" This is my friend" ұйымдастырылған оқу қызметі

Unit 3.My family Lesson 4. This is my friend

School:

Date:

Surname /name of the teacher:

Group:

Number of attendees:

Number of absent learners:

Aims of the lesson:

• 0.L1 begin to recognize simple short instructions for the basic classroom routines spoken slowly and distinctly

• 0.L2 begin to recognize with the considerable support the basic personal question, How are you? spoken slowly and distinctly.

• 0.L3 begin to recognize with the considerable support simple greetings

Hello/Hi.

0.L4 begin to recognize the basic intonation distinguishing questions from statements.

0.S3 pronounce the new words and expressions with some mistakes.

The learners will be able to:

Objectives of the Lesson

• recognize simple short instructions for the basic classroom routine spoken slowly and distinctly.

• recognize with the considerable support, a basic personal question How are you? spoken slowly and distinctly.

• recognize with the considerable support simple greetings Hello/Hi.

• recognize the basic intonation distinguishing questions from the statements.

• pronounce the new words and expressions with some mistakes.

The majority of the learners will be able to:

• recognize simple short instructions for the basic classroom routines spoken distinctly.

• recognize with support a basic personal question How are you?

• recognize simple greetings Hello/Hi and react with support.

• recognize basic intonation distinguishing questions from statements.

• pronounce the new words and expressions with few mistakes.

Some of the learners will be able to:

• recognize and do short instructions for the basic classroom routines.

• recognize and respond to the basic personal question How are you?

• recognize simple greetings Hello/Hi and react.

• recognize the basic intonation distinguishing questions from the statements.

• pronounce the new words and expressions without mistakes.

Background knowledge

This is the last lesson of the unit; the children recognize and know the words and expressions and continue to practise talking about their friends.

Plan

Scheduled time

Scheduled activity

Resources

Beginning of the lesson

5 minutes

Warm up:

For brainstorming show the children the flashcards with the pictures of morning/daytime and evening and ask them to say relevant greeting/farewell phrases.

Then inform them about the objectives and the topic of the lesson.

For drills in pronunciation of the sounds [ð], [w], [z], [h], [ʃ] play the following tongue-twisters:

This and that, This and that,

that and this and this.

Watch the wicked witch.

There’s a zebra at the zoo.

Hello, happy Harry, how are you?

She should shun the shining sun.

Main part of

Exercise 1.Listen and sing.

the lesson

Play the audio and ask the children to listen. To

introduce adjectives great/wonderful while singing

make a circle with your thumb and forefinger to show

the meaning of “I’m fine”. Then suggest the children

singing the song. Encourage them to gesture while

singing.

Track 23.

15 minutes

Hello, hello. How are you? How are you?

Hello, hello. How are you? How are you?

I’m fine. I’m great. I’m wonderful.

I’m fine. I’m great. I’m wonderful.

Exercise 2. Listen and say.

Ask the learners to look at the pictures, listen and

repeat. Draw the students’ attention to the

pronunciation of he/she. To make sure they understand

the meaning, ask them to clap their hands when you say

the boys’ names from the group, and stamp their feet

when you say the girls’ names.

Track 24.

Batyr: This is Misha. He is my friend.

Dana: This is Ira. She is my friend.

Exercise 3. Listen and repeat.

Play the audio. Ask the students to listen, follow the

pictures and repeat after the speaker.

Track 25.

Daisy: This is my mother. – Mother:

“Hi, how are you? ”

Daisy: This is Foxy. He is my friend.

Daisy: This is Slowy. She is my friend.

10 minutes

Daisy: This is Digger. He is my friend.

Dynamic pause.

Here are Grandma’s glasses (Make little circles with

fingers over eyes to resemble glasses).

Here is Grandma’s hat (Circle your head and pretend to

be tying ribbons underneath your chin).

This is the way she folds

Her hands and puts them on her lap (Fold your hands

sweetly on your lap).

Here are Grandpa’s glasses (Make circles bigger than

grandma’s).

Here is Grandpa’s hat (Make a big hat overhead the

grandma’s one).

This is the way he folds

His arms and sits like that (Fold your arms across the

chest, lean back to the chair and cross one knee over the

other).

For avariation, you can use other family words

“mother/father/sister/brother”.

Exercise 4. Look and say.

Explain the task. Ask the children to look carefully at the pictures and see who Daisy introduces at each picture. The children should act out the situations as in the previous exercise.

Students’ answers.

Keys: 1. This is my father.

2. This is Foxy. He is my friend.

3. This is Digger. He is my friend.

4. This is Slowy. She is my friend.

Activity book

Exercise 1. Listen and circle the right picture.

Children listen to the teacher and circle the correct picture.

Teacher:

1. This is Batyr. He is my friend.

2. This is Dana. She is my friend.

3. This is Wolfy. He is my friend. Exercise 2. Match.

Explain the task. The children should draw lines from the pictures of boys and girls to the corresponding pronoun he/she.

End of the lesson

5 minutes

End of the lesson:

At the end of the lesson ask the learners to summarize their activity at the lesson. Elicit their answers via supportive questions: e.g.:

What the new words did we learn today? How to say that we are OK?

Which word/words do we say when we see each other/go home?

How do we introduce our friends?

Then encourage them to say all the words in chorus, you can say the words in Kazakh/Russian and they will give the English equivalents or show the flashcards and name the pictures.

Sing the song of the lesson one more time.

Keep encouraging the young learners for any success during the class/ whole course to make them feel more comfortable, confident and motivated to acquire the language.