Family relationships

о семейных ценностях, отнощениях, о родственных связах

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«Family relationships»

Lesson plan

Long-term plan unit: Values					School: Penzhim secondary school
Date: 09.11.2017					Teacher name: Akynova A
Grade: 5 а					Number present:		absent:
Theme of the lesson Family relationships
Learning objectives(s) that this lesson is contributing to			5.R2 understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics 5.S4 respond with limited flexibility at sentence level to unexpected comments on an increasing range of general and curricular topics 5.UE3 use a growing variety of adjectives and regular and irregular comparative and superlative adjectives on a limited range of familiar general and curricular topics
Lesson objectives			All learners will be able to
			develop their critical thinking skills by drawing a family tree with some support practice speaking skills and asking questions using comparative and superlative adjectives while working in pairs with some support develop their ability to recognize the specific information in the text while selecting the words with some support Most learners will be able to develop their critical thinking skills by drawing a family tree with a little support practice speaking skills and asking questions using comparative and superlative adjectives while working in pairs with a little support develop their ability to recognize the specific information in the text while selecting the words with a little support Some students will be able to develop their critical thinking skills by drawing a family tree with a little or no support practice speaking skills and asking questions using comparative and superlative adjectives while working in pairs with a little or no support develop their ability to recognize the specific information in the text while selecting the words with a little or no support
Language objectives			Use simple present tenses, comparative and superlative adjectives
Value links			Respect, responsibility, honesty, trust, creativity.
Cross curricular links			Self-knowledge, Psychology and Art
ICT skills			Projector or Smart board
Intercultural awareness			Students will be able to understand that every person, family and country has their own values.
Kazakh culture			Students will be able to differentiate family values in Kazakh culture
Pastoral Care			Students will be able to understand the importance of family and relationships
Health and Safety			Everyday classroom precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords
Previous learning			Human beings
Plan
Planned timings	Planned activities (replace the notes below with your planned activities)							Resources
Beginning 5mins	Warm-up Hangman T. thinks of a word from previous lesson and writes the number of letters on the board using dashes to show many letters there are. Then asks learners to suggest a letter. If it appears in the word, T. writes it in all of the correct spaces. If the letter does not appear in the word, T. writes it off to the side and begins drawing the image of a hanging man. The game is continued until the learners guess the word correctly (they win) or T. completes the picture of a hangman (T. wins). (T. can watch the video with instructions https://www.youtube.com/watch?v=ywzCUesB61s)							WB, markers
Middle 5mins 10mins 5mins 15mins 1min 10mins 10mins 5mins 10mins	Lead-in Family Relationships Family is an essential part of the society and it plays the most important role in everybody’s life. It means that the most important people in our lives are our family members. Family is represented by a close unit of parents and children living together. I believe that everyone wants to have a happy family and good relations with all its members. In my opinion, a happy family should have mutual interests, hopes and dreams to share. Other important issues are love, trust and respect. No family can exist without love. Happiness is also impossible without love. When people love each other, they can overcome all the obstacles. Unfortunately, modern couples often build their relations on some other values, such as money, social position, etc. They think that happiness will come itself and nobody has to make an effort. They are mistaken, as good family relations are impossible without mutual understanding and love. Children in the family also play an important role. To keep up ideal relations with parents they should be kind to them, trusting and understanding. They should share everyday joys and sorrows with their parents. Whenever, there is a difficult situation, parents are the first people to help them and find the way out. My family is not big. I live with my parents and my little sister. I think that we have ideal relations, as we never quarrel with each other. Instead, we always treat each other with respect and love. If there is a problem, we talk about it and try to find the best possible solution. T. shows the picture of a family and learners call out any names of people in a family. T. asks learners about the topic of the lesson and introduces the lesson objectives Main part What does the family mean to you? Listen to the text where six teens tell about their families. What is the most important in their families? What is the most important in your family? Family honour Care for and help each other Spend a lot of time together To have meal times with relatives Parents remain a big part of children’s life The young respect to the old To have the strength and support of the family Exercise 1, page 34. Look at the picture. What do you know about Flintstones? Is it an ordinary family? Why (not)? Listen and find out. Name the people in the picture. Exercise 2, page 34. Read again and answer the questions. Exercise 3, page 35. Use the picture and the text to present the Flintstones and the Rubbles to the class. Exercise 3, page 35.listen and repeat. Find the oppopsites. Check with your partner. Exercise 5, page 35. Complete the sentences. Exercise 6, page 35. Use the adjectives to make sentences about your family and friends. Mime adjectives. Your partner finds the adjectives.							PPT or picture of a family PPT or flashcards with the members of family flashcards with the members of family PPT or picture of ‘Family tree’ PPT PPT PPT Handout FA
End 5 minutes	Name 3 things: I have learnt… I still want to know… I didn’t understand … Home work: ex 1,3 p 20 ( Workbook)
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?		Cross-curricular links Health and safety check ICT links Values links
More support can be given in Activity 2 when they write about their family members by providing less-able learners with examples or words to make up the sentence and in Activity 3 while asking questions also less-able learners can be given the model of a question so that they can just put appropriate name and adjective Learners who are less confident at drawing the family tree, can be given a picture of a tree More-able learners can be encouraged to write more sentences and ask more Wh questions.				Monitor when you show the flashcards of family members in Activity 1 Monitor when learners write their sentences about family members in Activity 2 Assessment criteria of R2 Monitor when they ask questions in Activity 3		Self-knowledge, Psychology and Art: when learners draw their family tree and make a presentation in Activity 2 and Activity 3 they develop their creativity, love and respect to their family Make sure learners have sufficient space to do physical activity. Use of Smart board or projector while presenting the words and tasks Develop learners’ love, respect to their family, a sense of responsibility and concern for the family.
Reflection Were the lesson objectives/learning objectives realistic? What did the learners learn today?		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: What have I learned from this lesson about the class or individuals that will inform my next lesson?