What’s your favourite food?

Greeting

Greet students; students respond to greeting and take their places. Hello, boys and girls! How are you?

Warm-up

Presentation

Practice

Ending the lesson

Reflection

Start thinking. Answering questions.

What’s your favorite food?
What’s in it?
When do you eat it?

Suggested answer:

My favorite food is.

You make …with.

Verbal

Assessment

Food

Flashcards

Activity1.Vocabulary practice. "Vocabulary matching"

Give each learner a piece of paper with different pictures of food. They cut out the pictures and glue them next to the appropriate word in their vocabularies.

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

Students match the pictures.

Peer

Assessment

Worksheets

Activity2.Listen and read. Then answer: What’s your favourite food?

Draw Ss' attention to the photos, and ask them what they can see (two boys and different types of food).
Ask Ss to look at the two flags and say if they recognise each country (Kazakhstan and Mexico).
Play the recording again, and encourage Ss to shadow read (read along with the recording).

Students listen and read.

Then answer: What’s your favourite food?

Self

Assessment

Dialogue

Grammar Presentation:

Countable and Uncountable nouns.

Countable nouns are the nouns which have got a plural form. Say, apple – apples and have Ss repeat after you.
Uncountable nouns are the nouns which only have form. Say, cheese and have Ss repeat after you.
Say, There isn’t rice in burritos. There aren’t beans in beshbarmak. Write the sentences on the board and underline the structures There isn’t and There aren’t.
Explain that There isn't/aren't means something or somebody is not present or doesn't exist.

Activity3. What’s in the soup? Listen and tick (4).

Students are suggested to complete exercise worksheet: What’s in the soup? Listen and tick (4).

Physical Training:

Ph. Training let’s do exercise with me “hands up, hands down”

Formative Assessment.

On my table, there is…

Write different kinds of food on the board, e.g. apples, cheese, eggs, chicken, meat, noodles, beans, rice, soup.
Ask each S to draw a table and some items of food on it on a piece of paper.
Divide Ss into pairs. Explain to them that they have to take turn telling each other what is on their table, using there is/isn't and there are/aren't.
Have a few pairs of Ss present their drawings at the front of the class.

Descriptor:

A learner:

identifies food
talks about his/her favourite food
uses new words in speech
asks and answers questions about countable and uncountable noun

KEY

Say, apple – apples and have Ss repeat.

Say, cheese and have Ss repeat.

There isn’t and There aren’t.

Key:

The following should be

ticked: beans, rice, chicken

Students present their drawings at the front of the class.

Verbal Assessment

Self-Assessment

Do You Like Broccoli Ice Cream? | Food Song for Kids! | Super Simple Songs

https://youtu.be/frN3nvhIHUk?si=1CanYHj74fenfZmQ

Handouts

Drawings

Cards

Self-Assessment

(W) Check students understanding by asking the following….

1) What food words do you remember? Sign a song

Homework

WORKBOOK: Activity 1 and 2

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 check ICT links

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 group and end performance activities

-through formative task

-White board and video are used no more than 10 minutes

-Use water-based pens

-Health promoting techniques

-Breaks and physical activities used.

-Points from Safety rules used at this lesson.

REFLECTION

Answer the most relevant questions to reflect on your lesson.

Were the lesson objectives/learning objectives realistic?

What did the learners learn? What did/didn’t you like? What was difficult?

Вы уже знаете о суперспособностях современного учителя?

Тратить минимум сил на подготовку и проведение уроков.

Быстро и объективно проверять знания учащихся.

Сделать изучение нового материала максимально понятным.

Избавить себя от подбора заданий и их проверки после уроков.

Наладить дисциплину на своих уроках.

Получить возможность работать творчески.

=> ПОЛУЧИТЬ СУПЕРСПОСОБНОСТИ УЧИТЕЛЯ <=

Просмотр содержимого документа
«What’s your favourite food?»

Unit: 6		HEALTH
Teacher’s name:		Nurbergen.A
Date:		21.02.2025
Class: 3a		Number present:		Number absent:
Theme of the lesson		OUR WORLD: What’s your favourite food?
Learning objective (s)		3.1.2.1 recognise familiar words with visual support; 3.2.3.1 respond to basic questions with single words or short responses: 3.5.1.1 use singular and plural nouns, including some common irregular plural forms and high-frequency uncountable nouns;
Lesson objectives		identify food and talk about their favourite foods recognize new words with the help of images practice asking and answering about countable and uncountable noun
Plan
Stages of the lesson	Teacher’s activities				Students’ activities		Assessment	Resources
Greeting	Greet students; students respond to greeting and take their places. Hello, boys and girls! How are you?
Warm-up Presentation Practice Ending the lesson Reflection	Start thinking. Answering questions. What’s your favorite food? What’s in it? When do you eat it?				Suggested answer: My favorite food is.. You make …with...		Verbal Assessment	Food Flashcards
	Activity1.Vocabulary practice. "Vocabulary matching" Give each learner a piece of paper with different pictures of food. They cut out the pictures and glue them next to the appropriate word in their vocabularies. Differentiation by support: Less able learners work with teachers` assistance.				Students match the pictures.		Peer Assessment	Worksheets
	Activity2.Listen and read. Then answer: What’s your favourite food? Draw Ss' attention to the photos, and ask them what they can see (two boys and different types of food). Ask Ss to look at the two flags and say if they recognise each country (Kazakhstan and Mexico). Play the recording again, and encourage Ss to shadow read (read along with the recording).				Students listen and read. Then answer: What’s your favourite food?		Self Assessment	CD Dialogue
	Grammar Presentation: Countable and Uncountable nouns. Countable nouns are the nouns which have got a plural form. Say, apple – apples and have Ss repeat after you. Uncountable nouns are the nouns which only have form. Say, cheese and have Ss repeat after you. Say, There isn’t rice in burritos. There aren’t beans in beshbarmak. Write the sentences on the board and underline the structures There isn’t and There aren’t. Explain that There isn't/aren't means something or somebody is not present or doesn't exist. Activity3. What’s in the soup? Listen and tick (4). Students are suggested to complete exercise worksheet: What’s in the soup? Listen and tick (4). Physical Training: Ph. Training let’s do exercise with me “hands up , hands down” Formative Assessment. On my table, there is… Write different kinds of food on the board, e.g. apples, cheese, eggs, chicken, meat, noodles, beans, rice, soup. Ask each S to draw a table and some items of food on it on a piece of paper. Divide Ss into pairs. Explain to them that they have to take turn telling each other what is on their table, using there is/isn't and there are/aren't. Have a few pairs of Ss present their drawings at the front of the class. Descriptor: A learner: identifies food talks about his/her favourite food uses new words in speech asks and answers questions about countable and uncountable noun				KEY Say, apple – apples and have Ss repeat. Say, cheese and have Ss repeat. There isn’t and There aren’t. Key: The following should be ticked: beans, rice, chicken Students present their drawings at the front of the class.		Verbal Assessment Self-Assessment	Do You Like Broccoli Ice Cream? \| Food Song for Kids! \| Super Simple Songs https://youtu.be/frN3nvhIHUk?si=1CanYHj74fenfZmQ Handouts CD Drawings Cards
	Self-Assessment (W) Check students understanding by asking the following…. 1) What food words do you remember? Sign a song
Homework	WORKBOOK: Activity 1 and 2
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 check ICT links
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 group and end performance activities -through formative task			-White board and video are used no more than 10 minutes -Use water-based pens -Health promoting techniques -Breaks and physical activities used. -Points from Safety rules used at this lesson.
REFLECTION			Answer the most relevant questions to reflect on your lesson. Were the lesson objectives/learning objectives realistic? What did the learners learn? What did/didn’t you like? What was difficult?