| Date: | Teachers: Жалалова Аяжан Камаловна | |||
| Grade: 2 | Number present: | |||
| Theme of the lesson: Food and drink | ||||
| Learning objective(s) that this lesson is contributing to | 1.S3 pronounce familiar words and expressions intelligibly
2.S4 respond to basic supported questions about people, objects and classroom routines 3.L1 recognise short basic instructions for a limited range of classroom routines spoken slowly and distinctly |
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| Lesson objectives | All learners will be able to:
learn to understand and respond to short, basic, supported and unsupported classroom instructions. Most learners will be able to: develop the ability to ask and answer questions using appropriate word stress and intonation in order to find out about a limited range of personal information and classroom routines. Some learners will be able to: 2.S2 ask questions in basic exchanges about people, objects and classroom routines |
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| Level of thinking skills | Understanding, remembering,аpplying | |||
| Assessment criteria | Talk about different kind of food and drinks.
Learn new words. Develop speaking skills. |
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| ICT skills | ICT specific vocabulary | |||
| Previous learning | Theme: Special days. | |||
| Cross curricular links | Music lesson | |||
| Plan | ||||
| Planned timings | Planned activities | Resources | ||
| Beginning
10 min 15 min feedback |
Lesson Opening
Introduce the vocabulary: Hello learners. I’m glad to see you. How are you? Today we’ll work on our listening and speaking skill. Ok, let’s begin our lesson. First look at the blackboard. There are some picture, look at them and think the theme of our topic. What do you think? ….Yes, you are right! Today we will discuss about food and drink All together repeat after me. Next say without me. banana [bә’na:nә] potato [pә’teitәu] coffee [k’ fi]- apple [æpl]- tea [ti:]- juice [dзu:s]- carrot [‘kærәt]- grape [greip]- orange [‘ rindз]- egg [eg]- tomato bread [bred]- cheese [t∫i:z]- rice [rais]-к milk [milk]- butter [‘b tә]- sugar [‘∫ugә] Very very Well!!! Activity 2 Now let’s do one task, I will give you a picture with new words, first of all you should read and translate them, then put words in right groups..E.g: Fruit to fruits, drink to drinks, vegetables to vegetables, and other foods to each other. For this task I will give you 10 min. Very Good!!!! You are so clever! Now change exercise book with your partner, and check out the task. Is it right? Let’s discuss where he/she made a mistake. Peer assessment clapping hands |
http://www.bbcactive.com/BBCActiveIdeasandResources/MethodsofDifferentiationintheClassroom.aspx | ||
| Middle
15 min (I/W) |
Activity 3
Nice job! And let’s divide in to 2 groups. Teacher show on the screen the food and drink alphabet. -Now look at the alphabet. Name food and drinks words according to the letters of the alphabet A – is for apple B- is for banana C – is for cheese D- is for doughnut E – is for eggs F- is for fish G is for grapes I divided class in 2 groups and gave them the alphabet with the pictures of food. First group will translate and make 3 simple sentence on fruits, the second group will translate another food and also make 3 sentence Assess with signal cards. |
Flashcards
school objects |
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| Middle
5 min (I) 10 min |
Warm-Up
Teachers show on the screen video-song, learners should try to sing a song
Activity 4 Playing the game “Magic box” Teacher call all learners to the middle of the classroom and show a Magic box.
Now dear learners, you should ask by circle the question about your favorite food and drink. For example…What is your favorite food or drink? My favorite drink is tea…. |
PPT
Worksheet 2 |
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Homework & Reflection
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| 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 | ||
| I used differentiation learning by task. I used it because all learners have different level of knowledges and skills. I used alternative method, it is when single worksheet comprised of tasks which get progressively harder. The more advanced students will quickly progress to the later questions whiсh the less able can concentrate on grasping the essentials. | The teacher will be able to assess how well the students can speak using studied vocabulary and structures during the speaking, and how sell students have developed their receptive skills during listening. | Music lesson | ||
| Short-term plan :
Unit 2: My school |
School: NIS Kokshetau
English |
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| Date: | Teachers: AbdulanovaA.Zh., Kim L.I. | |||||
| Grade: 1 | Number present: | absent: | ||||
| Theme of the lesson: Classroom objects | ||||||
| Learning objective(s) that this lesson is contributing to | 1.S1 make basic personal statements and simple statements about objects
1.L3 recognize with support simple greetings recognize the spoken form of a limited range of basic and everyday classroom words |
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| Lesson objectives | All learners will be able to:
Most learners will be able to:
Some learners will be able to:
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| Assessment criteria | Learners have met the learning objectives (1.S1 ;1.L3) if they can:
Name 9 classroom objects; Recognize objects in the classroom. |
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| ICT skills | ICT specific vocabulary may be used | |||||
| Value links | Respect, Cooperation | |||||
| Previous learning | Сolors | |||||
| Cross curricular links | Science | |||||
| Plan | ||||||
| Planned timings | Planned activities | Resources | ||||
| Beginning
5 min (W) |
Lesson Opening & Warm-Up
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https://www.youtube.com/watch?v=TARreOtrWUg
video. |
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| Middle
15 min (I/W) |
Introduce the vocabulary:
Teacher: What’s this? It’s a book. Repeat «book». Learners: «book» (repeat 2,3 times) Teacher: Can you see a book in the classroom? Teacher: Yes! Good job!
Differentiation: The flexible pacing of this activity allows for some learners to go faster and some slower.
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Flashcards school objects
Worksheet 1 |
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| Middle
8 min (I) 10 min (W) |
Formative Assessment:
Teacher hands out each learner worksheet 2. Allow learners time to match the words. Assessment criteria:Recognize objects in the classroom. Task Match the words with the pictures
Board racing game: Ask learners to come to the middle of the classroom, divide them into 2 groups. Learners stand in a row. Rule: Teacher shows a picture of a classroom object on the PPT . Learners should look at the picture and touch the word which is on the board. Who touches the word first is the winner. This should be a quick and exciting game. If time allows, do ‘color the room’ activity. Give out the worksheets and have each learner color them in. As learners are working away, circulate and ask questions (e.g. What’s this? What color is this?). When finished, get each student to show the class their work, ask a question (e.g. what’s this?) praise learners and give applause. |
Formative Assessment worksheet
PPT Worksheet 2 |
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| End
2 min (I/W) |
Homework & Reflection
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| 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 | ||||
| Differentiation will be done by flexible grouping and pace of the speaking task. Students will be in mixed-ability groups where they can do the speaking task at a pace that suits their inherent ability. | The teacher will be able to assess how well the students can speak using studied vocabulary and structures during the speaking, and how sell students have developed their receptive skills during listening. | Lessons will be delivered in accordance with health and safety standards. | ||||
