Describing things 1 класс

LESSON10:

UnitFood and drink

Consolidation  food and  drink

School:187

Date:

Teacher name: Kartaeva M

Grade: 1

Number present:

absent:

Theme of the lesson: Food

Learning objectives(s) that this lesson is contributing to

1. UE3 use basic adjectives and colours to say what someone /something is or has

2. UE7use personal subject pronouns to identify things

3.S3pronounce basic words and expressions intelligibly

4. S5 produce words in response to prompts

5. L3 recognise with support simple greetings recognise the spoken form of a limited range of basic and everyday classroom words

Lesson objectives

Learners will be able to:

All:Use consolidate fruit and vegetables

Most:Use the structure Oh, look at all the food!

                                There is a parrot on TV   

Some:Pronounce 90% of words intelligibly

Success criteria

Learners have met the learning objective (L3) if they can:

Understand and  recognize 5-6 words and use the structure Can I have chicken? I’m hungry. I’m thirsty

Value links

Lifelong learning

Cross-curricularlinks

Math

ICT skills

Using videos& pictures, working with URLs

Previous learning

Food and vegetables

Plan

Planned timings

Planned activities

Resources

Beginning

5mins

Teacher greets students; students respond to greeting and take their places.

Warming up

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 slide, saying “I am happy/sad….etc.”

Students get familiar with the lesson objectives.

Students watch a video and sing a greeting song

Hello, hello, can you clap your hands,

Hello, hello, can you clap your hands

Can you stretch up high,

Can you touch your toes….

PPP slide 1

Middle

30mins

My food (R, W, P) (18)

Revision:

- demonstrate a picture of fruit and vegetables

- ask “I’m hungry. I’m thirsty”; students may read the answer from the picture; if they cannot read and answer, help by reading the sentence aloud

- in order to consolidate “this is” structure usage, play a song “My pet” and ask students to listen and sing along:

Listen, repeat and point

Whole class activity:

- provide each student with a hand-out of “fruit” where they will be able to see a number of words denoting pets

Ex.1, Ex.10 (extension activity)

- give students a minute to look through all the words

- show a video which uses choral drilling for students to learn how to pronounce these words correctly (carrot, pear, apple etc.)

- ask students to listen to the speaker and repeat the words

Pair work:

- ask students to work in pairs and tell each other about their own pets  namely which pet they  have got(i.e. I have got a parrot)

- go from pair to pair and listen to students stories assisting if necessary

- give students 3-5 mins to talk to each other

- in 5 mins give each student a praising sticker for their work.

Whole class activity:

Ex.10 (activity book) Story cutout

Ex.11 Point and say

• What is in the basket?
• Can I have chicken?
• 

Flash card: a) I’m hungry. I’m thirsty

                  b) working with posters and ask activity words

PPP slide 2

Track 50 CD 1

Hand-outs

Worksheets

Track  CD 1

worksheet

End

5mins

Reflection

Ask students to look at lesson objectives they set at the beginning of the lesson and think and say (with great teacher support) if and they achieved these objectives or working towards them and why

Good bye song

Students listen and sing a good-bye song:

See you later, alligator!

After a while, crocodile!

Good bye, butterfly!

See you again next time!

PPP slide 2

https://www.youtube.com/watch?v=-EJGW7QVG2s

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

Less able students – greater support by means of prompts, visuals or writing difficult words on the blackboard

More able students – independent work on definite tasks with little/no support

through observation

·      Work with the SMART board not more than 10 minutes

·      Use water based markers

·      Ensure proper ventilation