LESSON 3: Unit 7 Food and drink
Hot or cold
Teacher name: Gulnaz Zharygassova
Number present: 6
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
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
Things I like (I like … / I don’t like …)
Planned activities (replace the notes below with your planned activities)
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.
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.
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).
- 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
Like Don’t Like – Simple Skits
English for Children – Unit 11
pictures or flashcards of fruits
Teacher gives the comments about pupils’ work and awards them.
Images of smiles
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
- 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
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.
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?