Технологиялық карта "My friend" МАД

Unit 3. My family

School: №10

Date:

Teacher name: Saryeva L.S.

CLASS: 0

Number present:

absent:

Lesson title

My friend

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

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

statements.

0.S1 begin to make the basic personal statements.

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

0.S4 respond to the very basic supported personal questions using short

answers.

0.S5 begin to produce words in response to the prompts.short answers.

Lesson objectives

The learners will be able to:

recognize with the considerable support simple greetings.

recognize simple short instructions for the basic classroom routine

spoken slowly and distinctly.

recognize with the considerable support the basic personal questions

What’s your name? How are you? spoken slowly and distinctly.

make the basic personal statements.

pronounce the basic words and expressions with some mistakes

respond to the very basic supported personal questions using short

answers.

begin to produce the words in response to the prompts.

The majority of the learners will be able to:

recognize and exchange simple greetings.

recognize simple short instructions for the basic classroom routine

spoken distinctly.

recognize the basic intonation distinguishing questions from the

statements.

make basic personal statements.

pronounce the topic words and expressions with few mistakes.

respond to the basic supported personal questions What’s your name?

How are you? using short and full answers.

begin to produce the words in response to prompts.

Some of the learners will be able to:

pronounce the topic words and expressions without mistakes.

respond to the basic supported personal questions using short and full

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 friend 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 family

Plan

Planned timings

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

Resources

Start

5 minutes

Warm up:

Start the class by greeting the children and practise

greeting forms by singing “The Hello Song” (Track 3).

After that introduce the objectives and topic of the

lesson.

For drills in pronunciation of the sounds [ð], [s], [θ], [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.

[θ]

Three thin panthers in the bathroom.

[h]

Hello, happy Harry, how are you?

https://learnen

glishkids.briti

shcouncil.org/

ru/tonguetwisters

Middle

10 minutes

5 minutes

Exercise 1.Listen and learn.

Play the audio and ask the students to follow the

pictures. Ask the students if they can guess the meaning

of the question, How are you? and the response I’m

fine, thank you. Elicit the students’ answers. Introduce them the word here by miming or by giving the

opposite there. E.g.: Dana, come here, please. Timur,

please, sit down there.

Play the audio once again and make the students repeat

following the words in the pictures.

Track 22.

Slowy: Hi, this is my friend.

Foxy: What’s your name? –

Daisy: I’m Daisy.

Wolfy: How are you Daisy?

Daisy: I’m fine, thank you.

Slowy: Daisy, sit down here.

Daisy: Thank you, Slowy.

Exercise 2. Listen to your teacher, repeat and say.

Draw the students’ attention to the pictures. Say the

phrases slowly and distinctly.

Teacher: This is my friend, Wolfy.

This is my friend, Daisy.

The encourage them to complete the pictures 3 and 4.

The students’ answers:

This is my friend, Digger. This is my friend, Slowy.

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 withthe thumb, comes out on each count).

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

Exercise 3. Pairwork. Act out the dialogue.

Explain the task to the children. Organize pairwork. By

this time, the children should already be able to have

and maintain the dialogue. Give them some time for the

preparation and after that ask a few pairs to roleplay the

dialogue in front of the whole class. Pay the children’s

attention to the intonation.

Activity book

Exercise 1. Draw your friend and speak about him/her.

Suggest the children drawing their friends and then

present their work to the class. Encourage the children

to use not just the names and age but also a physical

description (tall/not tall)

Check students’ answers.

Exercise 2. Listen to your teacher and put the right

sticker in the box.

Instruct the children to listen to the information and

then put the relevant sticker in the correct place.

Teacher:

1. Hello, how are you, Digger?

- I’m fine, thank you.

2. Hello, how are you, Slowy?

- I’m fine, thank you.

3. Hello, how are you, Foxy?

- I’m fine, thank you.

4. Hello, how are you, Daisy?

-I’m fine, thank you.

End

5 minutes

End of the lesson:

At the end of the lesson ask the learners to summarize

their activity. Elicit their answers via supportive

questions: e.g.:

What new words and phrases did we learn today?

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

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.

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?