Hot or cold

Hot or cold

LESSON 3: Unit 7 Food and drink

Hot or cold

School: Babatay

Date: 07.04.17.

Teacher name: Gulnaz Zharygassova

CLASS: 1

Number present: 6

absent:0

Learning objectives(s) that this lesson is contributing to

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

1.S5 produce words in response to basic prompts

1.L3 recognise with support simple greetings

recognise the spoken form of a limited range of basic and everyday classroom words

1.S1 make basic 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

Previous learning

Things I like (I like … / I don’t like …)

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

This is basically Simon Says but using the words "Teacher says" instead. The teacher tells the learners to do an action and the learners do as asked (e.g. "Teacher says. jump 3 times"). Teacher keeps on giving instructions with different actions using "Teacher says.” At some point Teacher gives a command without using the phrase "Teacher says" (e.g. "Hop 5 times") and the pupils mustn't do that action - they have to stay still. Pupils that do the action have to sit out for the rest of the game. The last pupil standing is the winner.

Middle

15mins

10mins

INTRODUCING NEW MATERIAL

Teacher elicits hot and cold food/drinks using visuals What’s this? E.g. hot milk/cold chips. Teacher elicits reaction from learners about the food and drinks e.g. hmm or I don’t like cold chips.

Teacher models using images of characters smiley/sad faces and visuals of hot and cold foods: Does Ben like cold soup? Does Lulu like hot milk? Yes he does. / No he doesn’t.

Learners listen to short conversations between a boy and a girl and on a worksheet draw straight lines to the things each character likes and wiggly lines to the things each character doesn’t like.

PLAYING

Before class print off pictures of types of food onto A4 paper. Hold up each picture, elicit the fruit and walk around the room taping them to the walls (at a height that your students can reach). Now model the game: Say “What fruit do I like?” and then run around the room touching each fruit that you like saying “I like ~” as you touch each fruit. Now get all of your students to stand up and say to them “What fruit do you like?”. Allow them to run around the room touching fruit (encourage them to say “I like~” as they touch).

PRACTICE

After this game Teacher nominates student and asks question about other pupils in the class. Pupil responds Yes, he / she does / No, he/she doesn’t, e.g.: Arsen, does Amir likes apples? – Yes, he does

PPT

Like Don’t Like – Simple Skits

http://www.youtube.com/watch?v=W_siaVSv3Qs

http://www.lingoclub.com

English for Children – Unit 11

http://www.youtube.com/watch?v=nf2zgpSHZeA

pictures or flashcards of fruits

https://www.google.ru/search?newwindow=1&tbm=isch&q=pictures+of+flashcards+of+hot+cold+food

End

5mins

REFLECTION

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

Images of smiles

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 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
through observation

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)?

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

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

Показать полностью

Вы уже знаете о суперспособностях современного учителя?

Тратить минимум сил на подготовку и проведение уроков.

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Сделать изучение нового материала максимально понятным.

Избавить себя от подбора заданий и их проверки после уроков.

Наладить дисциплину на своих уроках.

Получить возможность работать творчески.

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«Hot or cold»

LESSON 3: Unit 7 Food and drink Hot or cold					School: Babatay
Date: 07.04.17.					Teacher name: Gulnaz Zharygassova
CLASS: 1					Number present: 6			absent:0
Learning objectives(s) that this lesson is contributing to			1.UE9 use basic present simple forms [positive and negative] to give basic personal information 1.S5 produce words in response to basic prompts 1.L3 recognise with support simple greetings recognise the spoken form of a limited range of basic and everyday classroom words 1.S1 make basic 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
Previous learning			Things I like (I like … / I don’t like …)
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 This is basically Simon Says but using the words "Teacher says" instead. The teacher tells the learners to do an action and the learners do as asked (e.g. "Teacher says ... jump 3 times"). Teacher keeps on giving instructions with different actions using "Teacher says ...” At some point Teacher gives a command without using the phrase "Teacher says" (e.g. "Hop 5 times") and the pupils mustn't do that action - they have to stay still. Pupils that do the action have to sit out for the rest of the game. The last pupil standing is the winner.
Middle 15mins 10mins	INTRODUCING NEW MATERIAL Teacher elicits hot and cold food/drinks using visuals What’s this? E.g. hot milk/cold chips. Teacher elicits reaction from learners about the food and drinks e.g. hmm or I don’t like cold chips. Teacher models using images of characters smiley/sad faces and visuals of hot and cold foods: Does Ben like cold soup? Does Lulu like hot milk? Yes he does. / No he doesn’t. Learners listen to short conversations between a boy and a girl and on a worksheet draw straight lines to the things each character likes and wiggly lines to the things each character doesn’t like. PLAYING Before class print off pictures of types of food onto A4 paper. Hold up each picture, elicit the fruit and walk around the room taping them to the walls (at a height that your students can reach). Now model the game: Say “What fruit do I like?” and then run around the room touching each fruit that you like saying “I like ~” as you touch each fruit. Now get all of your students to stand up and say to them “What fruit do you like?”. Allow them to run around the room touching fruit (encourage them to say “I like~” as they touch). PRACTICE After this game Teacher nominates student and asks question about other pupils in the class. Pupil responds Yes, he / she does / No, he/she doesn’t, e.g.: Arsen, does Amir likes apples? – Yes, he does						PPT PPT Like Don’t Like – Simple Skits http://www.youtube.com/watch?v=W_siaVSv3Qs http://www.lingoclub.com English for Children – Unit 11 http://www.youtube.com/watch?v=nf2zgpSHZeA pictures or flashcards of fruits https://www.google.ru/search?newwindow=1&tbm=isch&q=pictures+of+flashcards+of+hot+cold+food
End 5mins	REFLECTION Teacher gives the comments about pupils’ work and awards them.						Images of smiles
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 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 through observation		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: 2: What have I learned from this lesson about the class or individuals that will inform my next lesson?