Family and friends план урока

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Unit 3 EO 1 Grade 5

School: Baktybai

Teacher’s name: Aitkazina G.M.

Number present :

absent :

Theme of the lesson: Family and friends

Learning objective (s) that this lesson is contributing to

5.1.5.1-use feedback to set personal learning objectives;

5.1.6.1- organize and present information clearly to others

5.2.6.1 - deduce meaning from context in short, supported talk on an increasing range of general and curricular topics

5.3.7.1- use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics

Lesson objectives

All learners will be able to:

Most learners will be able to:

• learn vocabulary for friends and family.

• talk about my own family.

• draw and describe my family tree.

Some learners will be able to:

Success criteria

Consider classmates' feedback and set personal learning objectives based on their feedback

Organize information logically. Express ideas clearly

Figure out the content of a short conversation with somesupport

Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences

Value links

Respect, cooperation and transparency

Cross curricular links

Stages of the lesson

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

Teacher’s notes

Greet students; students respond to greeting and take their places.

Hello, boys and girls! How are you?

• Books closed. Ask: Who are the important people in your life? Elicit students’ answers to this question, e.g. my mum, my brother, my best friend.

• Ask students to open their books, look at the picture and saywhat they can see in it.

• Put students into small groups. Give them a minute to answerthe three questions. Point out that only the first of the threequestions has an obvious answer.

• Check answers. You could introduce the word probably, which students can then use when giving their answers to the second and third questions. If you do, explain that the word is used to say that something is very likely, e.g. I’m probably going to the cinema this afternoon.

• Tell students that the theme of Unit 3 is family and friends.

Suggested answers

There are probably four people in this family. The adults are probably between thirty and forty. The children are probably between two and fifteen. You wear boots like that when it rains.

• Distribute photos of your own friends and family around theclassroom and ask students to work in pairs to guess theidentities of the people in them, e.g. I think this is your mum.

• Alternatively, introduce the topic by asking students if they have a collection of photos of their friends and family online and which photo websites (e.g. Instagram, Flickr) they use.

• If students have such accounts, they can use their phones to

briefly show each other some of the photos they have there.

• Bring a few photos of your family and friends.

1 • Ask students to open their books at page 27 and look at Sarah Wood’s family tree. Make sure they identify Sarah (with caption ‘Me!’ middle left).

2. 1.23 Ask students to work in small groups to complete this exercise. You could turn this task into a game by asking groups to compete to be the first to complete the text correctly.

• Ask stronger students to complete the text without checking the meaning of the words in a dictionary. Allow weaker students to use dictionaries.

• Play the recording.

• Students listen to it, check their answers to Exercise 1 and repeat the words. Encourage students to mimic the pronunciation they hear.

Fast finishers:

Students can turn to the Vocabulary bank on page 118 and do the Family and friends activities.

2 granddad 3 wife 4 grandma 5 mum 6 dad 7 parents 8 brother 9 sister 10 aunt 11 uncle 12 cousin 13 best friend 14 teammates

Language note

All the two syllable nouns in the box in Exercise 2 have their main stress on the first syllable, e.g. teammates, uncle, cousin. The word mate means friend or partner. It is commonly used in the UK and Australia as a greeting between (usually male) friends, e.g. All right, mate!

3 • Read out the example and then ask students to work in pairs to match the remaining words in pairs of opposites.

• Then ask them to look at the example sentence and complete the remaining ones.

2 son 3 daughter 4 grandson

4 • Before students do this exercise make sure they understand

the difference between male and female.

• Ask students to copy the circles into their notebooks.

• Students can work alone or in pairs to complete the circles with the words in Exercise 2.

• Ask students to compare their answers with a partner before you check answers with the class.

female: wife, sister, grandma, mum

male and female: cousin, classmates, best friend, parents,

male: brother, dad, granddad, husband

5 • Divide students into pairs (A and B).

• Give students two minutes to draw their own family tree. Explain that they can use the example in Exercise 1 as a guide.

• Read out the example sentences and ask Student As to tell their partner about the people in their family tree. They should add any other information they can, e.g. age or hair colour.

• Student Bslisten and make notes.

• The pairs then swap and Student Bs describe their family tree and Student As listen and makes notes.

• Put students into small groups.

• One student (Student A) shows a photo of a family member or friend on their phone to their partners. • The other students in the group guess who is in the photo by asking a question, e.g. Is that your brother?

• Student A replies by saying Yes, it is or No, it isn’t.

• The other students then ask Student A some questions to find out more about the person in the photo, e.g. What’s his/her name? How old is he/she?

• Another student in the group then shows a photo to the rest and the activity continues until all students have had a turn.

Set Exercises 1, 2, 3, 4 and 5 on page 17 of the Workbook for homework.

Additional Information

Differentiation - how do you plan to give more support?

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

-Health promoting techniques

-Breaks and physical activities used.

-Points from Safety rules used at this lesson.

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?

By the end of the lesson all learners will be able to:

Name family members with support

Describe family photos using familiar words and expressions (2 – 3 sentences).

Contrast personal subject and object pronouns with some support

Most learners will be able to:

Name family members with little support

Describe family photos using familiar words and expressions (4 – 5 sentences).

Contrast personal subject and object pronouns with little support

Some learners will be able to:

Name family members with no support

Describe family photos using familiar words and expressions (6 – 7 sentences).

Contrast personal subject and object pronouns with no support

Assessment criteria

Apply personal subject and object pronouns

Values links

National unity, peace and harmony in our society.

Cross-curricular links

Family members (mother, father, sister, brother, baby, mummy, daddy, uncle, aunt, cousin) – singular & plural forms

Song “finger family”

Planned timings

Greeting: Teacher greets students; then asks them to make a circle. Students stay opposite to each other making a big and small circle. (An inner and outer circle).

Through the “washing machine” strategy children sing the song “finger family”.

“Daddy finger, daddy finger where are you?

Here I am, here I am

Mummy finger, mummy finger where are you?

Here I am, here I am

Brother finger, brother finger where are you?

Here I am, here I am

Sister finger, sister finger where are you?

Here I am, here I am

Baby finger, baby finger where are you?

Here I am, here I am

Task1. Differentiation by outcome:

Students work in groups and show their family’s photos and talk to each other about their family. For high achieving students name all family members.

Middle achieving students name with some support family members.

Low achieving students name with more support family members.

Muffin Songs - The Finger Family (Daddy Finger) - Original Version - children songs with lyrics (1).mp4

Task2. Modelling: A teacher names the topic of the lesson. Teacher models new theme by the “heads of dragon” strategy. Sts repeat chorally and individually.

Task 3: Checking comprehension.

Students play the game with ball using the verb “to be” and look to the presentation. Students name family members.

Differentiation by support:

High achieving students name family members with no support

Middle achieving: teacher provides little support

Low achieving: teacher provides some support

(Example: Is it a father or a grandfather?)

Task 4. Formative assessment: student’s feedback

Teacher shows cards with family pictures and makes mistakes in naming family members. When teacher show mother’s picture – says “He is a father”, etc. If the example is right, student’s clap hands.

Task 5. Energiser: Head, Shoulders, Knees & Toes

Head and shoulders knees and toes

And eyes and ears

And mouth and nose

Head and shoulders knees and toes

And eyes and ears

And mouth and nose

Head and shoulders knees and toes

Task 6. Criteria – based assessment:

Talk about the family members. Use the words.

talks about people using personal pronouns

Cards with “to be” verb, presentation, ball, cards

Muffin Songs – Head Shoulders Knees and Toes - nursery rhymes & children songs with lyrics.mp4

Task 7. Differentiation by task, Differentiation by grouping, Differentiation by support: students speak about their family in groups showing their photos.

High achieving students speak about their family using 7-8 personal subject pronouns.

Middle achieving students speak about their family using 5-6 personal subject pronouns.

Low achieving students speak about their family using 3-4 personal subject pronouns.

Formative assessment: student’s feedback. Ladder of success

Teacher asks students to mark their places on the ladder with sticky papers and their names on them.

Использование игровых методик на уроках иностранного языка является одним из наиболее эффективных, гибких и универсальных приёмов обучения младших школьников. Игра призвана активизировать процесс обучения, сделать его более продуктивным. На уроке используются игровые моменты, где урок приобретает увлекательную форму. Все ученики с большим интересом включаются в процесс игрового обучения, стремятся к контакту друг с другом и педагогом. Учитель, при этом, способен проконтролировать каждого ученика, оценить знания и сделать выводы о том, что хорошо усвоено, а над чем ещё необходимо работать. В данном уроке использованы наглядные материалы (картинок, карточек, рисунков), что помогает учащимся лучше усвоить новую лексику.

LESSON: Family and friends

Teacher name:

CLASS: 2

Number present:

a bsent

Learning objectives(s) that this lesson is contributing to

2.S4 respond to basic supported questions about people, objects

and classroom routines

2.S6 make introductions and requests in basic interactions with others

2.UE3 use basic adjectives to describe people and things

2.L2 recognise with support a limited range of basic common

personal questions spoken slowly and distinctly

Lesson objectives

Thinking skills

Knowledge and comprehension

respond to basic supported questions about people

understand the main points ;

make basic personal statements

talk about family

recognise with support a limited range of basic common

All learners will be able to:

· recognize the new words connecting with family

· recognize common singular and plural nouns

· pronounce basic words and expressions intelligibly

Most learners will be able to:

· Use personal subjects pronouns to identify things.

· Use determiners a , an, this, these

· Use common singular and plural nouns

Some learners will be able to:

· ask and answer the questions about family and friends

· produce words in response to prompts about family and friends

· make up short dialogue

Planned timings

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

R esource s

Organization moment

Hello! Hello! How are you?

I’m fine , fine!

Hello! Hello! How are you?

I’m happy, happy.

Review last lesson

Box with things

Brainstorming :

Divide the class into three groups according to pictures “Grandparents, Parents, Children”

New words : my mother, my father, a brother(-s), a sister(-s), a family, a friend(-s), an uncle, an aunt

Descriptor: listen, repeat and remember

Game: Family tree

Descriptor: draw and tell about your family

Teacher gives 2 questions to each team and asks learners to listen to the audio and answer the questions.

Descriptors:

1.Read and understand the questions.

2.Listen to the audio.

3.Answer the questions.

4.Write the answers on the poster.

Relaxation moment: Sing a song “My family”

Who is she? Who is she ?

She is my mother.

Who is he? Who is he?

He is my father.

Who is she? Who is she ?

She is my sister.

Who is he? Who is he?

He is my brother.

Match the pictures with words

Descriptor:( say, understand and match)

Feedback: Tree without leaves

Learners have red,yellow,green apples

Red- understand and remember

Yellow – understand a little

Green- don’t understand

Additional information

Differentiation -how do you plan to give more support?

How do you plan to challenge the more able learners?

Make up short sentences

Family tree

Assessment -how are you planning to check learners' learning?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

1L3. recognise with support simple greetings, recognize the spoken form of a limited range of basic and everyday classroom words.

1UE1. Use common singular and plural nouns to say what and where things are.

1UE4. Use determiners a, an, this, these to indicate what something is

Lesson objectives

All learners will be able to:

* pronounce correctly the new words

* use everyday classroom words

Most learners will be able to:

* use “a, an, this, these” in the speech

* translate new words

Some learners will be able to:

* make simple statements about objects

* use singular and plural nouns

Success criteria

Can make personal statements and simple statements about objects

Can say and react with support to all simple greetings

Previous learning

Learners will have spoken about what someone/something is or has

This is a pencil. This is a red pencil.

He has got a pencil. He has got a red pencil

Planned timings

Planned activities(replace the notes below with

your planned activities)

1. Learners listen to the song and guess the words. The teacher works with the words.

T-S 2. Phonetic drill

Teacher introduces the learners the sounds of animals and shows the differences between

- [ð] and -[Ө]

th -[ð] - the sound of bee

[Ө] - the sound of snake

CD player (sounds of animals)

S-S 3. “Basketball questioning”

Teacher pronounces the sentence “Менің ағам бар” and throws the ball to one learner. The learner catches the ball and translates it into English.

I have got a …

Feedback-Thumb up

S-S 4. Odd one out.

Teacher gives a sheet of paper to the learners for individual work. They work with the pictures and odd one out.

Feedback-Smiles

T-S 5. Using “this and these”.

a)Teacher shows the picture of “mother” and says “This is a mother”. Then he shows the pictures of mothers and says “These are mothers” (he does this work with the other words.

Teacher uses pictures of the family

This is a father. These are fathers.

This is a mother. These are mothers.

This is a brother. These are brothers.

This is a sister. These are sisters.

This is a grandfather. These are grandfathers.

This is a grandmother. These are grandmothers.

S-S b) Pair work

Teacher gives the picture of family for each pair. The pairs draw the pictures and speak about it in singular and plural forms.

e.g. This is a mother

These are mothers

S-S c) Group work “Spider net”.

Learners make a big circle and speak about the members of the family in the singular and in the plural forms.

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