Food and drink Nice

School:

Long-term plan unit: Food and drink

Date:

Teacher name:

Grade:1

Number present:

Absent:

Theme of the lesson: Nice or nasty

Learning objectives 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

Learners will be able to:

name fruits and vegetables

ask and answer question Do you like …? Yes, I do/No, I don’t

ask and answer question What is your favourite … ? My favourite …

give some information about them using covered grammatical structures and describe object.

Success criteria

Student achieved the LO (S1) if he:

Value links

Educationthroughout life

Cross curricular links

The world around us, literature, folklore

ICT skills

Using SMART board, pictures and videos, working with URLs

Previous learning

Vocabulary relating to food and animals and present simple structures [positive and negative] and short form answers.

Plan

Planned timings

Planned activities

Resources

Beginning

10 min

ORGANIZATIONAL MOMENT

• Hello, boys and girls
• How are you?
• What day is it today?
• What is the weather like today?
• Let’s listen to the fruit song and sing

WARM UP ACTIVITY

Clap your hands when you hear the name of drink, stamp your foot when you hear the name of fruit, shake your head when you hear the name of vegetable.

Cards “Days of the week”

Weather pictures

https://www.youtube.com/watch?v=X_J-SK00Oaw

Middle

25 min

Teach structures “What is your favourite …?” and “My favourite … is ~”

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.).And choose one fruit and say it is my favourite one.

Then ask a student “What is your favourite fruit?”. Encourage him/her to say “My favourite fruit is …” and show the fruit he/she likes. Go around the class asking each student the question What is your favourite fruit?

PHYSICAL TRAINING

Teacher shows a video “Move left!”, students repeat the actions.

CREATING A POEM

Teacher: - Now let’s create a poem about your favourite fruit. Look at the blackboard here is the example. Your task is to change the name of fruits to your favourite one.

E.g. Strawberries are red, blueberries are blue, fruits are sweet, and so are you!

Student’s task:

…. are …

… are …

Fruits are sweet,

And so me!

MEMORY GAME (FA)

Teacher shows pictures of fruits, vegetables etc. from covered material for 1 minute after that teacher takes away pictures and students try to name pictures in order. The more they name the better.

Plastic fruits

Directions songs for kids

http://www.youtube.com/watch?v=Vgyer0IauyQ

PPP

End

5 min

REFLECTION

Teacher gives comments about students’ work and awards students with motivating stickers.

Every student has their cards on the table (green, yellow, red). Leaving the class, students should leave to the box one of them:

Green - I am satisfied with the lesson, the lesson was helpful to me, I worked a lot and I got deserved mark, I understood everything that was said in class.

Yellow - The lesson was fun, I took an active part in the lesson, the lesson was to a certain extent useful to me, I replied from the place, I was able to perform a number of tasks; I was quite comfortable in the classroom.

Red – I didn’t get any useful information for me, I didn’t really understand what was going on, I do not really need that information, I won’t do my homework, I wasn’t ready to answer

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

more support can be given during elicitation, instruction and questioning phases of the lesson by nominating learners to answer items relating to more high frequency vocabulary to build confidence through participation.

through questioning and the redirecting of questioning in feedback activities

- Usewaterbasedmarkers

- Work with the SMART board not more than 10 minutes. Make short breaks.

- Ensure proper ventilation

- Monitor classroom space when sts start moving around

- Check sockets’ safety

Reflection

Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO? If not, why?

Did my planned differentiation work well?

Did I stick to timings?

What changes did I make from my plan and why?

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:

2:

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