Ашық сабақ "My Food" 1 -сынып

Long term plan module: Module 5 My Food Lesson №36 Food

School: Asikata

Date: 15.02.2017.

Teacher’s name: Marzhan Almaganbetova

Class: 1 “A”

Number of present:

Absent:-

Learning objective(s) that this lesson is contributing to:

1.L3 recognize with support common names and names of places; recognize the spoken form of a limited range of everyday words

1.S3 pronounce familiar words and expressions intelligibly

1.S5 use words in short exchanges

1.UE9 action verbs and present simple forms I like/I don’t like

Lesson objectives:

All learners will be able to:

point to the picture and say what you like and don’t like.

Most learners will be able to:

say what he/she doesn’t like

Some learners will be able to:

demonstrate food and drink items appropriately to the class

Language objectives:

Learners can:

By the end of the lesson learners will be able to

- says what he/ she likes;

- says what he/she doesn’t like.

Key words and phrases: Food and drink items: milk, cheese, bananas, juice, eggs, chicken, like, don’t like, yum, yuk I’ve got some milk for you. I like milk. Yum! I don’t like milk. Yuk!

Useful classroom language for dialogue/writing: oral

Discussion points:

Can you say why we eat food?

Writing prompts:

Assessment for Teaching

Criteria based assessment

Assessment criteria: Demonstrating food and drink items appropriately to the class

Descriptor: A learner

 says what he/ she likes;

 says what he/she doesn’t like

Self-assessment: Traffic lights

How to overcome barriers in learning English

Use cartoon

-Use feedback

-Scaffold learners if necessary

-Ask more questions

Previous learning

Lesson №35 My Pers

Plan

Planned timing

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

Resources

Start (Beginning of the lesson)

Greeting: Teacher greets learners; learners respond to greeting and take their places. Dividing into subgroups: Teacher divides learners into two groups girls and boys . Warming up: “Telephone game” Teacher whispers a sentence to the first learner in a line. Learners must then repeat the sentence to the next learner in line and on down the line. The last learner in line will say out loud the sentence as he/she heard it. The first learner in line will either agree or disagree with the sentence.

How do you think what theme we have for today? Teacher asks the learners to identify today’s theme using interactive slides. Teacher introduces lesson objectives to the learners.

Interactive

board

Middle (of the lesson)

D) Teacher pre-teaches the words milk, cheese, bananas, juice, eggs, chicken, using flashcards, simple mimes and gestures.

W) Teacher elicits from learners first sound of the following words by showing visuals with first sound letter missing [m]ilk [c]hicken [b]anana.

Task

Point to the picture and say what you like and don’t like.

Example: I like juice but I don’t like tea.

Talk with your friend about your likes and dislikes.

Sing “I like milk ” song

Listen and read : I have got some milk for you.

Positive I like milk. Yum!

Negative I don’t like milk. Yuk!

Talk with your friend about your likes and dislikes.

W) Is it a drawing game? The teacher begins to draw on the board. He/She may draw a line, circle, (an orange, an egg) etc., but only part of the drawing. Then the learners guess, “Is it a ….?” After a few guesses the teacher or the learner draws another small part of the drawing and learners guess again. The process continues until the learners guess correctly

Task

Look at the pictures. Say what you like and don’t like.

Example: It is an apple. It’s red. I like milk. I don’t like eggs.

Song: Come on everybody!, CD, DVD players, picture dictionaries, a worksheet with an empty room outline , room object flashcards, notebook, CD, Student’s book1, Activity Book 1

End (of the lesson)

Reflection Self-assessment: Traffic lights

Ask students to look at lesson objectives they set at the beginning of the lesson and think and say what they did well in the lesson and what needs improvement.

Traffic lights cards

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

Questions were formulated at all levels according to Bloom’s Taxonomy levels

Support:

• Questions that do not have right or wrong answers

Challenging:

• Evaluative questions which promote further discussion.

Application questions that allow students to relate the topic to their own lives and experiences

through formative assessment

Learners will be safely arranged and seated in front of the monitor away from electrical outlets and cables.

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 books on the left about your lesson.

I think the lesson objectives 1.L.3 , 1.S.3, 1.R.1 and 1.S.6 were realistic.

Learners new words : milk, bananas ,eggs, cheese, chicken,juice.

The learner atmosphere was very good and excellent.

I think my differentiation worked well. I stuck to timings.

Firstly, I chose interactive activities where learners were going around the classroom and talking to one another freely. Secondly, There were assessment criteria for the tasks.

Summary evaluation What two things went really well (consider both teaching and learning)?

1. When learners sang the song Dora with the help of the teacher and DANSER they were really happy!

2. They liked to make a circle and greet one another .

What two things would have improved the lessons (consider both teachings and learning)?

1. So as to motivate those slow learners in the lesson it would be better to play game.

2. It would be better to use English when I explained them what to do during the lesson. Unfortunately I spoke more Kazakh and Russian and the least English. So using English with mimes and gestures would have improved the English lesson.