Конспект урока My family and friends

LESSON 3: Unit3 My family and friends

Family and friends

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

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.S1 make basic personal statements and simple statements about objects

1.UE1 use common singular and plural nouns to say what and where things are

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 pronouns to identify things

• use common singular and plural nouns

Some learners will be able to:

• present all the members of family

Previous learning

Singular pronouns

Plan

Planned timings

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

Resources

Beginning

5 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

Teacher: Now, our phonetic exercises,

Sing a song.

“Are you sleeping”

Are you sleeping,

Are you sleeping,

Brother John,

Brother John?

Morning bells are ringing,

Morning bells are ringing,

Ding,ding,dong,

Ding,ding,dong.

- Good, thank you. You’re clever boys and girls.

EXPLAIN THE AIMS OF THE LESSON

Teacher: What member of the family do you hear in this song? Look at the picture of family and point. – Yes, brother.

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

Song “Are you sleeping”

http://www.youtube.com/watch?v=QfPNHQNT8XA

Poster: Family PPt

Middle

30 minutes

End

5 minutes

DEMONSTRATION

1.Teacher demonstrates personal pronoun ‘they’ referencing to learners in class and classroom objects e.g. They’re 7 [2 learners] They’re red [2bags] They’re friends [3 learners] and pre-teaches brother, sister, friend.

PRACTICE

2. Learners listen to Teacher describing and identify who brothers and sisters are on a worksheet – matching by drawing lines [Characters on worksheet all wearing T-shirts with first letter of their name on].

In feedback, project image to board and ask learners to identify characters. She is his sister. He is his brother.

Teacher models. That’s right, they’re brothers etc.

GROUPWORKING

1. Teacher uses own family silhouette picture [made earlier] to demonstrate what to do in next activity and revise mum, dad, granny, granddad, dog, cat, car, house and reinforce brother and sister.

2. Learners work within their groups to make a family silhouette picture. Each group is given four silhouette sheets [showing adults, children, babies] [houses flats cars] [different dogs and cats]. Learners cut out images and stick on card to make a silhouette image of their family.

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.

PRESENTATION

1.Learners practice telling other members in the group about their family pointing to images in picture.

This is my mum. Her name is ... etc.

2.Teacher nominates learners to come to front to introduce their family through their picture.

Let’s learn the rhyme «father, mother, sister, brother, hand in hand with one another»

REFLECTION

What have we learnt to do today? At this lesson we have practiced some listening and speaking about family. You’ve been very active. I liked your work at the lesson very much.

Cartoon family visual resources

http://depositphotos.com/8094250/stock-illustration-cartoon-family-icon-set.html

Vocabulary Cards “Family”

https://www.google.ru/search?q=Vocabulary+Cards+%E2%80%9CFamily.

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 presentation

• through observation in group

• Music

• Art

• PT

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?