План урока по английкому языку на тему "Hot and cold", 2 класс

Long-term plan unit:  7 Food and drink					School: Yntymak
Date: 12.04					Teacher name:  Spanova M
Theme of the lesson: Hot or cold
CLASS: 1					Number present:			absent:
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 …)
Plan
Planned timings	Planned activities (replace the notes below with your planned activities)						Resources
Beginning	ORGANIZATIONAL MOMENT Hello, boys and girls How are you? What day is it today? What is the weather like today?  WARMING  UP Ø  Pupils watch a video. Pupils discuss what characters like and what they don’t like’.						Like Don’t Like – Simple Skits http://www.youtube.com/watch?v=W_siaVSv3Qs English for Children – Unit 11 http://www.youtube.com/watch?v=nf2zgpSHZeA
Middle	INTRODUCING NEW MATERIAL Ø  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.   PRACTICE Ø  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. Ø  Pupils make sentences looking at the pictures of the worksheet. Mum doesn’t like hot/cold …… I don’t like hot/cold …. PLAYING Ø  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). SPEAKING Ø  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 FORMATIVE ASSESSMENT Ø  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.						PPT PPT Worksheet pictures or flashcards of fruits https://www.google.ru/search?newwindow=1&tbm=isch&q=pictures+of+flashcards+of+hot+cold+food
End	FEEDBACK 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
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?

Краткое описание документа:

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

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