Food

LESSON:  Food

School: M.Makataeva

Date:

Teacher name:  Kyzdarbekova L.B.

Grade 5

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

5.C6 organise and present  information clearly to others

5.L6 understand some specific information and detail of short,

supported talk on an increasing range of general and some

curricular topics

5.S1 make basic statements which provide information

on an increasing range of general and some curricular topics

Lesson objectives

All students will be able to: learn new words,  understand the main idea & details of the text

Most students will be able to: understand the text and answer the  questions, apply new words in speaking & writing

Some students will be able to: prepare short  role play

Language objective

Learners can: speak on this theme

Subject – specific vocabulary and terminology: tiny, still, stomachache, cocoon

Useful set(s) of phrases for dialogue and writing:  out of, look for, eat through, piece of=slice of, nibble a hole, push one’s way out

Cross curricular  links

 The theme of the  lesson is connected with Biology and Art

Assessment criteria

-         learn new words

-         understand the text and answer the question

-         do a role play

Descriptor

(A learner)

-         listens & understands the text

-         mentions new words in the text

-         does  the crossword

-         does a role play

 

Value links

Successful development of the nation, healthcare &culture

Previous learning

Learners know Numerals, days of the week

Plan

Planned timings

Planned activities

Resources

Starter

0-3 min

 

 

 

 

Warm-up

Teacher shows learners scrambled words on the screen.

Klim, nabana, mja, gsge, apre, gornae, elapp, ishf, onelmtawer, ausagses.

Teacher asks learners to unscramble and guess the theme of the lesson.

Learners should find the theme of the lesson through answering the questions.

What  do you think what is the theme lesson today?

 

1st slide

 

 

 

 

 

 

Middle

3-10 min

 

 

 

 

 

 

 

 

 

 

 

 

10-15 min

 

 

 

 

15-20 min

 

 

20-25 min

 

25-30 min

 

 

 

 

 

 

30-40 min

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Plenary

Pre-teach

Teacher presents new words to learners.

 Tiny (syn/ant), still, stomachache (TPR), cocoon (CCQ)

out of, look for, eat through, piece of=slice of, nibble a hole, push one’s way out

All learners first listen then repeat each word in choir and individually.

Pre - listening

     

   

Teacher asks students to look at the pictures & predict the story on the video.

Listening I

Each learner listens to the text individually to get the main idea.

What is the title of cartoon choosing a right variant?

a)    Hungry caterpillar

b)    Thirsty caterpillar

c)     Sleepy caterpillar

Post – listening

Learners tell if their predictions were correct.

Pre –  listening

Learners get acquainted with useful set(s) of phrases for dialogue and writing: out of, look for, eat through, piece of=slice of, nibble a hole, push one’s way out

Listening II

Each learner listens the text individually to get the details.

Post- listening

Task 1

(G)The Crossword.  Each group finds 7 words and write them down. Pictures can help you

   

 

    

 

eadechtamoonle

arileggsdfnirtop

plhjkudnsrewql

pfcsdtemnzphjr

lpojndbesdeatw

ebsxkejrtlbamy

asxnfrtjukpryu

mzalqplumwcr

pqlstrawberryg

redpgmneorange

 

   

 

     

 

poiuytleafqvty

plcwaionbhklq

mjecrazjuopfk

uschiomytgilp

serxznjkuoccjy

cheeseikjekpkl

leaasrlolliplplr

samsausageseh

cdfgwatermelon

Task 2.

Role play. One group presents, the second group listens and evaluates. You can use the key phrase: thematical vocabulary & functional.

 

Learners discuss a question What has been learnt during lesson?

 

PPP

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

https://www.youtube.com/watch?v=75NQK-Sm1YY

Feedback

40-45 min

 

 

Learners give feedback about what they understand, have questions, didn’t understand 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 students’ learning?

Health and safety check
ICT links

o  Differentiation by support for all the activities

o  Learners express their own opinion

o  Giving the feedback

o  By observing

 

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 box on the left about your lesson. 

 

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?

LESSON:  Food

School: M.Makataeva

Date:

Teacher name:  Kyzdarbekova L.B.

Grade 5

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

5.C6 organise and present  information clearly to others

5.L6 understand some specific information and detail of short,

supported talk on an increasing range of general and some

curricular topics

5.S1 make basic statements which provide information

on an increasing range of general and some curricular topics

Lesson objectives

All students will be able to: learn new words,  understand the main idea & details of the text

Most students will be able to: understand the text and answer the  questions, apply new words in speaking & writing

Some students will be able to: prepare short  role play

Language objective

Learners can: speak on this theme

Subject – specific vocabulary and terminology: tiny, still, stomachache, cocoon

Useful set(s) of phrases for dialogue and writing:  out of, look for, eat through, piece of=slice of, nibble a hole, push one’s way out

Cross curricular  links

 The theme of the  lesson is connected with Biology and Art

Assessment criteria

-         learn new words

-         understand the text and answer the question

-         do a role play

Descriptor

(A learner)

-         listens & understands the text

-         mentions new words in the text

-         does  the crossword

-         does a role play

 

Value links

Successful development of the nation, healthcare &culture

Previous learning

Learners know Numerals, days of the week

Plan

Planned timings

Planned activities

Resources

Starter

0-3 min

 

 

 

 

Warm-up

Teacher shows learners scrambled words on the screen.

Klim, nabana, mja, gsge, apre, gornae, elapp, ishf, onelmtawer, ausagses.

Teacher asks learners to unscramble and guess the theme of the lesson.

Learners should find the theme of the lesson through answering the questions.

What  do you think what is the theme lesson today?

 

1st slide

 

 

 

 

 

 

Middle

3-10 min

 

 

 

 

 

 

 

 

 

 

 

 

10-15 min

 

 

 

 

15-20 min

 

 

20-25 min

 

25-30 min

 

 

 

 

 

 

30-40 min

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Plenary

Pre-teach

Teacher presents new words to learners.

 Tiny (syn/ant), still, stomachache (TPR), cocoon (CCQ)

out of, look for, eat through, piece of=slice of, nibble a hole, push one’s way out

All learners first listen then repeat each word in choir and individually.

Pre - listening

     

   

Teacher asks students to look at the pictures & predict the story on the video.

Listening I

Each learner listens to the text individually to get the main idea.

What is the title of cartoon choosing a right variant?

a)    Hungry caterpillar

b)    Thirsty caterpillar

c)     Sleepy caterpillar

Post – listening

Learners tell if their predictions were correct.

Pre –  listening

Learners get acquainted with useful set(s) of phrases for dialogue and writing: out of, look for, eat through, piece of=slice of, nibble a hole, push one’s way out

Listening II

Each learner listens the text individually to get the details.

Post- listening

Task 1

(G)The Crossword.  Each group finds 7 words and write them down. Pictures can help you

   

 

    

 

eadechtamoonle

arileggsdfnirtop

plhjkudnsrewql

pfcsdtemnzphjr

lpojndbesdeatw

ebsxkejrtlbamy

asxnfrtjukpryu

mzalqplumwcr

pqlstrawberryg

redpgmneorange

 

   

 

     

 

poiuytleafqvty

plcwaionbhklq

mjecrazjuopfk

uschiomytgilp

serxznjkuoccjy

cheeseikjekpkl

leaasrlolliplplr

samsausageseh

cdfgwatermelon

Task 2.

Role play. One group presents, the second group listens and evaluates. You can use the key phrase: thematical vocabulary & functional.

 

Learners discuss a question What has been learnt during lesson?

 

PPP

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

https://www.youtube.com/watch?v=75NQK-Sm1YY

Feedback

40-45 min

 

 

Learners give feedback about what they understand, have questions, didn’t understand 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 students’ learning?

Health and safety check
ICT links

o  Differentiation by support for all the activities

o  Learners express their own opinion

o  Giving the feedback

o  By observing

 

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 box on the left about your lesson. 

 

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?

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