Lesson plan "My family and friends"29.04.2018 1168 133 Ткаченко Оксана Геннадьевна
Unit 3: My family and friends
Lesson theme: Family and friends: She is…/ He is …/You are…/I’m…
School: Akzhar District
KGU Leningradskaya secondary school № 1
Teacher name: Tkachenko Oksana Gennadevna
Class: 1 Number present: Absent:
Learning objectives: 1.L3 recognize with support common names and names of places; recognize the spoken form of a limited range of everyday and classroom words
1.S2 ask questions in basic exchanges about people, objects and classroom routines
UE7 use personal subject and object pronouns to give basic personal information
Lesson objectives : All learners will be able to:
Recognize with support and name the words concerning the topic “My family”; the spoken form of everyday and classroom words
Most learners will be able to:
Аsk questions in basic exchanges about family
Some learners will be able to:
Give basic personal information about people and correct wrong information.
Language objectives: Learners can:
Describe a person or a thing using personal subject and object pronouns and give basic personal information
Key words and phrases:
This is my family/She is…/ He is …/You are…/I’m…
Useful classroom language for dialogue/writing:
What is your name? My name is?
This is my father. He is big. She is my mother. She is nice. Thank you. Please.
Value links Communicative abilities
Cross-curricular links Art, music
Previous learning Adjectives
Planned timings Planned activities (replace the notes below with your planned activities) Resources
Teacher and pupils greet each other
Warming up “Hello Dolly”
• Stand in pairs
• Repeat after me
What is your name? My name is.....
How are you? I am fine, thank you
• One by one take puppets from the box and greet each other and ask questions.
(Differentiation by teacher’s support) Hello song
Task 1: Formative assessment
objectives 1.UE7 use personal subject and object pronouns to give basic personal information
Level of thinking skills Application
Assessment criteria 1.Can make statements using personal subject and object pronouns to give basic personal information
2. Correct wrong statements about people and things
• Stand in a circle.
• Make true or false statements about your classmate on the left. One by one.
• Correct wrong statements.
Teacher’s note: Teacher starts to make statements about the first learner. For making statement -1 jetton. When a learner corrects wrong statement he gets one more jetton.
Assessment criteria Descriptor
1. Can make statements using personal subject and object to give basic personal information.
2. Use personal subject and object pronouns and correct wrong statements about people and things
1. Makes basic statements about people using personal subject and object
2. Corrects wrong statements about people and things
(Differentiation by length of response )
Teacher’s oral feedback
Task 2 “This is my family”
Watching video “My family”
Lesson objectives introduction
What is the video about?
What can you see?
Look at the photo of the family
What can you see on this picture?
Listen to the teacher
Come to my table.
Have figures of mummy, daddy, sister, brother and you .
Trace them on a piece of paper.
Show your picture to your neighbor.
Describe the picture of your family to your neighbor.
Show and say about your family to the whole class.
Note: While drawing teacher asks and listens to every child about his/her family.
Who is he? Who is she? Who is this?
This is my family/She is…/ He is …/ I’m…
After creating a picture and describing it to a neighbor teacher asks students to take a badge from Magic box. If students take badges with a book they are to show and describe the pictures to the whole class.
(Differentiation by outcomes )
(Differentiation by scaffolding-pause-ask q-ns-pause-review)
Students go back to the lesson objectives and identify what they did well as well as what needs improvement. (with teacher’s support).
Interractive board https://www.youtube.
3 min Present your pictures to the class.
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
• Differentiation by teacher’s support
• Differentiation by length of response
•Differentiation by outcomes )
• (Differentiation by scaffolding-pause-ask q-ns-pause-review)
• Teacher’s oral feedback
• Formative assessment • Art, music
•Work with the smart board not more than 10 min. Use water based markers.
•Video and PP(photo)
• Communicative abilities
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.
3 My family and friends Talking about different members of the family and friends; saying the days of the week "Who is this?", "How are you?", "I’m fine thank you", "See you soon"; “What day is it today?”
I’m… You are… She is.... He is… and
Yes that’s right / No....
This is my mum. Her name is ...
His name is.. father, mother, brother, sister, grandfather, grandmother, family, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday.
mum, dad, granny, granddad
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