Открытый урок на тему "Food and drink"

LESSON: My food

School: №173

Date: 26.01.2017

Teacher name: Boranbayeva Indira

CLASS: 1 a

Number present:12

absent: -1

Learning objectives(s) that this lesson is contributing to

1.L3 recognise with support simple phrases; recognise the spoken form of a limited range of everyday and everyday classroom words;

1.S6 to talk about preferences using names of food ;

1.UE3 use names of food in their everyday life;

Lesson objectives

All learners will be able to:

To talk about names of food;

Most learners will be able to:

To talk about names of food; to talk about preferences;

Some learners will be able to:

To talk about names of food; to talk about preferences; to use the names of food in their everyday life;

Previous learning: food, give me, please!

Activities to revise the vocabulary from the previous lesson

Plan

Planned timings

Planned activities (replace the notes below with your planned activities);

Resources

1-5 minutes

Beginning the lesson.

-Hello, children! How are you? Let’s sing the “Hello” song all together.

- OK, children! And now, let’s start our lesson!

(An activity to revise the vocabulary from the previous module).

(Somebody knocks the door…)

- oh,who’sthis? Come in, please! (knock on the door again…)

Teacher opens the door and gets a big box of surprise!

Oh, children, look! We’ve got a present! Let’s open it!

·         Oh, there are balloons! Who knows? What color is this balloon? (red, blue…etc.)

·         How many balloons are there? Let’s count! (one, two, three…etc.)

5 -10 minutes

Presentation and practice.

Listen, point and repeat. Track 01 CD 2

Pupils’ book closed.

Put up the MY FOOD poster on the board. Point to each item (milk, cheese, bananas, juice, eggs, and chicken), one at a time, and present them. The pupils repeat chorally and individually. Then point to each item in a random order. Ask individual pupils to say the word. Ask the rest of the class for verification.

Pupils book open.

Play the CD. The pupils listen, point to the pictures and repeat the words. Play the CD again pausing after each word. The pupils repeat, chorally and individually.

(flashcards from 7 to 11)

10-35 minutes

35-45 minutes

Write. Talk with your friend.

Refer the pupils to the words and explain the activity. Point to the first picture and ask . Point to and read the word hello. Ask the pupils to color it using any colors they like. Repeat with the word goodbye.

Model the following short conversation with the help of a pupil.

A: Hello, I’m …. What’s your name?

B: Hello! I’m KIM.

A: Goodbye, KIM!

B: Goodbye……

The pupils then, in pairs, act out similar exchanges. Check round the classroom, providing any necessary help. Ask some pairs to report back to the class.

Sing.

Point to Nanny Rose in Ex.3 and say: Hello, I’m Nanny Rose. My name is Nanny Rose. The pupils repeat after you and wave. Follow the samen procedure to present the rest of the song.

Play the CD. The pupils listen to the song. Divide the class into four groups and assign a verse to each group. Play the song again and encourage the groups to sing the assigned verse. Time permitting, play the song third time for pupils to sing the song as a class.

AUDIOSCRIPT

Hello, I’m Nanny Rose,

My name is Nanny Rose.

Hello, hello, hello!

Hello, I’m Lilly,

My name is Lilly.

Hello, hello, hello!

Hello, I’m Liam,

My name is Liam.

Hello, hello, hello!

Hello, Charlie, hello!

Goodbye, Charlie, goodbye!

Bye-bye, Bye-bye, Bye-bye!

Let’s listen. Track 06 CD 1

Set the scene by asking the pupils questions about what they can see in the picture.

Ex: Teacher: who is she?

Class: Nanny Rose…

Teacher: yes, Nanny Rose has got magical powers. Look

Play the CD. The pupils listen and follow the dialogue in their books.

AUDIOSCRIPT:

1.       Nanny: hello, I’m Nanny Rose.

Mummy: Hello, Nanny Rose.

1.       Nanny: Hello, my name is Nanny Rose! What’s your name?

Lilly: Hello, I’m Lilly. This is Charlie!

Nanny: Hello, Charlie!

1.       Nanny:Oh, goodbye, Charlie!

2.       

Play the CD again with pauses for the pupils to repeat chorally and individually. Hold up your book to the class. Say the dialogue and point to the pictures in turn. Repeat this time inviting the pupils to complete your sentences.

Ending the lesson:

Ask the pupils to leave while waving and saying goodbye.

e.g: Pupil1 : goodbye miss Makpal!

Teacher: Goodbye, Mark!

If you wish you can do page 20 from the activity book.

If you like the lesson stick the apple on the tree, if you don’t like the lesson doesn’t stick your apple on the tree.

(Track 5CD1)

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

1.       Create mixed ability pairs for speaking activity.

2.       Stronger Students can support weaker Students in pair work

1.       through questioning and the redirecting of questioning in feedback activities

1.       through observation in pair work

2.       through revising a covered material in warm up activity

Cross-curricular links with art.

Reflection Were the lesson objectives/learning objectives realistic?What did the learners learn today?Did my planned differentiation work well?

The learners learnt new words how to greet and introduce themselves; I think that a planned differentiation worked well because pupils have learned to greet and introduce themselves correctly.

Summary evaluation

1. The second and third activities worked well because pupils sing a song, play game in oral forms. 2. The first activity improved the lesson because pupils practiced new words