Разработка урока английского языка What’s in your basket? (1 класс)

Long-term plan unit: Unit 7: Food and drinks Lesson 54

School: 

Date:

Teacher name

 Grade: 1

Theme of the lesson:

What’s in your basket?

Learning objectives(s) that this lesson is contributing to

1.S1 make basic personal statements about people, objects and classroom routines

1.S2 ask questions in basic exchanges about people, objects and classroom routines

1.UE9 use common present simple forms [positive, negative and question] to give basic personal information

Lesson objectives

All learners will be able to:

·         listen and repeat the words, follow  the instruction according to the task

·         Make up correct sentence about the things they like and dislike

·         To identify fruit and vegetables

Most learners will be able to:

·         recognise and name some words according to the topic, follow  the instruction according to the task

·         Make more than 1 sentence correctly using different sentence structure

Some learners will be able to:

·         recognise and name most of the words according to the topic, follow  the instruction according to the task

·         Read and write some of the words from the topic

Success criteria

Students will have succeeded in this class if they:

1.      Name at least 4 out of 6 words correctly

2.      Followed the instruction of the teacher immediately without support

3.      Say at least 2 sentences about what they like and dislike correctly

Value links

Respect and cooperation by:

1.      Listening to the teacher

2.      Listening to each other

3.      Take turns

4.      Encourage each other

5.      Helping each other

Cross curricular links

Kazakh language and literature, Russian language and literature (naming things in Kazakh, Russian and English)

ICT skills

By teacher, interactive websites if trusting the class

Target vocabulary

Carrots, onions, tomatoes, potatoes, cabbage.

Previous learning

Vegetables: I like … I don’t like …

Plan

Planned timings

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

Resources

 Warm up

Activities to revise the vocabulary from the previous lesson.

Write the food items from the previous lesson on the board. Allow the pupils some time to look at them. Then, ask the pupils to close their eyes. Erase one of the words. Ask the pupils to open their eyes and tell you which food item is missing. Repeat the activity with the other food items.

Play the I like milk song from the previous lesson. Encourage the pupils to sing along.

Track 02 CD 2

Middle

Listen, point and repeat.

Put up the My food! poster on the board. Point to each items (Bananas, apples, carrots, pears, onions, tomatoes), one at a time, and present them. The pupils repeat, chorally and individually. Then point to each item in random order. Ask individual pupils to say the word. Ask the rest of the class for verification.

Read. Draw. Talk with your partner.

The pupils read the words on the baskets and draw the corresponding fruit or vegetables.

Write on the board: What’s in your basket? Have the pupils repeat after you.

-          What’s in your basket?

-          Apples.

-          What’s in your basket?

-          Onions.

-          What’s in your basket?

-          Tomatoes.

-          What’s in your basket?

-          Pears.

Sing the What’s in your basket? Song!

Listen and read.

Colour.

The pupils look at the pictures, read the dialogue silently, find the items and colour them accordingly. Check their answers.

Extension activity (Optional)

·         For stronger classes: select a short exchange from the dialogue for the pupils to act out in pairs. Allow them some time to rehearse their exchanges. Encourage them to come to the front of the class and perform their exchanges. Alternatively, assign roles and have the pupils come to the front and act out the whole dialogue.

For weaker classes: ask the pupils to take out their story cutouts. Ask them to shuffle them. Play the dialogue for the first frame. Ask the pupils to show you the corresponding cutout. Repeat with the rest of the dialogue.

Track 04 CD 2

Track 05 CD 2

Track 06 CD 2

End

Draw a tree. Tell the pupils that it’s a magic tree and that any kind of food or drink can ‘grow’ on it. Ask individual pupils to name a food or drink item and draw a simple sketch of it on the tree. Continue until all the pupils have had a turn and the tree is full.

Additional information

Differentiation – struggling learners will be given more prompts to help them speak.  More able learners will be encouraged to make their speaking more complex.

Assessment  - by the teacher, self assessment may be done by the students as the teacher asks questions about what they have learnt when they draw and do crafting. Also the result of the flower will show which words they remember