Открытый урок по английскому языку "Healthy food"

LESSON 36: Unit 5. Health and body

Healthy food

School: №1

Date:

Teacher name: Ergalieva A.K

Grade: 2 “Ә”

Number present:

absent:

Learning objectives(s)

2. R1recognise, sound and name the letters of the alphabet

2.W3 write familiar words to identify people, places and objects

2.S3 pronounce familiar words and expressions intelligibly

2.L1 recognise short basic instructions for a limited range of classroom routines spoken slowly and distinctly

2.L1 understand a range of short basic supported classroom instructions

2.L4 recognise with support short basic questions relating to features such as colour and number

Lesson objectives

All learners will be able to:

• revise and pronounce all alphabetical letters without mistakes

• name the main vocabulary words;

Most learners will be able to:

• write body parts vocabulary words correctly

• write names of the fruits and vegetables

Some learners will be able to:

- complete all worksheets correctly.

- to speak about healthy food

Success criteria

Learners have met this learning objective if they can:

- pronounce all alphabet letters without mistakes

- write, pronounce and spell vocabulary parts of the body, healthy and unhealthy food

-do most of tasks correctly.

Value links

Ls will work together as a group showing respect and being polite with each other.

Cross curricular links

Primary Science

ICT skills

PPT, Video, the use of whiteboard

Previous learning

Parts of the face, food and drink

Plan

Planned timings

Planned activities

Resources

Beginning

10mins

Learners are introduced the success criteria of the lesson.

Warm up

• Teacher gathers learners into a circle and in the middle put the card with the face down and ask one by one turnover and name the part of the body. After correct naming the card learner should spell it out.

• Teacher demonstrates one example then gives for all learners by 2 or 3 cards and asks learners to make a sentences like she did ‘I have a leg and she has a shoulders’(points to the text learners picture)

Card ‘parts of the face’

Middle

25mins

REVISE

Put up “Parts of the face” poster on the board. The teacher present them and pupils revise the words

Song “Head, shoulders, knees and toes”

Head, shoulders, knees and toes,
Knees and toes.

Head, shoulders, knees and toes,
Knees and toes.

And eyes, and ears, and mouth,
And nose.

Head, shoulders, knees and toes,
Knees and toes.

PRESENTATION OF THE NEW WORDS

Bread, pasta, milk, yogurt, meat, egg, fish, sweets, cakes, fruit, vegetables, teeth, brain, skin, eyes, muscles, heart.

READING

Healthy food

We need healthy food. Food has vitamins. There are vitamins in many foods.

1. Bread and pasta are good for our heart .

1. Fruit and vegetables are good for our: eyes , brain , skin .

1. Milk and yogurt are good for our teeth and bones .

1. Meat , egg , fish are good for our muscles .

1. Sweets and cakes are bad for our teeth and skin .

GROUPWORKING

I group: read the text

II group: translate the text

III group: write down the name of the food

WRITING

Write down the name of the food from the text to copy books

Game “Yes or No”

There are some questions according to the theme, pupils should answer “Yes” or “No”

PHYSMINUTES “Count 1-10”

WORKING WITH THE POSTER

Pupils should fill the poster according to the theme “Healthy food” to complete the sentences using pictures.

Video CD 1

https://www.scoutsongs.com/lyrics/headshoulders.html#ixzz54TDLSq00 

Video CD 1

Worksheet 1

Worksheet 2

Video CD 1

Mp3 “Count 1-10”

Posters for each group

End

5 mins

Teacher gives feedback for learners.

Pupils should evaluate the lesson using smiles, to draw their emotions

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Support for weaker students: working in pairs/groups, individually

Challenges for moreable students: Encouraged to do more writing; assist weaker students.

Assessment – how are you planning to check learners’ learning?

Monitoring

Checking the task

Feedback on the work

Working with PPT whole and individual answers

Health and safety check
ICT links
Video, PPT

Differentiation can be by task, by outcome, by individual support, by selection of teaching materials and resources taking into account individual abilities of learners (Theory of Multiple Intelligences by Gardner).

Differentiation can be used at any stage of the lesson keeping time management in mind

Differentiation by task, by outcome, by individual support, by selection of teaching materials and resources taking into account individual abilities of learners.

Health promoting techniques

Breaks and physical activities used.

Points from Safety rules used at this lesson.

Reflection

Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO?

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 orachievements/difficulties of individuals that will inform my next lesson?