"Friends’ names

2.S3 pronounce familiar words and expressions intelligibly

2.UE9  use common present simple forms [positive, negative and question] to give basic personal information

2.R3   recognise and identify some familiar sight words from local environment

2.W2 form lower and upper case letters of regular size and shape

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«"Friends’ names»

Long-term plan unit: 3

School:

Date:

Teacher name:

CLASS: 2

Number present:

absent:

Theme of the lesson: Friends’ names



Learning objectives(s) that this lesson is contributing to

2.S3 pronounce familiar words and expressions intelligibly

2.UE9 use common present simple forms [positive, negative and question] to give basic personal information

2.R3 recognise and identify some familiar sight words from local environment

2.W2 form lower and upper case letters of regular size and shape


Lesson objectives

Learners will be able to:

• write family members

• speak about the family

• recognise family members and read/write them

• use structures I have got / She /He has got


Success criteria

Learners have met the LO (S3) if they can:

  • pronounce 8-10 words correctly

Value links

Education throughout life

Cross curricular links

• PE

• Art

ICT skills

Using SMART board, pictures and videos, working with URLs

Previous learning


Plan

Planned timings

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

Resources

Beginning









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.

Today, we will talk about our family and you will enjoy your time spending here.

WARMING UP

Game “Heads down, thumbs up”. Kids are sitting at their tables. Three kids say: “Heads down, thumbs up, close your eyes!” Three kids touch and fold thumbs of three classmates. After that they say: “Heads up, open your eyes!” Kids open eyes and guess who touched them, “ This is Vika .” ( Show at the card Vika) If the kid is right he/she changes places with the kid who touched him or her. ( Cards of names are on the table)

Learners then look at each other’s names and find common letters.

Teacher asks a group of three or four learners to come to front of class with name cards. Teacher asks class to sound letters which are the same in names.

PHONETIC DRILLS

Learners sing a song “Are you sleeping Brother John”

Are you sleeping,

Are you sleeping,

Brother John,

Brother John?

Morning bells are ringing,

Morning bells are ringing,

Ding,ding,dong,

Ding, ding, dong.

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
















































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


Middle




REVISION

Pupils recognize the family members words.



  1. Teacher: Today we’ll revise some words.

Look at the board, please. Repeat after me. Revise CVC words..

1) mother – mum - dad

2) father

3) sister

4) brother

5) grandmother – grandma

6) grandfather - granddad

7) uncle

8) aunt

2. Teacher: Thank you, now I want to listen to everyone.

I will show you the word cards and you should show the pictures of family members and name them.

Good, thank you.



3. Teacher: Now answer my questions:

- Have you got a family?

+ Yes, I have / No, I haven’t

- Have you got a mother?

+ Yes, I have/ No, I haven’t

- Have you got a father?

+ Yes, I have / No, I haven’t

- Have you got a sister?

+ Yes, I have / No, I haven’t

- Have you got a brother?

+ Yes, I have / No, I haven’t

- Do you like have you got a grandmother?

+ Yes, I have/ No, I haven’t

- Have you got a grandfather?

+ Yes, I have/ No, I haven’t

- Very well done! Thank you.



4. Teacher: Match the words and the pictures.

Father

Brother

Grandmother

Sister

Mother

Grandfather











GRAMMAR PRACTICE

Pupils use have/has got in sentences.

1.Tom … got a small family. (has)

2.I…got a nice ball. (have)

3.Kate …got a mother. (has)

4.You …got a little brother.(have)

5… she got a sister? (Has)



PAIRWORKING

Pupils create dialogues in pairs.

Make up a dialogue with your partner.



- Hello

- Hello



- Have you got a family?

- Yes, I have.



-Is your family big?

-Yes, It is / No, it is not



-Have you got a mother/ father/sister/brother?

-Yes, I have / No, I have not



-What is her/ his name?

-Her/ His name is…



-Goodbye

-Goodbye



BREAK

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.

Teacher: Good, thank you. Sit down, please. Take your places. Go on our work.



GROUPWORKING



Pupils make up sentences using the words.

1. got, mother, a, has, Kate. – Kate has got a mother.

2. you, Have, family, a got? – Have you got a family?

3. is, My, family, big. – My family is big.

4. have, I, got, a, brother.- I have got a brother.

5. father, Have, you, a, got? – Have you got a father?



SPEAKING ASSESSMENT



Pupils make up a story about their family.

Teacher: Look at the board, please. I’ll give you 1 min.

My name is…

I have got a family.

My family is big/ small.

I have got a mother/ father.

My mother’s name is…

My father’s name is…

I have got a brother/ sister.

My brother’s name is…

My sister’s name is…

I like my family.



.





PPT


End





FEEDBACK

Teacher: Do you like the lesson? Tick smiles.

CAN YOU:

-ask questions

-answer questions

- speak

- read

Home task:

Draw the picture of your family and describe your mother.

Teacher: Thank you for your work. The lesson is over. Good-bye!


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
ICT links

  • More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support (fewer letters to complete)


  • Through assessment task

  • By monitoring outcomes

  • Work with the SMART board not more than 10 minutes. Make short breaks.

  • Ensure proper ventilation

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?










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