Поурочный план 1-класс

LESSON:

FOOD

School:

Date:

Teacher name: Kozhanbaeva Botagoz

CLASS: 1

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

1.L4 recognise basic intonation distinguishing questions from statements

1.S3 pronounce basic words and expressions intelligibly

1.S5 produce words in response to basic prompts

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

Lesson objectives

short Yes/No answers

Most learners will be able to: express their likes and dislikes, using present simple forms [positive and negative]

Some learners will be able to read the new wordsAll learners will be able to: name the food, recognize closed questions and give short Yes/No answers

All learners will be able to: name the food, recognize closed questions and give short Yes/No answers

Most learners will be able to: express their likes and dislikes, using present simple forms [positive and negative]

Some learners will be able to read the new words

Previous learning

Names of food: milk, cheese, bananas, juice, eggs, chicken

Grammar structures: I have got … I like… I don’t like

Plan

Planned timings

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

Resources

5 minutes

ORGANIZATIONAL MOMENT

Teacher: Good-morning boys and girls!

Children: Good-morning, teacher!

Teacher: Let’s remember our poem “Hello”

It’s time to say “Hello”!

And start our lesson!

Reviewing of previous learning:

repeat after teacher: milk, cheese, bananas, juice, eggs, chicken;

teacher asks: Do you like…? using reviewed words, elicit full answers from the learners: Yes, I like milk. No, I don’t like cheese.

PHONETIC DRILLS

Teacher: Look around the classroom and chant with me.

1, 2, 3 point to the door!

3, 4, 5 point to the floor!

5, 6, 7 point to the wall!

8, 9, 10 stand up tall!

Middle

25 minutes

minutes

Then teacher draws children’s attention to Mystery box

Learners sing the song. Then they speak up their ideas about what is in Mystery box (words from previous lessons). Teacher stops them, takes out pictures one by one and names fruits and vegetables: apples, pears, onions, carrots, tomatoes

Whole class activity Teacher invites children to look at the pictures and starts talking with them about these fruits and vegetables:

I like apples. Do you like apples? And you? …

Then learners repeat names of fruits and vegetables (3 times),

watch the clip and learn miming and expressing

emotions for likes I like apples

Task 1

Learners point to the pictures and say in pairs I like apples (apples, pears, onions, carrots, tomatoes);

Then learners display their likes before the group.

Descriptor: learners say sentences with correct intonation, miming and emotion

Whole class activity Children watch the clip and learn miming and

expressing emotions for dislikes

I don’t like apples.

Task 2

Learners look at the pictures and say in pairs I don’t like apples (apples, pears, onions, carrots, tomatoes).

Then children display their likes before the group.

Descriptor: learners say sentences with correct intonation, miming and emotion

Teacher says sentences with new words (I like.., I don’t like…) with movements (clapping hands, waving, stamping feet, turning around, jumping). Children look, listen and do with the teacher.

Game: listen and guess the word

Teacher pronounces consonant sounds of the words (apples, pears, onions, carrots, tomatoes), learners say the word.

Whole class activity Children listen, look at ABC cards, chant and point to the letters.

Game: look, identify letters, recall the sounds and guess the word

Teacher shows the words written without vowels. Helps children to recall consonant sounds, and elicits new words from the learners (apples, pears, onions, carrots, tomatoes).

Then the teacher shows the word written in full and the picture.

Pictures of fruits and vegetables

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

Pictures of fruits and vegetables

Do you like broccoli ice

cream?/Food Song

www.youtube.com

Pictures of fruits and vegetables

Cards with fruits and vegetables

https://www.youtube.com/watch?v=B5csN8gQY4E

ABC chant (mp 3)

ABC cards

End

5 minutes

An activity to consolidate the language of the lesson

Explain the game. You whisper a school item to the first child, who whispers it to the child sitting next to him/her and so on. The last child calls out the word.

Well what did we do in our lesson?

Evaluation of the lesson

Give the home task Learn the spelling of foods

I liked and understood the lesson

I didn’t I need some more practice

Good bye song

Students sing a good-bye song and dance to the tune repeating the moves shown in the video

https://www.youtube.com/watch?v=Xcws7UWWDEshttps://www.youtube.com/watch?v=Xcws7UWWDEs

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

more support can be given during elicitation, instruction and questioning phases of the lesson by nominating learners to answer items relating to more high frequency vocabulary to build confidence through participation

through questioning and the redirecting of questioning in feedback activities
through observation

LESSON: Sport				School:
Date:				Teacher name: Botagoz Kozhanbaeva
CLASS: 5				Number present:		absent:
Learning objectives(s) that this lesson is contributing to		5.L4 understand the main points of supported extended talk on a range of general and curricular topics; 5.W4 write with support a sequence of short sentences in a paragraph to give basic personal information 5.R6 understand the main points of short simple texts on a growing range of general and some curricular topics using contextual clues 5.UE10 use present continuous forms with present and future meaning on a limited range of familiar general and curricular topics;
Lesson objectives		Activation in speech of lexical units according to the "Sport" Introduce yourself to me My favorite sport; Development of attention, Formation and development of speech competence; Formation of students' interest in learning a foreign language The formation of cognitive activity learning. Activation in speech of lexical units according to the "Sport" Introduce yourself to me My favorite sport; Development of attention, Formation and development of speech competence; Formation of students' interest in learning a foreign language The formation of cognitive activity learning.
		Introduce yourself to me My favorite sport; Development of attention, Formation and development of speech competence; Formation of students' interest in learning a foreign language The formation of cognitive activity learning.
Previous learning		Learners are expected to know various sports from previous grades.
Plan
Planned timings	Planned activities (replace the notes below with your planned activities)						Resources
minutes	Organizational moment: greetings, children stand in a circle and greet each other in English and receive a card with a sport, are divided into groups and speak the topic of the lesson. (Football, volleyball, basketball) 2min Sit down on the group, look at the pictures and tell the topic of the lesson. What we will do. Good. The lesson theme is Sport. In the lesson, we must study new words with you, study structures. Do you want a favorite sport? I. Warm-up: It’s time to have a rest. Stand up, please. Hands on the head, hands on the hips, Hands on the table, hands like this. Hands on the shoulders, hands up and down, Hands behind the head and sit down!
Middle minutes minutes	2) Intellectual training: Listen to the words in English and repeat, find them in the verbal box: 1 baseball 2 badminton 3 gymnastics 4 hockey 5 basketball 6 football 7 tennis 8 volleyball (3 minutes) Today we will meet you with a new part. What is your favourite sport? Teacher: My favourite sport is hockey. Do you do judo? No. Do you do gymnastics? Yes. Do you play basketball? Yes. II Theme 1) Learn the structure What is your favourite sport? (repeat after me, read and work in group: Ask pupil What is your favourite sport? What do you do?) 3min 2) Listening. Listen to the small dialogues and write who is it? Answer the question What is her favourite sport? 3min Name Jasmin Patel Age 9 Her favourite sports are…. Name Molly Finch Age 8 Her favourite sports are… Name Eve Wilkins Age 8 Her favourite sports are… You have texts on the tables. Read the text of each individually and perform the task "True-False". Pay attention to the new phrase to do sports - play sports IV Reading Read the text about Ben. Hello. My name is Ben. I’m 11. I go in for sport. I like to play football. I go to the stadium to play football. I can play football very well. My favourite sport is judo. I cannot play basketball. My father can play baseball very well. What sport do you like? True/False Ben is not a pupil. (F) He is a good football-player. (T) Judo is not his favourite sport. (F) He cannot play baseball. (T) His mother can play baseball very-well. (F) (3 мин) Great. So, you read the text about Ben, now you need to send him a letter, but you have to assemble into new groups. Find the pair. You have a picture with an object in your hand, your goal is to find a sport and sit on this chair forming a group. So, we have three groups and your task. Each group chooses the one that can run for 5 minutes. (2 minutes) Different level tasks: evaluation criteria: «3» - fill out the questionnaire and represent the group «4» - fill out the questionnaire, add 1-2 suggestions about yourself and tell «5» - fill out the questionnaire, add 4 offers about yourself and tell about Ben (5min)
End minutes	The main task Each student chooses a different level of homework «5» - write message to friend «4» - to make a poster My favorite sport «3» - make a verbal square Now we choose homework. Reflection Test: choose the right answer and put the mark 9-10-5 8-7-4 What is your name? a) milk How old are you? b) Yes, I do Which class are you in? c) No, I cannot Do you like sport? d) Yes, I am Are you a good football player? e) Ben What is your favourite sport? f) collecting computer games What is your hobby? g) judo What is your favourite food? h) 12 Can you play tennis? i) 574936 What is your telephone number? j) 5 class Check and put the marks to the answer-sheet. Feedback. What did we learn today? What did they study for? What did you like and did not like? What difficulties arose? What else should I study? On the stickers write your name and write a wish so that you would like to learn more and attach your sticker. (2 minutes) Evaluation. Each pupil gets the sticker an write what they like today
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
More support can be given at the beginning and in the middle of lesson by providing low-performing learners with topic-related vocabulary in a word list so they can read examples of words seen or heard. Learners, who are less confident are given more prompts.			Monitor learners as they work with the characteristics of the given sports. Can they understand all of those? Notice any sentences which are difficult for learners to understand and adapt for a future lesson. Monitor groups of learners as they discuss the given tasks). Do they take turns to speak? Do they contribute appropriate language for talking about sports?