| LESSON 6: Unit 7 Food and Drink Animals like… | School: |
| Date: | Teacher name: |
| 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 yes or 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. |
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| 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? |
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