Short term lesson plan

Cross-curricular links
Social Science, Psychology, Information Technology, Art, Medicine.
Previous learning		Vocabulary relating to people's activity, school and school subjects.
Plan
Planned timings	Planned activities (replace the notes below with your planned activities)						Resources
Start 3 min 3 - 4 min Main part 15 min 10 min	Class organisation Greetings Home task Divide into 2 Group with methods «Letter» Pre-learning (W) The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. The teacher shows the picture and introduces the objectives of the lesson. Lead-in (W, I) Task 1 Pre- listening stage. Ex.1 p.60 Extending vocabulary. Think of two more words to add to each group: 1. meat: chicken..... 2. vegetables: potato.... 3. fruit: pear..... 4. drinks: juice..... Task 2 Free talk. What do you usually eat for breakfast and lunch? Breakfast Lunch What can you eat at school? Ex.1.p.60 What are children in different countries eat for lunch? ( 2 group discuss the meal at school in 4 countries). The teacher asks Sts. whose lunch is healthy? Speak about meals in Kazakhstan. Ex.3 p.60. Speak about healthy and unhealthy eating. Is your lunch healthy? Which food is the healthiest in 5 countries? Make a conclusion.						Wishes I wish you……. Pictures PPT A Table Writing Worksheet Student Book p.60
End 5 min	Home task. W.B. p.42, a menu Feedback Students give their stikers and give feedback to the lesson and give self-assessment using the method: “Six thinking hats”: Green: How can you use today's learning in different subjects? Red: Today s lesson was useful and interesting White: What have you leant today? Black: What were the weaknesses of your work? Blue: How much progress have you made in this lesson? (Now I can, I still need to work on, I've improved in, Today I learnt... ) Yellow: What did you like about today's lesson?						Slide (Homework) Slide "Six thinking hats"
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
Differentiation can be achieved through content (Based on the theory of Multiple Intelligences different tasks are used with the same text). By support: Less able learners will be supported through step-be-step instructions, glossaries, thinking time. By task: For more able learners additional leveled tasks are offered.			Assessment criteria: Read the given passage and identify the general information. Demonstrate skills of organizing and expressing ideas accurately. Illustrate a viewpoint in a discussion. Descriptors: A learner reads the text for global understanding; selects meaningful information, constructs the answer; presents information in the group discussion. evaluates the peers’ answers.		Health saving technologies. Make sure power cords are not a tripping hazard Everyday classroom precautions