Unit 7. Healthy and tasty
|
School: #
|
|
Lesson 4. Good or not?
|
|
|
|
|
|
|
|
|
Date:
|
|
Surname /name of the teacher:
|
|
|
|
|
|
|
Group:
|
|
Number of attendees: ____
|
|
Number of absent learners: ____
|
|
|
|
|
Aims of the
|
0.L1
|
begin to recognize simple short instructions for the basic classroom
|
lesson:
|
routines spoken slowly and distinctly
|
|
|
0.L3 begin to recognize with some considerable support simple greetings
|
|
0.L5 begin to recognize simple sounds of phonemes
|
|
0.S6 exchange short simple greetings
|
|
|
0.L2 begin to recognize with some considerable supporta few basic personal
|
|
questions spoken slowly and distinctly
|
|
|
0.S1 begin to make the basic personal statements
|
|
0.S3 pronounce the basic words and expressions with some mistakes
|
|
0.S4 respond to the very basic supported personal questions using short
|
|
answers
|
|
|
The learners will be able to:
|
|
|
91
|
|
|
Objectives of the
|
recognize simple short instructions for the basic classroom routine spoken
|
Lesson
|
slowly and distinctly
|
recognize and exchange with some considerable support simple greetings
recognize simple sounds of phonemes
recognize with some considerable support a few basic personal questions spoken slowly and distinctly
make the basic personal statements about healthy and unhealthy food
pronounce the basic words and expressions with some mistakes
respond to the very basic supported personal questions using short answers
The majority of the learners will be able to:
recognize and carry out simple short instructions for the basic classroom routines
recognize and exchange with some support simple greetings
recognize simple sounds of phonemes
recognize with support a few basic personal questions spoken slowly and distinctly
make basic personal statements about healthy and unhealthy food
pronounce the basic words and expressions with some mistakes
respond to the very basic supported personal questions using short answers
|
Some of the learners will be able to:
|
|
carry out simple short instructions for basic classroom routines
|
|
exchange with support simple greetings
|
|
recognize simple sounds of phonemes
|
|
recognize a few basic personal questions
|
|
make basic personal statements about healthy and unhealthy food
|
|
pronounce the basic words and expressions with some mistakes
|
|
respond to basic personal questions using short and full answers
|
|
|
Background
|
This is the final lesson of the unit, and the children know the topic
|
knowledge
|
vocabulary, recognize and can use the sentence patterns: Can I have
|
|
a/some …., please? / I like…. /I don’t like…;know the numbers and colours.
|
Plan
Scheduled
|
Scheduled activity
|
Resources
|
|
time
|
|
|
|
Beginning
|
Warm up:
|
|
|
of the lesson
|
Ask the students to sing the song from Lesson 2 (Track
|
|
|
3-4 minutes
|
43).
|
|
|
Introduce the topic and objectives of the lesson.
|
|
|
|
|
|
|
|
|
|
Main part of
|
Exercise 1.Learn the new words.
|
|
|
the lesson
|
Introduce the new words a tomato, a cucumber, a
|
|
|
|
carrot, an onion, a potato using the vocabulary cards.
|
|
|
|
Show the cards and say the words.
|
|
|
|
Exercise 2. Look at the pictures, listen and learn.
|
|
|
|
Ask the learners to look at the pictures, listen and
|
|
|
|
repeat. Play the audio. Point to the phrases and pictures
|
|
|
|
|
|
|
92
in turns. Play the audio again, make pauses to allow the children repeat after the speaker. Make sure the children understand the meaning of the words good/bad.
Track 45.
25 minutes Dima: Mum, can I have some crisps, please?
Mother: No, they are not good for you.
Dima: Mum, can I have a banana, please?
Mother: Yes, sure. Bananas are good for you.
Mother: Girls, candies are not good for you.
Batyr: Mum, I don’t like salad.
I don’t like tomatoes and cucumbers.
Mum: Tomatoes and cucumbers are good for you.
Ira: Mum, can I have a carrot, please?
Mum: Yes, sure. Carrots are good for you.
Dynamic pause
Two little feet
Two little feet go tap, tap, tap.
Two little hands go clap, clap, clap.
One little child leaps up from the chair,
Two little arms go up in the air.
Two little hands go thump, thump, thump.
Two little feet go jump, jump, jump.
One little body goes around and round.
One little child sits quietly down.
Exercise 3.Listen and sing.
Play the song several times and ask the learners to sing along. While singing encourage the children to use other fruit/vegetables words, e.g.: cucumber, banana.
Track 46.
One potato, two potatoes,
Three potatoes, four.
Five potatoes, six potatoes,
Seven potatoes, more!
One tomato, two
tomatoes,
Three tomatoes, four.
Five tomatoes, six
tomatoes,
Seven tomatoes, more!
Exercise 4. Look at the pictures of food and say if it is good for you or not.
The task for the students in this exercise is to look at the pictures and decide which food they personally think is good for them and which is not. After listening to the opinions discuss with the class the advantages of eating healthy food.
93
|
Activity book
|
|
|
|
Exercise 1. Match the pictures to the correct basket and
|
|
|
|
name them.
|
|
|
|
Explain the task to the children. To check the task, ask
|
|
|
|
the students to say fruit words as a group and then
|
|
|
|
vegetables.
|
|
|
|
Exercise 2. Tick if the food is good for you. Put a cross
|
|
|
|
if it is not good for you.
|
|
|
|
Tell the students to range the pictures in the table. Ask
|
|
|
|
them to put a tick if the food is healthy, and put a cross
|
|
|
|
if it is unhealthy. Encourage the children to give the
|
|
|
|
reasons for their choice.
|
|
|
|
|
|
|
End of the
|
End of the lesson:
|
|
|
lesson
|
At the end of the lesson ask the learners to summarize
|
|
|
|
|
|
|
their activity at the lesson. Elicit their answers via
|
|
|
5 minutes
|
supportive questions: e.g.:
|
|
|
- What the new words did we learn today?
|
|
|
|
|
|
|
- Which word/words do we say when we see
|
|
|
|
each other?
|
|
|
|
- How do we introduce ourselves?
|
|
|
|
- Do you remember the helpers/characters who
|
|
|
|
will accompany us for the whole year? What
|
|
|
|
are their names?
|
|
|
|
Then encourage them to say all the words in chorus,
|
|
|
|
you can say the words in Kazakh/Russian and they will
|
|
|
|
give the English equivalents or show the flashcards and
|
|
|
|
name the pictures.
|
|
|
|
Sing the song from the lesson one more time.
|
|
|
|
Keep encouraging the young learners for any success
|
|
|
|
during the class/ whole course to make them feel more
|
|
|
|
comfortable, confident and motivated to acquire the
|
|
|
|
language.
|
|
|
|
|
|
|
Достарыңызбен бөлісу: |