LESSON 1: Unit7 Food and drink

Things I like  

School:

Date: 03.04.2017

Teacher name:

CLASS:1

Number present: 9

absent:1

Learning objectives(s) that this lesson is contributing to

1.S3 pronounce basic words and expressions intelligibly

1.L2 recognise with considerable support a few basic personal questions spoken slowly and distinctly

1.S1 make basic personal statements and simple statements about objects

Lesson objectives

All learners will be able to:

• name types of food intelligibly
• produce some approval/disapproval sounds

Most learners will be able to:

• respond appropriately to some yes/no questions
• use some short form answers correctly
• respond to some information questions about food correctly

Some learners will be able to:

• give some information about themselves and others using covered grammatical structures correctly and describe objects

Previous learning

Vocabulary relating to food and animals

Plan

Planned timings

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

Resources

10 minutes

ORGANIZATION MOMENT

Hello, boys and girls

How are you?

What day is it today?

What is the weather like today?

 WARM UP ACTIVITY

Spin the bottle

Students sit in a circle with a bottle in the middle. Teacher spins the bottle. When it stops spinning the student it is pointing to has to answer a question. If the answer is correct then that student can spin the bottle. This is a good class warm up activity e.g. How are you? What's your name? What is this? (show an object or flashcard) 

Pictures of objects

https://www.google.ru/search?q=Pictures+of+objects+for+kids

Middle

5minutes

10minutes

5 minutes

5 minutes

Introducing new material

Teacher gets out a small plastic fruit. Puts eight fruit into a small box before the class. Then takes out the box and shakes it (the rattling sound will instantly alert the pupils). Teacher opens the box and pulls out a fruit. Teacher asks “What’s this?”

Teacher can elicit / teach the name and chorus three times.Mime biting the fruit and chewing, and then say “Yummy!”. Then hold the fruit in front of each student to let them take an imaginary bite. Encourage them to say “yummy!” or even “yuk!”. Repeat with the other fruit.

TEACHING STRUCTURES

“I LIKE/ I DON’T LIKE”

Sit everyone down to watch you. Take out the 8 plastic fruit. Take one and say “Yummy! I like (apples)!” Put it to your right side. Take another fruit and do the same. Next, take a fruit and say “Yuk! I don’t like (melons)”. Put it to your left. Keep going with the rest of the fruit until you have some fruit (likes) on your right and some (dislikes) on your left. Put the fruit you like in front of you and say “I like apples, grapes, pineapples … etc.). Then ask a student “What fruit do you like?” Encourage him/her to say “I like …” and list the fruit he/she likes.

PHYSICAL ACTION

 “Fruit Rope Jump” game

Teacher takes a length of rope, and lays it across the floor at one end of the classroom. On one side places the 8 plastic fruit and the box. Students line up on the other side of the rope. Model: “(Student’s name), put the (apple) in the box”. Run up to the rope, jump over the rope (say “Jump!) select the correct fruit and put it in the box.

Exercise “Missing letter”

Fill in the gaps

 To_ atoes,Pot_ toes, Carro_ ,Cabba_ e,App_ e

Plastic fruits

Pictures of fruits

https://www.google.ru/search?q=Pictures+of+objects+for+kids

PPT

Rope

Plastic fruits

Box

End

5mins

 REFLECTION

Teacher gives the comments about pupils’ work and awards pupils.

“Excellent”              “Very well”         “Good”

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
Health and safety check
ICT links
Values links

• more able learners will be challenged by prompting their neighbours to develop more elaborate information to narrate.

• through questioning and the redirecting of questioning in feedback activities
• through observation in group and  end performance activities

PT

Knowledge of the world

Reflection

Were the lesson objectives/learning objectives realistic?

What did the learners learn today?

What was the learning atmosphere like?

Did my planned differentiation work well?

Did I stick to timings? What changes did I make from my plan and why?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson. 

Summary evaluation

What two things went really well (consider both teaching and learning)?

1:

2:

What two things would have improved the lesson (consider both teaching and learning)?

1: form of working (group and pair work)

2:

What have I learned from this lesson about the class or individuals that will inform my next lesson?