Animals like. Ағылшын тілі, 1 сынып, сабақ жоспары.

Long-term plan unit: 7

Food and Drink

School: NIS Kokshetau

Date:

Teacher name: Kim L.I.

CLASS: 1

Theme of the lesson: Animals like…

Learning objectives(s) that this lesson is contributing to

1.S5 produce words in response to basic prompts

1.L3 recognize with support the spoken form of a limited range of basic words

1.S1 make basic personal statements and simple statements about objects

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

 Lesson objectives

 Success criteria

• Learners have met this learning objective UE9, if they can respond appropriately 8 -10 questions

 Value links

• Cooperation Respect : when students work in pairs, they will learn to be polite and respectful to each other

 Cross curricular links

• Performance arts: use gestures and movements
• Science

 ICT skills

• Smart board

Previous learning

plural ‘s’ forms, irregular plurals: sheep fish mice; personal pronoun they present simple forms: eat, like; short forms: do

Plan

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

GREETING

Teacher greets students; students respond to greeting and take their places.

Hello, children! How are you?

WARMING UP

1.Pupils sing songs about food and animals

2. Pupils play a game “Bring me a letter” Pupils produce some approval/disapproval sounds and name words of food and animals.

Teacher distributes English letters to pupils and name any letter, the pupil who has this letter has to place his/her letter on the letter board and name next letter. Pupils name also a word: p- for- pizza.

PLAYING BINGO

Teacher follows BINGO Instructions:

Prepare: Print out different BINGO cards with pictures of animals’ food for each child plus a call sheet. Cut out the call sheet and put the squares into a hat or bowl.

Distribute: Hand out one Bingo card to each child (each card should be different).

Call: The caller should pull out one image, describe it and show it to the children.

Mark Image: The children will then place paper squares on the called image if it is on their card.

Winning: Once a predetermined pattern is made on a card, the child with that card calls out BINGO.

PHYSICAL ACTION

I’m a big big cat,

I’m a little little, mouse,

Big little, big little,

Clap! Clap! Clap!

I’m a big big gorilla,

I’m a little little ant,

Big little, big little,

Clap! Clap! Clap!

I’m a big big shark,

I’m a little little frog,

Big little, big little,

Clap! Clap! Clap

FORMATIVE ASSESSMENT

1. Teacher demonstrates what learners have to do with a model question. Teacher then reads out each question about animal food e.g. Do cats like milk? Do cows eat eggs? repeating each question twice and learners answer yes or no on their answer sheet. Teacher encourages learners to answer Yes they do/No they don’t.

Do dogs like grass? Do horses eat birds?

Do cats like milk? Do bears like bugs?

Do cows eat eggs? Do mice like cheese?

Do cows eat grass? Do monkeys eat

Do rabbits eat leaves? bananas?

FEEDBACK

Evaluation of the lesson by means of oral feedback from students – thumbs up or down and why.

Teacher asks guiding questions to less able students such as:

• Can you name animals?
• Can you name their food?
• Can you answer the questions?

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?

• more able learners will be challenged by prompting their groups to develop speaking
• More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support

• through questioning and the redirecting of questioning in feedback activities
• through observation in performance activities
• through formative task

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?