LESSON 6: Unit 7 Food and Drink Animals like…

LESSON 6: Unit 7   Food and Drink  Animals like…

School:№5

Date:

Teacher name: Baikenzheyeva Laura

CLASS: 1.

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

1.S5 produce words in response to basic prompts

1.L3 recognize with support the spoken form of a limited range of basic words

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

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

Lesson objectives

All learners will be able to:

·         say names of some animals intelligibly

·         say names of some food items intelligibly

·         produce some approval/disapproval sounds

Most learners will be able to:

·         understand some factual questions about animals and their food

·         respond appropriately to some yes/no questions

·         use some short form answers correctly

·         respond to some information questions about animals correctly

Some learners will be able to:

·         produce a simple food chain and narrate to class what eats what

·         use present simple forms correctly in narration without teacher’s support

Previous learning

plural ‘s’ forms, irregular plurals: sheep  fish  mice; personal pronoun  they  present simple forms: eat, like; short forms: do

Plan

Planned timings

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

Resources

8-10  minutes

GREETING

Hello, children! How are you?

WARMING UP

1.      Play a game “Bring me a letter”

Teacher distributes English letters to pupils and name any letter, the pupil who has this letter has to place his/her letter on the letter board and name next letter. (next time pupils can name also a word  p- for- pizza)

APPLYING PREVIOUS KNOWLEDGE

1. Teacher demonstrates what learners have to do with a model question.  Teacher then reads out each question about animal food e.g. Do cats like milk? Do cows eat eggs? repeating each question twice and learners answer yesor no on their answer sheet. Teacher encourages learners to answer Yes they do/No they don’t.

Do dogs like grass?                      Do horses eat birds?

Do cats like milk?                         Do bears like bugs?

Do cows eat eggs?                        Do mice like cheese?

Do cows eat grass?                        Do monkeys eat  

Do rabbits eat leaves?                    bananas?

SINGNINS

Sing a song “Do you like….?”

Board with letters

Pictures of animals, grass, fish, bananas, milk, leaves, birds, bugs   etc.

A set of 10 questions to read out

I like..  Food song

http://www.youtube.com /watch?v=7lKclr67ajY

Middle

15 -20 minutes

8-10 minutes

GROPWORKING

Divide the class into three teams for an animal food quiz.  Ask a question and show visual of animal: What do spiders like/eat?   

Keep team scores. Score one point for first correct answer and a bonus point if the team can name a second thing.

PHYSICAL ACTION

I’m a big big cat,

I’m a little little, mouse,

Big little, big little,

Clap! Clap! Clap!

I’m a big big gorilla,

I’m a little little ant,

Big little, big little,

Clap! Clap! Clap!

I’m a big big shark, 

I’m a little little frog,

Big little, big little,

Clap! Clap! Clap

REVISION

Watch a video “Animals”

A set of animal visuals / flashcards to project

big-little.mp3    http://dcsss1.weebly.com /5/post/2011/10/big-little1.html

Animal Video for Kids

http://www.youtube.com /watch?v=viX1rRZfXts

Let's Learn About Animals http://www.youtube.com /watch?v=gDVBvvPlOE4

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.

·         more able learners will be challenged by prompting their groups to  develop speaking

·      through questioning and the redirecting of questioning in feedback activities

·      through observation in group and  end performance activities

·         Art: performance

·          Science

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?