LESSON 6: Unit 7 Food and Drink
Animals like…
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Novaya secondary school
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Date 17.04.17
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Teacher name: Nurgaliyeva G.A.
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CLASS: 1.
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Number present:
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absent:
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Learning objectives(s) that this lesson
is contributing to
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1.S5 produce words in response to basic
prompts
1.L3 recognize with support the spoken
form of a limited range of basic words
1.S1 make basic personal statements and
simple statements about objects
1.UE9 use basic present simple forms
[positive and negative] to give basic personal information
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Lesson
objectives
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All learners will be able to:
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·
say
names of some animals intelligibly
·
say
names of some food items intelligibly
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produce
some approval/disapproval sounds
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Most learners will be able to:
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·
understand
some factual questions about animals and their food
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respond
appropriately to some yes/no questions
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use
some short form answers correctly
·
respond
to some information questions about animals correctly
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Some learners will be able to:
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·
produce
a simple food chain and narrate to class what eats what
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use
present simple forms correctly in narration without teacher’s support
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Previous learning
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plural ‘s’ forms, irregular
plurals: sheep fish mice; personal pronoun they present
simple forms: eat, like; short forms: do
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Plan
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Planned
timings
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Planned
activities
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Resources
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8-10
minutes
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GREETING
Hello, children! How are you?
WARMING UP
1. Play a game
“Bring me a letter”
Teacher distributes
English letters to pupils and name any letter, the pupil who has this letter
has to place his/her letter on the letter board and name next letter. (next
time pupils can name also a word p- for- pizza)
APPLYING
PREVIOUS KNOWLEDGE
1.
Teacher demonstrates what learners have to do with a model question. Teacher
then reads out each question about animal food e.g. Do cats like milk? Do
cows eat eggs? repeating each question twice and learners answer yes or
no on their answer sheet. Teacher encourages learners to answer Yes
they do/No they don’t.
Do dogs like
grass? Do horses eat birds?
Do cats like milk?
Do bears like bugs?
Do cows eat
eggs? Do mice like cheese?
Do cows eat
grass? Do monkeys eat
Do rabbits eat
leaves? bananas?
SINGNINS
Sing a song “Do
you like….?”
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Board with
letters
Pictures of
animals, grass, fish, bananas, milk, leaves, birds, bugs etc.
A set of 10
questions to read out
I like.. Food
song
http://www.youtube.com
/watch?v=7lKclr67ajY
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Middle
15 -20 minutes
8-10 minutes
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GROPWORKING
Divide
the class into three teams for an animal food quiz. Ask a question and show
visual of animal: What do spiders like/eat?
Keep
team scores. Score one point for first correct answer and a bonus point if
the team can name a second thing.
PHYSICAL
ACTION
I’m a big big
cat,
I’m a little little,
mouse,
Big little, big
little,
Clap! Clap!
Clap!
I’m a big big
gorilla,
I’m a little
little ant,
Big little, big
little,
Clap! Clap!
Clap!
I’m a big big
shark,
I’m a little
little frog,
Big little, big
little,
Clap! Clap! Clap
REVISION
Watch
a video “Animals”
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A set of animal
visuals / flashcards to project
big-little.mp3
http://dcsss1.weebly.com
/5/post/2011/10/big-little1.html
Animal Video for
Kids
http://www.youtube.com
/watch?v=viX1rRZfXts
Let's Learn
About Animals http://www.youtube.com
/watch?v=gDVBvvPlOE4
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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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·
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 speaking
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·
through
questioning and the redirecting of questioning in feedback activities
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through
observation in group and end performance activities
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·
Art:
performance
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Science
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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?
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Use the space below to reflect on your
lesson. Answer the most relevant questions from the box on the left about
your lesson.
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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?
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