LESSON: Unit 3. “My family and friend” Family & friends: She is…/ He is …/You are…/I’m… | School: Zhalauly Secondary school named N.Alshynova | ||||||
Date: | Teacher name: Akhmetova G.Sh. | ||||||
CLASS: 1 | Number present: | absent: no | |||||
Learning objectives(s) that this lesson is contributing to | 1. UE 7 use personal subject pronouns to identify things 1. S5 produce words in response to prompts 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: | ||||||
| |||||||
Most learners will be able to: | |||||||
| |||||||
Some learners will be able to:
| |||||||
| |||||||
Previous learning | Unit revision. My school | ||||||
Plan | |||||||
Planned timings | Planned activities (replace the notes below with your planned activities) | Resources | |||||
Beginning
| 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.: 1. Hello. How are you? 2. What is your name? 3. What is her/his name? 4. What colour is it? (yellow, blue, black, red, purple) 5. How many ...... have you got? (pens, books, rulers, desks, pencils) 6. What have you got in your bag? (pens, books, rulers, desks, pencils) 7. What letter is this? (D,T,F,P,S,B) | Handouts-1 Handouts-2 Handouts-3 Handouts-4 | |||||
Middle | Main:
several times: -How do you do? -Where are you? -Here I am (T can give the translation of these phrases)
At the end Ss sing it themselves without video support using finger puppets.
| ` PPT Handouts of finger family Handouts 1 Handouts of finger family https://www.youtube.com/watch?v=YJyNoFkud6g Handouts of family book | |||||
End | Plenary All learners will revise new words using their ‘Family book’. T. asks S. who finishes first to introduce his/her book. T. awards Ss with smiley faces
|
| |||||
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 | |||||
|
|
|