- 30.12.2020
- 373
- 0
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Topic: My family
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School: Secondary school №14 |
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Date: |
Teacher name: Abdrakhmanova A.A. |
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CLASS: 1 |
Number present: |
absent: |
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Learning objectives(s) that this lesson is contributing to |
1. UE 7 use personal subject pronouns to identify things 1. S5produce words in response to prompts 1. L3recognise with support simple greetings recognise the spoken form of a limited range of basic and everyday classroom words |
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Lesson objectives |
All learners will be able to: |
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· listen and repeat the words according to the topic “Family”:She is…/ He is …/You are…/I’m…” |
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Most learners will be able to: |
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· recognise and name some words according to the topic “Family”:She is…/ He is …/You are…/I’m…” |
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Some learners will be able to:
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· name and use most of the words according to the topic “Family” She is…/ He is …/You are…/I’m…” |
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Previous learning |
Greetings |
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Plan |
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Planned timings |
Planned activities (replace the notes below with your planned activities) |
Resources |
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Beginning
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Warm up T. invites Ss to the circle and asks weaker Ss different kind of questions (T. asks questions one by one and uses pictures if it is needed. T. can prompt if Ss can’t understand and answer) while stronger Ss are given pictures with prompts to describe. e.g.: 1st picture . Hello./Hi! 2nd picture . What is your name? 3rd picture. What letter is this? (D,C, A,B) 4th picture. What is it? (It is an apple, It is a bed, It is a cat, It is a dog) |
Pictures
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Middle
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Main: · Ss to stand in a circle and demonstrates the words I’m … You are … e.g.: I’m Assel, You are Sultan. The next S. turns to the neighbour S. and says his/her name and next S’s name, e.g.: I’m Sultan, You are Asel; I’m Asel, You are Tolegen,etc. · T. presents new words using PPT: family, mummy, daddy, brother, sister, baby when the words are presented, Ss should repeat after T. Then T. explains the differences of He is and She is eg.: Mummy – she is, Daddy – he is, brother – he is, sister – she is. · Then T. says to take finger puppets and demonstrates He is … She is… e.g.: He is Daddy, She is Mummy, He is brother, She is sister, he is baby. · Sing the Family song! (Track 08 CD1) Put up the mummy and daddy flashcards, point to them and say: This is my mummy, And this is my daddy. Pupils repeat after T. Play the CD. The S listen to the song. Divide the class into two groups. Play the song again. The groups sing the assigned verses. Time permitting, play the song a third time for the pupils to sing the songs as a class. Audioscript This is my mummy, And this is my daddy. Mummy and Daddy, This is my family! This is my brother, And this is my sister. Brother and sister, This is my family!
· T. gives out a family book with the pictures ofrooms and different places and pictures of family members. Ss should cut the pictures and glue them on the appropriate page, e.g.:Mummy is in the kitchen, Daddyis in the office, etc. But there is no right place of pictures it depends on S’s imagination. Let the Ss to work on their own. |
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PPT
https://www.youtube.com/watch?v=YJyNoFkud6g
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End |
Plenary The S, in pairs, take turns saying a family member’s name and the other has to guess who it is. e.g. Pupil 1: Tolegen! Pupil 2: Your daddy? Pupil 1: No! Pupil 2:Your brother? Pupil 1: Yes! etc. T. awards Ss with smiley faces
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Additional information |
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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 |
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§ When Ss work in a circle T. gives different levelled task according to S’s ability § Weaker Ss work with T’s support § Stronger Ss work on their own |
§ When T asks questions, Ss sing a song and they do an activity in a circle § Family book will be assessed by smiley faces |
.Kazakh and Russian languages – when Ss name the family members § ICT links – when T. shows PPT and presents the song § Working in a circle Ss will develop their friendship and working with ‘Family book’ Ss will develop their imagination and critical thinking skills. § Ss will appreciate their family |
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1. UE 7 use personal subject pronouns to identify things1. S5produce words in response to prompts1. L3recognise with support simple greetings recognise the spoken form of a limited range of basic and everyday classroom words All learners will be able to: listen and repeat the words according to the topic “Family”:She is…/ He is …/You are…/I’m…” Most learners will be able to: recognise and name some words according to the topic “Family”:She is…/ He is …/You are…/I’m…” Some learners will be able to: name and use most of the words according to the topic “Family” She is…/ He is …/You are…/I’m…” Greetings Plan Planned activities (replace the notes below with your planned activities) Warm upT. invites Ss to the circle and asks weaker Ss different kind of questions (T. asks questions one by one and uses pictures if it is needed. T. can prompt if Ss can’t understand and answer) while stronger Ss are given pictures with prompts to describe. e.g.: 1st picture . Hello./Hi! 2nd picture . What is your name? 3rd picture. What letter is this? (D,C, A,B) 4th picture. What is it? (It is an apple, It is a bed, It is a cat, It is a dog)
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