Краткорсрочный план по английскому языку на тему "Food and drink"

Short-term plan

Lesson plan

Unit of a long term plan: Food and drink

School: SCE Aksu №2 secondary school Stepnogorsk city

Date: 26.02.2020

Teacher name: Makanova Shynar

CLASS: 8

Number present: 14

absent: 0

Lesson title

Food and drinks

Learning objectives(s) that this lesson is contributing to (link to the Subject programme)

8.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics;

8.4.2.1 understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts;

8.6.2.1 use a growing variety of quantifiers for countable and uncountable nouns including several, plenty, a large/small number/amount on a range of familiar general and curricular topics

Lesson objectives

Learners will be able to:

• talk about food and drink using appropriate subject-specific vocabulary and syntax;

• identify particular facts and parts in reading passage;

• practice using quantifiers including several, plenty, large/small number/amount for nouns

Assessment criteria

- name topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences; - describe particular facts and parts in reading passage; - construct sentences using the correct quantifiers including several, plenty, large/small number/amount for nouns

Values links

Keeping fit, love and respect food and drink

Cross-curricular links

Biology, history, geography

Previous learning

Food and drink words

Plan

Planned timings

Planned activities

Resources

Beginning

5 min

Classroom routines: Greeting:

Teacher:

• Good morning!

• How are you? …

• Sit down, please! I’m glad to see you.

Let’s begin our lesson.

Warm-up activity.

[W] Brainstorming strategy. Watching the video

Learners watch a movie about food and drinks [T-S].

- How do you think, guys, what is our theme today?

Students try to guess the theme of the lesson.

INTRODUCTION

Teacher introduces the theme and learning objectives

https://www.youtube.com/watch?v=rkoKjUayyS8&t=20s

Middle

30 min

Dividing into groups.

Pupils are divided into two groups.

Pupils come to the table and choose one sticker.

• If in the sticker food picture you are in the first group, if in the sticker drink you in the second group.

[W, E] Presentation of the new words: Teacher shows pictures and asks questions about the pictures. Students name the words. Then students repeat the words after the teacher [T-S].

Honey and toast	Fries
Boiled eggs	Kebab
Fried eggs	Stuffed pepper
Scrambled eggs	Salmon and rice
Cereals	Mashed potatoes
Pancakes	Meatballs
Burrito	Sausages
Taco	Lasagna

[W] Playing the game: Vocabulary box.

The board is divided into two parts. The student is given a certain topic "Food and Drink". From each group, students come to the blackboard and write the word using a marker chalk of a certain color that the group chooses. Teams compete with each other to write as many words as possible [S-S].

Descriptor. A learner:

• Identifies the new words quickly;

• writes the words on the board.

Assessment: Plus and minus. Students tick the appropriate sentences according to their knowledge.

Criteria	+	-
I know enough words
I can use new words

Differentiation by resources. Less able learners can use dictionaries.

[P] Playing the game: Hot Seat. Students decide who will sit on the Hot Seat. Those students who will sit on the Hot Seat have to guess the words. Their pairs read the words from the board and try to show by gestures or using mimes [S-S].

Descriptor: a learner:

• reads the words;

• shows it using gestures and mimes;

• guesses the word;

• names the word.

Assessment: self-assessment by “Can do". Students tick the statements which they can do.

Criteria	۷
I can say names of foods and drinks
I can show mimes
I can show gestures
I can explain food and drinks

Differentiation by prompts. The words with pictures will be written on the board.

[W, M] Presentation of the grammar: Teacher explains the rules Noun Quantifiers by using examples [T-S].

Task 1. [I] Magical ‘several, plenty, a large/small number/amount’. Learners fill the gaps and complete the sentences with the correct answer”.

There’re several notebooks on the desk.

There’re plenty of pens in my pencil case.

There are not small amount flowers in the garden.

There isn’t plenty of filling in the cake.

Eric has several problems that he has to solve.

Plenty of participants came for an interview to get a job.

There’re a large number of newspapers in the stall.

Descriptor. A learner:

• read the task;

• use some, any, plenty,

• identifies to put some or any;

• fills in several, plenty, large/small number/amount for nouns.

Assessment by can/can’t

Criteria	can	can’t
I understand the task
I put the appropriate word
I complete the sentence

Differentiation by teacher’s support. Teacher helps to less able learners to fill the right word [T-S].

Reading. Task 2. [G]:

Pre-reading: Prediction. Teacher writes the title of the text and asks students to predict the text.

While-reading: Graphic organizer. Students are divided into 2 groups. They have different texts to read. British cuisine and Kazakh cuisine.

They read the texts and fill in the table.

Name of food	Drink	Ingredients

Descriptor. A learner:

• reads the text;

• identifies the main facts;

• fills in the table with the information from the text.

Assessment: Group assessment by sandwich. Students write one thing that was good, one suggestion and one thing that they were surprised.

Differentiation by support. More able learners help to less able learners to fill in the table the appropriate information [S-S].

[G] Post-reading: True or false. Students find true and false sentences.

1. Zhaya is pickled and salted meat from sheep's hip and front leg. [F]

2. In Britain tea-time usually consists of sandwiches and burgers. [F]

3. Kumys and shubat are kazakh traditional drinks. [T]

4. Chicken Tikka Masala is Britain dish. [T]

5. Airan is britain drink. [F]

6. Shuzhuk isn’t kazakh food. [F]

7. Shepherd’s Pie is Britain dish. [T]

Descriptor: a learner:

• revises the text;

• identifies true/false sentences;

• writes “T” for true sentences;

• writes “F” for false sentences.

Assessment by traffic light. Groups assess each other by ready keys and if the students do the task correctly, they show green colours, if 2 mistakes yellow, if 3 or more red colours.

Differentiation by resources. Less able learners are given the texts.

[W, P, f] “Double Circle”. Learners sit in their chairs in the double circle and tell each other about their favourite food and drink. Then change their seats by clockwise and complete their communication until they can back to the original place.

Descriptor. A learner:

• identifies the food or drink;

• uses appropriate quantifiers;

• applies the specific words;

• tells about food and drink.

Assessment by two stars and a wish. Students tell two things from their speech what they like and one suggestion for improving their speech.

Differentiation by support. More able learners help to less able learners to make sentences in the right order and say some specific words [S-S].

Oral feedback: Excellent, good, not bad.

Stickers

PPT

(presentation p.1-18)

PTT

(presentation p.19-28)

https://en.wikipedia.org/wiki/Kazakh_cuisine

https://www.healthguidance.org/entry/14855/1/british-cuisine-traditional-british-food.html

End

5 min

I have learned	I have some questions		I haven’t understood

Plenary.

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

Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of leaners (Theory of Multiple Intelligences by Gardner).

Use this section to record the techniques that you will use to assess what the learners have learned during the lesson.

Health saving technologies.

Using physical exercises and active activities.

Rules from the Safety Rules book which can be applied in this lesson.

Reflection

Were the lesson objectives/learning objectives realistic?

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

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?