Hot or cold. Ағылшын тілі, 1 сынып, сабақ жоспары.

Long-term plan unit: 7

Food and drink

School: NIS Kokshetau

Date:

Teacher name: Kim L.I.

Grade: 1

Number present:

absent:

Theme of the lesson: Hot or cold

Learning objectives(s) that this lesson is contributing to

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

1.S3 pronounce familiar words and expressions intelligibly 1.S5 use words in short exchanges

1.W2 form some lower case letters of regular size and shape

 Lesson objectives

All learners will be able to:

• identify at least 1 word from the list of food vocabulary
• overwrite all the words and match at least 3 of them

Most learners will be able to:

• identify at least 2 words from the list of food vocabulary
• overwrite all the words and match at least 6 of them

Some learners will be able to:

• identify 2 and more words from the list of food vocabulary
• overwrite all the words and match at least 8 of them

 Assessment criteria

Learners have met the learning objective (1.W2, 1.S5) if they can:

overwrite all the words and match at least 8 of them

Value links

Respect

Cross curricular links

Science

ICT skills

Using videos

Previous learning

Food words

Plan

Planned activities

Greeting, Warm Up

Greet the students. "Hello!"/"Good morning!"/"Good afternoon!"

“How are you?” What is the weather like today? What date is it today? Is it spring? Do you like spring? Do you like pizza?

Pre-learning/Warm-up

- On the board write the letters, and have learners guess the letter;

- Ask what food starts with that letter;

- Pass out paddles and markers, name one item of a food and ask learners to write the first letter of the food teacher names.

Expressing likes/dislikes in chain

• Listen to the song and practice asking/answering questions.
• Ask one student what he/she likes. Ex: Do you like milk? – Yes, I do/No, I don’t.
• Learners watch a video and practice the phrase he likes…she doesn’t like...

Differentiation by support: Less able learners work with teachers` assistance.

Introduction

• Introduce the words HOT/COLD with PPT
• Learners glue the words into their vocabularies.

Practice

• Pass out the list of food pictures
• Learners write whether it is hot or cold.
• Learners swop their papers and peer assess.

Feedback

Closing Reflection/Self-Assessment & Goodbye

(W) Check students understanding by asking the following….

What food do you like? /don’t like?( hot or cold)

Sign a song

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 checkICT links

More support:

• These students may work with a stronger student to support them during the vocabulary matching activities.

More-able learners:

Encourage very strong students to model answers in expressing likes/dislikes

By means of matching activity– teacher monitors for peer assessment

• Make short breaks while writing
• Use water based markers
• Make sure power cords/outlets are not a tripping hazard.
• Everyday classroom precautions

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?

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