Технологиялық карта "My family" МАД

Unit 3. My family

School: №10

Date:

Teacher name: Saryeva L.S.

CLASS: 0

Number present:

absent:

Lesson title

My family

Learning objectives(s) that this lesson is contributing to (link to the Subject programme)

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 a few

basic personal questions spoken slowly and distinctly.

0.L4 begin to recognize basic intonation distinguishing

questions from the statements.

0.S3 pronounce the basic words and expressions with some

mistakes.

0.S4 respond to the basic supported personal questions using

short answers.

Lesson objectives

The learners will be able to:

exchange short simple greetings.

recognize simple short instructions for the basic classroom routines spoken

slowly and distinctly.

say the family words with some mistakes.

respond to the question “Who is this?” using short answers.

The majority of the learners will be able to:

recognize and follow simple short instructions for the basic classroom

routine spoken slowly and distinctly.

recognize and pronounce the family words with some mistakes.

respond to the question “Who is this?” using the given model: “This is

my…”.

Some of the learners will be able to:

recognize and follow simple short instructions for the basic classroom

routines.

recognize and pronounce the family words without any mistakes.

ask and answer the question “Who is this?”.

Assessment criteria

learners will have succeeded in this class if they:

1.introduce the learners the family words father, mother, sister, brother;

train to use the structure This is my mother/ father… to make the basic

statements about their families s correctly

2.Say sounds [ð], [s], [f], [ᴧ] [ǝ],[ m] [ i] [ t]:correctly

3.Name numbers 1-10

Language objective

Mather father sister brather

This is

Letter Ii

Values links

Respect and cooperation by:

1. Listening to the teacher

2. Listening to each other

3. Take turns

Encourage each other

Cross-curricular links

Russian language and literature (naming things in Russian and English) lifelong learning, math

Previous learning

My school

Plan

Planned timings

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

Resources

Start

5 minutes

Warm up:

For drills in pronunciation of the sounds [ð], [s], [f], [h] play the

following tongue-twisters:

[ð]

This and that,

This and that,

that and this and this.

[s]

I saw his six sisters singing at six.

[f]

Four furious friends fought for the phone.

[h]

Hello, happy Harry, how are you?

Then ask the students to sing the song “My family” (Track 20).

Introduce the topic and objectives of the lesson.

https://learnen

glishkids.briti

shcouncil.org/

ru/tonguetwisters

Middle

10 minutes

5 minutes

Exercise 1.Listen and learn.

Play the audio, make pauses at each picture. Ask the learners to

follow the pictures. Then play the audio again. Ask the students to

repeat. Encourage the learners to work in pairs and role play the

phrases.

Track 21.

Dana: Who is this? - Batyr: This is my grandmother.

Dana: Who is this? – Batyr: This is my grandfather.

Batyr: Grandmother, this is Dana. Dana, this is my grandmother.

Batyr: Grandfather, this is Dana. Dana, this is my grandfather.

Suggest the students to play the game “A stranger”. The purpose of

this game is to practise saying the question form Who is this?

Ask the children to stay in a circle. A student-volunteer throws a ball

to the children and asks the question. The learners should catch the

ball and introduce a student next to him/her.

Exercise 2. Answer: Who is this?

Before doing this exercise train the children to say the family words:

grandfather/grandmother/father/mother/sister/brother. It is possible

to show the flashcards or to say the words in their first language or

to show the puppets. Encourage them to chant. Then ask the children

to add more words(my): my grandmother, this is my grandmother,

etc.

After practising pronunciation, ask the students to look at the

pictures and do the exercise. Organize pair work. One student asks

the question, another one responds. Then the teacher can check the

group. Say the number of the picture and the students answer the

question.

Dynamic pause

Here is the bee hive, (Make a fist, with your thumb enclosed).

Where are the bees? (Shrug shoulders).

Hidden away where nobody sees. (Place the other hand over the

“hive” as if to hide it).

Watch and you’ll see them come out of the hive (Closely watch the

“hive”).

One, two, three, four, five. (One finger, beginning with the thumb,

comes out on each count).

“Buzz-z-z-z-z-z” (Flutter fingers and fly away).

Exercise 3. Listen to your teacher and point to the right picture.

Instruct the children to listen and then to point to the corresponding

picture.

Alina: This is my father. This is my mother. This is my brother. This

is my sister. And this is me.

Damir: This is my grandfather. This is my grandmother. This is my

mother. This is my father. This is me.

Liz: This is my father. This is my mother. This is my sister. This is

me.

Activity book

Exercise 1. Listen and tick.

Explain the task to the children. They should listen to the teacher

and put a tick next to the relevant picture.

Teacher: 1. This is my sister. 2. This is my grandfather. 3. This is my

mother. 4. This is my brother.

Exercise 2. Follow the line and say who it goes to.

Ask the children to follow the lines and say the phrases.

Monitor students’answers.

Project 1.

My finger puppet family.

Suggest the students making finger puppets. Prepare paper, pencils

or crayons, glue, scissors. (Or ask the parents to cut out the figures

in advance before the lesson). Give instructions how to make finger

puppets, if necessary help the children.

Step 1.

Cut a face of a family member on it.

Step 2.

Fold the paper in half long ways.

Step 3.

Stick the edges of cones with the glue.

You got yourself a paper puppet!

Suggest the children playing with their puppets. Ask them to

introduce the members of the puppet family.

Students’ answers:

Hello!

I am …

This is my family: my father, my …

End

5 minutes

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 new family words did we learn today?

What do we say when we want to ask about people we don’t know?

How do we introduce friends to our family members?

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.

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?

Health and safety check

More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support

By means of oral formative assessment – students work in pairs making dialogs – teacher monitors for assessment

• Work with the SMART board not more than 10 minutes

• Monitor classroom space when students start moving around

• Make short breaks while writing

• Use water based markers

Use safe, odour free glue

Reflection

Were the lesson objectives/learning objectives realistic?

Did all the learners achieve the lesson objectives/ learning objectives? If not, why?

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?