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My family and friends

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ORGANIZATION MOMENT

Teacher:  Good morning, dear children!

Pupils: Good morning, good morning,

Good morning to you,

Good morning, good morning,

I’m glad to see you.

Teacher: Thank you, sit down, please.

PHONETIC DRILLS

You are musicians today. Play your musical instruments.

 Each two pupils play one musical instrument:

Piano - [w]

Trombone - [r]

 Guitar –  [ð]

 Violin – [θ]

 Drums - [t, d]

SINGING AND SPEAKING

Teacher: Look here, please. Who is this? Yes. It is Sandy- our little friend.

ORGANIZATION MOMENT

Teacher:  Good morning, dear children!

Pupils: Good morning, good morning,

Good morning to you,

Good morning, good morning,

I’m glad to see you.

Teacher: Thank you, sit down, please.

PHONETIC DRILLS

You are musicians today. Play your musical instruments.

 Each two pupils play one musical instrument:

Piano - [w]

Trombone - [r]

 Guitar –  [ð]

 Violin – [θ]

 Drums - [t, d]

SINGING AND SPEAKING

Teacher: Look here, please. Who is this? Yes. It is Sandy- our little friend.

Teacher: Let’ sing a song with Sandy «My name is Helen» and ask several questions to know about her. 

Pupils: 
1. What is your name? (My name is Sandy) 
 2. How are you? (I am fine, thank you.)

3. How old are you? (I am eight) 

EXPLAIN THE AIMS OF THE LESSON

Teacher: Look at Sandy’s picture. What is it? – Yes. It is a family – Sandy’s family.

  Today we are going to call the members of the family in English.

DEMONSTRATION

Teacher: Sandy, do you like your family? –

 Yes! Look at the picture! Listen and say!

She is mum. He is dad. She is granny. He is granddad.

 PLAYING

1. All learners stand in large circle. One learner, in middle, is blindfolded. Teacher nominates one or two learners to say something in a funny voice e.g. I’m BIG and learner in middle has to point and say: You’re.[learner’s name].

Once learners are used to the activity have several learners saying things at the same time.

The use of funny voices in such activities is an important part of children exploring the affective dimensions of language. If learners are slow to get started with this encourage them to mimic the voices you make.

2. Guessing game

One group of pupils makes images of the members of family. Another group should guess: You are a dad!

PHYSICAL ACTION

 Teacher:

Now, let’s have a break. Do morning exercises.

 Who is eager to show the exercises?

Stand up, stand still.

Hands up, hands down.

Hands on hips, sit down.

Stand up, hands to the sides.

Bend left, bend right,

Hands on hips, one, two, tree, hop.

One, two, three, stop. Stand still.

 Good, thank you. Sit down, please. Take your places. Go on our work.

Revision

  Teacher shows letter “Mm”: Sound it!

Look at the picture of the family. Where do you hear this letter? Yes, Mum.

Game: Pupils clap their hands when they this sound in the words teacher names.

REFLECTION

Listening and singing along to an animated song about family. Play song through first and then focus learners on chorus line before playing again.

The lesson is over, thank you, children, thank you, Sandy, good bye!

Просмотр содержимого документа
«My family and friends»

LESSON 2 : Unit 3 My family and friends

Family and friends




School: School: 3Krasny Yar multiprofile secondary

school gymnasium


Date: 06.11.2018

Teacher name: Alpysbaeva A.B.

CLASS: 1 “A”

Number present: 12

absent:0

Learning objectives(s) that this lesson is contributing to

1.UE7 use personal subject pronouns to identify things

1.S 3 pronounce basic words and expressions intelligibly

1.S 5 produce words in response to prompt

1.S1 make basic personal statements and simple statements about objects

1.L3 recognise with support simple greetings

recognise the spoken form of a limited range of basic and everyday classroom words

Lesson objectives

All learners will be able to:

  • pronounce basic words and expressions intelligibly

  • name some members of family without teacher support

Most learners will be able to:

  • use personal subject pronoun “you” to identify things

Some learners will be able to:




  • name all the members of family

Previous learning


Plan

Planned timings

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

Resources

Beginning

5-10 minutes



ORGANIZATION MOMENT

Teacher: Good morning, dear children!

Pupils: Good morning, good morning,

Good morning to you,

Good morning, good morning,

I’m glad to see you.

Teacher: Thank you, sit down, please.

PHONETIC DRILLS

You are musicians today. Play your musical instruments.

Each two pupils play one musical instrument:

Piano - [w]

Trombone - [r]

Guitar – [ð]

Violin – [θ]

Drums - [t, d]

SINGING AND SPEAKING

Teacher: Look here, please. Who is this? Yes. It is Sandy- our little friend.



Teacher: Let’ sing a song with Sandy «My name is Helen» and ask several questions to know about her. 

Pupils: 
1. What is your name? (My name is Sandy) 
2. How are you? (I am fine, thank you.)

3. How old are you? (I am eight) 


EXPLAIN THE AIMS OF THE LESSON

Teacher: Look at Sandy’s picture. What is it? – Yes. It is a family – Sandy’s family.

Today we are going to call the members of the family in English.







































What's Your Name? Song for Kids

http://www.youtube.com/ watch?v=BAFSTrSNJMg




Middle

25-30 minutes






























































End

5 minutes



DEMONSTRATION

Teacher: Sandy, do you like your family? –

Yes! Look at the picture! Listen and say!

She is mum. He is dad. She is granny. He is granddad.

PLAYING

1. All learners stand in large circle. One learner, in middle, is blindfolded. Teacher nominates one or two learners to say something in a funny voice e.g. I’m BIG and learner in middle has to point and say: You’re...[learner’s name].

Once learners are used to the activity have several learners saying things at the same time.

The use of funny voices in such activities is an important part of children exploring the affective dimensions of language. If learners are slow to get started with this encourage them to mimic the voices you make.


2. Guessing game

One group of pupils makes images of the members of family. Another group should guess: You are a dad!


PHYSICAL ACTION

Teacher:

Now, let’s have a break. Do morning exercises.

Who is eager to show the exercises?

Stand up, stand still.

Hands up, hands down.

Hands on hips, sit down.

Stand up, hands to the sides.

Bend left, bend right,

Hands on hips, one, two, tree, hop.

One, two, three, stop. Stand still.


Good, thank you. Sit down, please. Take your places. Go on our work.


Revision

Teacher shows letter “Mm”: Sound it!

Look at the picture of the family. Where do you hear this letter? Yes, Mum.

Game: Pupils clap their hands when they this sound in the words teacher names.


REFLECTION

Listening and singing along to an animated song about family. Play song through first and then focus learners on chorus line before playing again.

The lesson is over, thank you, children, thank you, Sandy, good bye!



Poster: Family

https://www.google.ru/search?q=Poster:+Family+monkeys





Vocabulary Cards “Family”

https://www.google.ru/search?q=Vocabulary

+Cards+%E2%80%9CFamily
























































Family Song

http://www.youtube. com/watch?v=GiRUF7hvWuM


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 during elicitation, instruction and questioning phases of the lesson by nominating learners to answer items relating to more high frequency vocabulary to build confidence through participation.

  • through questioning and the redirecting of questioning in game activities

  • through observation in group

  • Music

Reflection

Were the lesson objectives/learning objectives realistic?

What did the learners learn today?

What was the learning atmosphere like?

Did my planned differentiation work well?

Did I stick to timings? What changes did I make from my plan and why?


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:

2:

What have I learned from this lesson about the class or individuals that will inform my next lesson?

























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Предмет: Английский язык

Категория: Уроки

Целевая аудитория: 1 класс.
Урок соответствует ФГОС

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My family and friends

Автор: Алпысбаева Акерке Болатовна

Дата: 09.11.2018

Номер свидетельства: 484502

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