LESSON: 15

School:

Date:

Teacher`s name:

CLASS:

Number present:

absent:

Theme of the lesson: Fruits and vegetables

Learning objectives(s) that this lesson is contributing to

1.S3pronounce basic words and expressions intelligibly

1.S5produce words in response to basic prompts

1.L4.recognise basic intonation distinguishing questions

from statements

1.R1.recognise initial letters in names and places

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

Lesson objective:

To identify fruit and vegetables

Success criteria

Students will be able to….

All learners will be able to:

• Identify fruit and vegetables

Most learners will be able to:

• Use the expressions “what’s in your basket”.

Some learners will be able to:

• Identify fruit and vegetables

• Use the expressions “what’s in your basket”.

• asks and answers questions uses topic words appropriately pronounces words and expressions clearly

Cross-curricular links

Art, Russian,

ICT-links

Smart board, CD player, flashcards, Pupil’s book, activity book

Previous learning

Food and drink items: milk, cheese, bananas, juice, eggs, chiken

I like, I don’t like , I’ve got

Plan

Planned timings

Planned activities

Resources

Beginning

5 minutes

• Divide pupils into groups according to the chosen flashcards (prepare 5 pictures of the milk, cheese, bananas, juice, eggs)

• Sing a song “I like milk song”

• (Activities to revise the vocabulary from the previous lesson.)

Write the food items on the board from the previous lesson on the board. Allow the pupils some time to look at them. Then, ask the pupil to close their eyes. Erase overification.ne of the words. Ask the pupil to open their eyes and tell you which food item is missing. Repeat the activity with the other food items.

Track 02 CD2

Track 04 CD2

Middle

15 -25

minutes

• Presentation and practice (Activities to present and activate the new language.)

Poster

Pupil’s book closed. Put up my food! poster on the board. Point to each item (apple, carrots, pears, onions and tomato), one at a time, and present them. The pupil repeat, chorally and/or individually. Then point to each item in random order. Ask individual pupils to say the word. Ask the rest of the class for say the corresponding words. The pupils repeat, chorally and/or individually. Point to each item in random order. Ask individual pupils to say the words. Ask the rest of the class for verification.

Pupils’ books open. Play the CD. The pupils listen, point to the pictures and repeat the words. Play the CD again pausing after each word. The pupils repeat, chorally and/or individually.

• Read Draw. Talk with your friend.

Read the instructions and explain the activity. The pupils read the words on the baskets and draw the corresponding fruit or vegetables. Allow the pupils some time to complete the activity. Check their answers.

• Sing the what’s in your baskets? song!

Gesture with your hand and say: What’s in your basket? The pupils repeat after you. Follow the same procedure to present the rest of the song.

Play the CD. The pupils listen to the song. Divided the class into two groups and assign averse to each group. play the song again for the groups to sing the assigned verses. Time permitting. Play the song a third time for the pupils to sing the song as a class.

7 listen and read. (Track 06 CD2)

Set the scene by asking the pupils question about

what they can see in the pictures.

e.g. Teacher: (pointing to picture 1) What’s in liam’s

basket?

Class: Apples!

Teacher : (pointing to the picture 2)what’s in lilly’s

basket? etc

Play the CD and ask the pupils to listen and follow

along in their books

• Colour

Explain the activity. The pupils look at the pictures, read

the dialogue silently, find the items and colour them

accordingly. Check their answers

Play the CD again pausing for the pupils to repeat,

chorally and/or individually. Assign roles and ask

individual pupils to read the dialogue out loud

Track 34 CD1

Track 05 CD2

Track 36 CD1

Ending

5 minutes

(An activity to consolidate the language of the lesson)

Draw a three on the board. Tell the pupils that it’s a magic tree and that any kind of food or drink can ‘grow’ on it. Ask the individual pupils to name a food or drink item and draw a simple sketch of it on the tree. Continue until all the pupils have had a turn and the tree is full.

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
Values links

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?

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?