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Жалалова Аяжан Камаловна

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

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

Level of thinking skills Understanding, remembering,аpplying
Assessment criteria Talk about different kind of food and drinks.

Learn new words.

Develop speaking skills.

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

  • Greet learners. Have them take their places

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

Middle

5 min

(I)

10 min

Warm-Up

Teachers show on the screen video-song, learners should try to sing a song

  • Now let’s sing a alphabet song!!!

Activity 4

Playing the game “Magic box”

Teacher call all learners to the middle of the classroom and show a Magic box.

  • Let’s play game “Magic box”. There are some letters inside this box, you should name the food alphabet according to the letter alphabet…II will turn on the music, you will pass the box by circle, when the music will stopped, the learner who will hold the box answer the world…..

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

Homework & Reflection

  • Ask students to take a moment, think and share what they have learnt
  • Revision of the words
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

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

Lesson objectives All learners will be able to:

  • Name 9 classroom objects with teacher’s support
  • Recognize 70% of subject specific words

Most learners will be able to:

  • Name 8 classroom objects with teacher’s support
  • Recognize 60% of subject specific words

Some learners will be able to:

  • Name 7 classroom objects without support
  • Recognize 60% of subject specific words
Assessment criteria Learners have met the learning objectives (1.S1 ;1.L3) if they can:

Name 9 classroom objects; Recognize objects in the classroom.

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

  • Greet learners. Have them take their places
  • Teacher asks students “How are you?” to find out their mood at the beginning of the lesson; students choose one of the smiles they see on the board and answer the question.
  • Teacher introduces lesson objectives to the students.
  • Show a short video about school and classroom objects and ask learners to guess the topic of the lesson.
https://www.youtube.com/watch?v=TARreOtrWUg

video.

Middle

15 min

(I/W)

Introduce the vocabulary:

  • Learners are going to learn the words: table, chair, door, window, book, pen, rubber, ruler, notebook. Print off enough of each of the cards for each student.
  • Ask learners to come to the middle of the class, holding one card (i.e. book).

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!

  • Repeat the same activity with the rest of the cards.

Differentiation: The flexible pacing of this activity allows for some learners to go faster and some slower.

  • Have learners to glue their flashcards to the objects in the class.
  • Give learners worksheet 1 with the words to glue into their ABC books.
Flashcards school objects

Worksheet 1

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

Table, chair, door, window, book, pen, rubber, ruler, notebook.

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

End

2 min

(I/W)

Homework & Reflection

  • Ask students to take a moment, think and share what they have learnt
  • Revision of the words
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.

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