body
There is an
envelope with picture and task at each team.
1) A teddy bear
2) A rabbit
3) An elephant
4) A mouse
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Descriptor:
learners need read, draw and colour
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Checking
up: 1
pupil comes to the board, shows the picture and tells to others.
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Envelope with
task
Colour pencils
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Middle
Time
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2. Puzzle.
There is an
envelope with letters for each team.
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Descriptor:
learners need put the letters in the correct order to make words.
1) skin, brain
2) muscles
3) heart
4) bone, teeth
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Checking
up: 1
pupil from each team comes to the board and stick the words to the correct
pictures.
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Board (slide 4)
Envelope with
task,
Colour pictures
(skin, brain, muscles, heart, bone, teeth)
1 - 2 sheets of
paper for each team (A4)
glue
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3. I like
eating…, I like drinking…
There is 1
project in each team (learners prepare projects beforehand)
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Descriptor:
1
learner from each team need comes to the board and tells what they like
eating… or drinking… and why (They are good for my…)
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Board (slide 5)
Projects
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4. Numbers and
colours
There is 1 sheet
of paper and an envelope with phrases for each team.
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Descriptor:
learners
need read, draw and colour
1) Three red hearts
One brown chocolate
2) Two white and
blue yogurts
Four red apples
3) Three orange
oranges
One blue and red sweet
4) Five yellow and
green sweets
Two white and blue boxes of milk
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Checking
up: 1
pupil comes to the board, reads the phrases and shows the picture.
5. Sums
There is an
envelope with task.
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Descriptor:
learners
need do sums and make words.
1) Good food
Six and two is ______ (G)
Ten and two is _____ (O)
Nine and three is _____ (O)
One and three is _____ (D)
Two and four is ______ (F)
Eight and four is ______ (O)
Five and seven is ______ (O)
One and three is _______(D)
2) is good
two and three is ____ (I)
nine and two is ____ (S)
six and two is _____ (G)
ten and two is _____ (O)
eight and four is ____ (O)
one and three is ____ (D)
3) for my
two and four is _____ (F)
eight and four _____ (O)
five and four is ____ (R)
one and one is ____ (M)
three and four is ____ (Y)
4) good life
six and two is ____ (G)
ten and two is ____ (O)
nine and three is _____ (O)
one and three is _____ (D)
two and one is _____ (L)
two and three is _____ (I)
two and four is ______ (F)
three and seven is _____ E)
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When
pupils make words they need stand in the correct order to make a phrase: “Good
food is good for my good life.”
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Board (slide 6)
Envelope with
task
Colour pencils
1 sheet of paper
for each team (A3)
Board (slide 7)
Envelope with
sums
Markers (1 for
each team)
1 – 2 sheets of
paper for each team (A3)
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End
Time
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Conclusion:
teacher gives diplomas for children and says words of gratitude.
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H/t: Revision
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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?
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Assessment – how
are you planning to check learners’ learning?
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Cross-curricular
links Health and safety check ICT links
Values
links
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Differentiation
can be by task, by outcome, by individual support, by selection of teaching
materials and resources taking into account individual abilities of learners
Differentiation
can be used at any stage of the lesson keeping time management in mind
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Use this section
to record the methods you will use to assess what students have learned
during the lesson
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Health promoting techniques
Breaks and
physical activities used.
Points from
Safety rules used at this lesson.
Monitor
classroom space when sts start moving around
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Reflection
Were the lesson
objectives/learning objectives realistic?
What did the
learners learn today?
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There is a
traffic light on the door. There are red, yellow and green smiles on each
desk. Learners need take 1 smile and stick on that colour what they choose on
their emotional state. Then they take their seats to have diplomas.
What have I
learned from this lesson about the class or achievements/difficulties of
individuals that will inform my next lesson?
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