Unit of a long term plan

School: secondary school named Sauryk batyr

Date:

Teacher name: Abdusalamova Kapiza

CLASS: 1

Number present:

absent:

Lesson title

Food and drink

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

1.L4 recognise with support short basic questions about what something is

1.S3 pronounce familiar words and expressions intelligibly

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

Lesson objectives

All learners will be able to:

understand essential questions with support

pronounce common words and expressions naturally

apply present simple forms [positive, negative and question] to provide individual facts

Most learners will be able to:

ask and answer about their likes and dislikes without any support

Some learners will be able to:

speak about favourite foods, using expressions intelligibly

Assessment criteria

Identify basic questions with support

Articulate topic words and expressions with clear pronunciation

Apply present simple in personal statements

Values links

Common history, culture and language

Students speak about kinds of food and drink

Cross-curricular

links

Technology, etiquette, world knowledge

Previous learning

Students knew vocabularies relating to food and present simple structures [positive and negative] and short form answers.

Plan

Planned timings

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

Formative assessment

Resources

Start

5 min

Warm-up: “Hello song”

- Let’s sing the “Hello” song all together.

- OK, children! And now, let’s start our lesson.

- Let’s revise our last lesson. Do you remember what did we talk about?

Method “Magic Box”

Teacher takes a ‘Magic box’ and explains what they should do. Pupils one by one should take a picture from a box and say what color is this thing and glue it on the board. (Cheese, sausage, orange, butter, lemon).

Differentiation by teacher support

Questioning

Formative assessment method “Boat”. They should color the boat into green color if they understand, color into red, if they don’t understand, color into yellow, if they have questions.

https://www.youtube.com/watch?

v=tVlcKp3bWH8

pictures

Magic box

Middle

5-6 min

6-8 min

8-9 min

9-11 min

11-14

14-17 min

17-20min

20-21 min

21-24 min

24-29 min

31-35 min

T: What can you see on the blackboard? Students name kinds of food. Teacher asks to guess the topic of the lesson.

‘Food and drink’

Introduce the learners with learning objectives and assessment criteria (with your own words).

(I) Pre-listening: Method “Matching”

Give the new words using Mnemonics and pupils try to match these words with the pictures.(salad, ice-cream, cucumber, cheese)

Teacher asks the gist questions.

- Does my brother like ice-cream?

-Does my mother like salad?

(W) While listening: Method “inductive”

1.Teacher uses inductive method to explain the grammar by telling about her family’s like and dislikes.

2.Check the gist questions (T-S) .

- Do I like ice-cream?

-Does my brother like sausage?

- Does my mother like salad?

3. Teacher models I like/ I don’t like  in building  up two groups of food items on the board  beneath a happy /sad face.

I like I don’t like

4. Teacher holds up pictures and demonstrates some sentences. Pupils drill orally/individually

5. Learners give their own examples.

(P) Post listening: Method “Basketball questioning” (S-S) Concept checking questions: Do you like …? and   short answers  Yes, I do. No, I don’t

• Do you like milk?

• Do you like orange?

• Do you like lemon?

• Do you like sausage?

• Do you like banana?

Differentiation by types of responce

Physical activity: Sing a song

(G) Method “Picture description”:

Look at the pictures. Say what Ben and Penny like and don’t like. Talk about them.

Example: Ben likes chicken. He doesn’t like beans.

Kim likes salad. She doesn’t like fish.

Descriptor:

A learner

 talks about likes and dislikes;

 uses present simple forms correctly;

 uses topic words.

Differentiation by group ability

Self assessment by “Pluses and minuses”

FA: Observing

Verbal assessment

Peer assessment by “Traffic lights”

Group assessment by “Thumbs up, middle or down”

pictures

PPP

http://www.mes-english.com/flashcards/food.php

PPP

Course plan 1^st grade

http://www.mes-english.com/flashcards/food.php

Traffic lights

https://www.youtube.com/watch?v=frN3nvhIHUk

Methodological Recommendation for formative assessment

Grade 1

End

35-40 min

Feedback method: “Apple tree”

Picture of Apple tree

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

1. Differentiation by teacher support

2. Differentiation by types of responce

3. Differentiation by group ability

1. Formative assessment methods “Boat”

2. Self assessment by “Pluses and minuses”

3. FA: Observing

4. Verbal assessment

5. Peer assessment by “Traffic lights”

6. Group assessment by “Thumbs up, middle or down”

Using physical exercises and active activities.

Reflection

Were the lesson objectives/learning objectives realistic?

Did all the learners achieve thelesson 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 orindividuals that will inform my next lesson?