Home cooking. Ағылшын тілі, 2 сынып, сабақ жоспары.

Long-term plan unit:

6 Traditions and customs

School: NIS Kokshetau

Date:

Teacher name: Abdulmanova A. Zh., Kim L.I.

Grade: 2

Number present:

absent:

Theme of the lesson: Home cooking

Learning objectives(s) that this lesson is contributing to

2.R1 read and spell out words for others

2.L1 understand a range of short basic supported classroom instructions

2.S3 use a limited range of basic words, phrases and short sentences to describe objects, activities and classroom routines

 Lesson objectives

All learners will be able to:

• identify at least 1 word from the list of food vocabulary

• identify the color coded food groups and foods

• match 1 food cards with the right pyramid category

Most learners will be able to:

• identify at least 2 words from the list of food vocabulary

• match a half of food cards with the right pyramid category

Some learners will be able to:

• identify 2 and more words from the list of food vocabulary

• match all food cards with the right pyramid category.

 Success criteria

Learners have met the learning objective (2.R1) if they can:

read all the words and match all food cards with the right pyramid category.

Value links

Respect, Cooperation

Cross curricular links

Diet

ICT skills

PPT, video

Previous learning

Students learned the words for holidays

Plan

Planned activities

Greeting, Warm Up

Greet the learners.

• "Hello!"/"Good morning!"/"Good afternoon!"
• “How are you?”
• “What day is it today?”
• “What date is it today?”
• “What is the weather like today?”

Pre-learning/Revision

Play vocab revision game

-First, use flashcards/PPT to revise some food items.

-Show each flashcard one by one and elicit the word.

-Once students are familiar with the vocabulary, play a game. Game Explanation: Divide the class into teams and have them sit down in team line-ups towards the back of the room with the first student on each team sat in a chair and the rest of the team sitting in a line-up behind her. Place a box or group of realia in front of each team (if 3 teams make sure you have 3 strawberries, if 4 teams 4 strawberries, etc). Make sure the realia is far enough away that the students have to run to pick it up. Place an empty box on a chair at the very front of the room; this is the ‘basket’ that the students have the drop the correct realia into. Model the game well so that the students know that when you say ‘Strawberry...3-2-1 GO!’ they must run to their box of fruit or utensils, find the object you’ve named, run and drop it in the basket, Then run and sit down at the back of their team’s line. The first team to put the correct fruit in the basket and sit down the fastest scores a point. When all of the team members are sitting down, pick the fruit out of the basket and ask ‘What’s this?’ to get the students to use as much English as possible.

Food Pyramid Introduction

Introduce the Food Pyramid and drill the pronunciation of 5 groups of food.

Then ask learners to

• Name foods in the Grain group.

• Name foods in the Vegetable group.

• Name foods in the Fruit group.

• Name foods in the Milk/Dairy group.

• Name foods in the Meat & Beans group.

• Name foods in the Oils group.

Vocabulary practice

Freer practice ‘Food Pyramid’

Stick the names of 5 groups of food on the boards.

FRUIT

VEGETABLES

DAIRY

GRAINS

MEAT

SUGAR/SALT

Pupils are given 2-3 cards of different items of food. They should come up to the board and stick the card under a certain category.

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

Dynamic break

Pupils name the words of food and move

Controlled practice "Food Pyramid Puzzle"

Give each pupil a puzzle. Pupils cut out each category and glue its name next to it.

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

Closing Reflection/Self-Assessment & Goodbye

Check students understanding by asking the following….

What words from the food pyramid do you remember?

Sing 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 activities.

More-able learners:

Encourage very strong students to model answers

Students will be assessed through the controlled practice activity

• Work with the SMART board not more than 10 minutes
• 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?