{"id":130757,"date":"2019-04-19T23:01:13","date_gmt":"2019-04-19T17:01:13","guid":{"rendered":"https:\/\/45minut.biz\/?p=130757"},"modified":"2019-04-19T23:01:13","modified_gmt":"2019-04-19T17:01:13","slug":"my-family-and-friends","status":"publish","type":"post","link":"https:\/\/45minut.biz\/?p=130757","title":{"rendered":"My family and friends"},"content":{"rendered":"

\u0410\u049b\u0442\u04e9\u0431\u0435 \u049b\u0430\u043b\u0430\u0441\u044b, \u2116 50 \u043e\u0440\u0442\u0430 \u043c\u0435\u043a\u0442\u0435\u043f<\/p>\n

\u0410\u0493\u044b\u043b\u0448\u044b\u043d \u0442\u0456\u043b\u0456 \u043f\u04d9\u043d\u0456 \u043c\u04b1\u0493\u0430\u043b\u0456\u043c\u0456: \u049a\u0430\u0440\u0442\u043f\u0430\u043d\u0431\u0435\u0442\u043e\u0432\u0430 \u0410\u0439\u043d\u04b1\u0440 \u0416\u0443\u043c\u0430\u0431\u0430\u0439\u049b\u044b\u0437\u044b<\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
LESSON :Unit Family and friends<\/strong><\/p>\n

My family and friends<\/strong><\/p>\n

Family and friends<\/strong><\/td>\n

School: \u211650 Secondary school<\/strong><\/td>\n<\/tr>\n
Date:18.10.2018<\/strong><\/td>\nTeacher name: Kartpanbetova A<\/strong><\/td>\n<\/tr>\n
Grade: 2\u0431<\/strong><\/td>\nNumber present: <\/strong><\/td>\nabsent:<\/strong><\/td>\n<\/tr>\n
Learning objectives(s) that this lesson is contributing to<\/strong><\/td>\n2.UE3<\/strong>use personal subject pronouns to identify things<\/p>\n

2.S 3<\/strong>produce words in response to prompts<\/p>\n

2.S 1<\/strong>make basic personal statements and simple statements about objects<\/p>\n

2.UE13<\/strong>form some lower case letters of regular size and shape <\/td>\n<\/tr>\n

Lesson objectives<\/strong><\/td>\nAll learners will be able to:<\/strong><\/td>\n<\/tr>\n
\n
    \n
  • pronounce basic words and expressions intelligibly<\/li>\n
  • name some members of family with teacher\u2019s support<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
Most learners will be able to:<\/strong><\/td>\n<\/tr>\n
\n
    \n
  • name some members of the family without teacher\u2019s support<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
Some learners will be able to:<\/strong><\/td>\n<\/tr>\n
\n
    \n
  • write letter Mm without support<\/li>\n
  • name all members of their family<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
Previous learning<\/strong><\/td>\nStudents learned colors, the words for 10 classroom objects and alphabet letters<\/td>\n<\/tr>\n
Value links<\/strong><\/td>\nRespect, Cooperation<\/td>\n<\/tr>\n
Language objective<\/strong><\/td>\nlearn new words (father, mother, brother, sister, grandfather, grandmother, family)<\/td>\n<\/tr>\n
Cross-Curricular Link<\/strong><\/td>\nSelf-study, Art<\/td>\n<\/tr>\n
Use of ICT<\/strong><\/td>\nPPT, video<\/td>\n<\/tr>\n
Intercultural awareness<\/strong><\/td>\nThe role of family in modern world<\/td>\n<\/tr>\n
Kazakh culture<\/strong><\/td>\nThe role of family in Kazakhstani society<\/td>\n<\/tr>\n
Pastoral Care<\/strong><\/td>\nAssure you met all learners\u2019 emotional, mental and physical needs<\/td>\n<\/tr>\n
Plan<\/strong><\/td>\n<\/tr>\n
Planned timings<\/strong><\/td>\nPlanned activities (replace the notes below with your planned activities)<\/strong><\/td>\nResources<\/strong><\/td>\n<\/tr>\n
Beginning<\/p>\n

5 min<\/p>\n

(IPW)<\/td>\n

Greeting, Warm Up and Letters<\/strong><\/p>\n

Greet the students.<\/p>\n

\u201cHello, children!\u201d<\/p>\n

Warm-up<\/strong><\/p>\n

    \n
  • Children sing a song \u201cHow are you?\u201d<\/li>\n
  • Ask questions in a circle \u201cHow are?\u201d<\/li>\n<\/ul>\n

    SPEAKING<\/p>\n

    Teacher takes out a puppet Look here, please. Who is<\/p>\n

    this? Yes. ItisChicken Liken-ourlittlefriend.<\/p>\n

    Teacher:Let\u2019sask several questions to know about him.<\/p>\n

    Pupils:
    \n1. What is your name? (My name is Chicken Liken)
    \n2. How are you? (I am fine, thank you.)<\/p>\n

    Objectives of the lesson<\/strong><\/p>\n

    Letter Writing Practice<\/strong><\/p>\n

    Teacher:Show Chicken Liken how many words and letters you know<\/p>\n

    (Letters are on the smart board)<\/p>\n

    Review old letters by calling them out and showing pictures then having students write themon the paddles.<\/p>\n

    ***Differentiation: Less capable pupils work in pairs.<\/p>\n

    Demonstration of a new letter \u201cMm\u201d<\/strong><\/p>\n

      \n
    • Give students a stamp or a sticker for successful completion. Assign new letters for homework.<\/li>\n<\/ul>\n

      Teacher: Look the picture (of mother). Who is it? – This a mum. Chicken Liken also has a mother.<\/td>\n

The Phonics Song<\/p>\n

https:\/\/www.youtube.com\/watch?v=hq3yfQnllfQ<\/a><\/p>\n

Overwriting<\/p>\n

Worksheet #1<\/td>\n<\/tr>\n

Middle<\/p>\n

10 min<\/p>\n

(IPW)<\/td>\n

Dynamic break<\/strong><\/p>\n
    \n
  • Students are suggested a video about Chicken\u2019s family to watch. They are asked to move while watching.<\/li>\n<\/ul>\n

    Introduction of the topic \u201cA family tree\u201d<\/strong><\/p>\n

    Teacher: Can you guess the topic of the lesson.<\/p>\n

    The topic of the lesson is My family tree<\/p>\n

      \n
    • Teacher draws students\u2019 attention to the board (PPT) and drills the vocabulary in chorus.<\/li>\n<\/ul>\n

      Focus on: <\/strong>She is…. He is\u2026 <\/em><\/p>\n

        \n
      • Practice: <\/strong>Trace the letters in each row to write the names of family members. Then draw a line to match each family member name to its picture.<\/li>\n<\/ul>\n<\/td>\n
Chicken Family – funny song<\/p>\n

https:\/\/www.youtube.com\/watch?v=r-7HgBQmqOc<\/a><\/p>\n

Finger Family (chicken family)<\/p>\n

https:\/\/www.youtube.com\/watch?v=ocnVCIUeuqs<\/a><\/p>\n

PPT<\/p>\n

videohttps:\/\/www.youtube.com\/watch?v=FHaObkHEkHQ<\/a><\/p>\n

Overwriting<\/p>\n

Worksheet #2<\/td>\n<\/tr>\n

20 min<\/td>\n\n
    \n
  • Students do the coloring task, and then present it to the class naming the members of the family.<\/li>\n<\/ul>\n

    ***Differentiation: Less able pupils can name only one or two members of the family<\/p>\n

    \"https:\/\/www.ejin.ru\/wp-content\/uploads\/2018\/08\/yio4peqrt.gif\"<\/p>\n

    Summative assessment for the unit cross curricular unit \u201cMy family and friends\u201d<\/strong><\/p>\n

    Task 1 Read the words and match the words to the pictures.<\/strong><\/p>\n

    Task 2 Students circle the correct names<\/strong><\/p>\n

    Task3 Read the sentences and write can or can\u2019t<\/strong><\/td>\n

Coloring worksheet #3<\/p>\n

Students read and spell out words for others.<\/td>\n<\/tr>\n

End<\/p>\n

5 min<\/p>\n

(W)<\/td>\n

Closing Reflection\/Self-Assessment & Goodbye<\/strong><\/p>\n
    \n
  • Look at the picture of the family. Game: Pupils clap their hands when they this sound in the words teacher names.<\/li>\n<\/ul>\n

    Father, brother, sister, mother, grandfather, mum, mummy<\/em><\/p>\n

      \n
    • Using the same thumbs up motions, ask students: Did you like the lesson?<\/em><\/li>\n<\/ul>\n
        \n
      • Students stand up and sing the goodbye song.<\/li>\n<\/ul>\n<\/td>\n
Goodbye Song Video<\/p>\n

https:\/\/www.youtube.com\/watch?v=Xcws7UWWDEs<\/a><\/td>\n<\/tr>\n

Additional information<\/strong><\/td>\n<\/tr>\n
Differentiation \u2013 how do you plan to give more support? How do you plan to challenge the more able learners?<\/strong><\/td>\nAssessment \u2013 how are you planning to check learners\u2019 learning?<\/strong><\/td>\nHealth and safety check<\/strong><\/td>\n<\/tr>\n
\n
    \n
  • More support:<\/li>\n<\/ul>\n

    These students may work with a stronger student to support them during the vocab activities.<\/p>\n

      \n
    • More-able learners:<\/li>\n<\/ul>\n

      Encourage very strong students to model answers<\/td>\n

\n
    \n
  • Students will be assessed through the controlled practice activity<\/li>\n
  • Through observation<\/li>\n<\/ul>\n
      \n
    • Through speaking activity<\/li>\n<\/ul>\n<\/td>\n
\n
    \n
  • Make sure power cords\/outlets are not a tripping hazard<\/li>\n
  • Everyday classroom precautions<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
    Short term plan<\/p>\n

    Unit 6<\/td>\n

    		School:<\/strong><\/a>Secondary school \u211650<\/strong><\/td>\n<\/tr>\n
    Date:<\/strong><\/a>19.02.2019<\/strong><\/td>\nTeacher name:<\/strong><\/a> Kartpanbetova A<\/strong><\/td>\n<\/tr>\n
    CLASS:<\/strong><\/a>2\u0431<\/strong><\/td>\nNumber present:<\/strong><\/a><\/td>\nabsent:<\/strong><\/a><\/td>\n<\/tr>\n
    Theme of the lesson: Happy birthday<\/strong><\/td>\n<\/tr>\n
    Learning objectives(s) that this lesson is contributing to<\/strong><\/td>\n2.S1<\/strong> make basic personal statements and simple statements about objects<\/p>\n

    2.S6<\/strong> exchange simple greetings and say please, sorry and thank you<\/p>\n

    2.L1<\/strong> recognise short instructions for basic classroom routines spoken slowly and distinctly<\/p>\n

    2.R3<\/strong> recognise some very high frequency words from local environment<\/p>\n

    2.W2<\/strong> form some lower case letters of regular size and shape<\/td>\n<\/tr>\n

    Lesson objectives<\/strong><\/td>\nAll learners will be able to:<\/strong><\/td>\n<\/tr>\n
    \n
      \n
    • Recognize at least 1 word of birthday things<\/li>\n
    • Name new words intelligibly<\/li>\n
    • Produce some approval\/disapproval sounds<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
    Most learners will be able to:<\/strong><\/td>\n<\/tr>\n
    \n
      \n
    • Respond appropriately to some yes\/no questions<\/li>\n
    • Recognize at least 3 words of birthday things<\/li>\n
    • Use some short form answers correctly<\/li>\n
    • Respond to some information questions about their birthday correctly<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
    Some learners will be able to:<\/strong><\/td>\n<\/tr>\n
    \n
      \n
    • Give some information about themselves and others using covered grammatical structures correctly<\/li>\n
    • Recognize at least 5-6 words of birthday things<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
    Language objective<\/strong><\/td>\n\n
      \n
    • Learn new words cake, balloons, candles, friends, presents, party <\/em><\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
    Assessment criteria<\/strong><\/td>\n\n
      \n
    • Learners have met this LO (R3) if they can<\/li>\n<\/ul>\n

      recognize 4- 6 words of birthday things<\/td>\n<\/tr>\n

    Value links:<\/strong><\/td>\n\n
      \n
    • Respect, Cooperation<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
    Previous learning<\/strong><\/td>\nThe big red bus<\/td>\n<\/tr>\n
    Cross-Curricular Link<\/strong><\/td>\nKnowledge of the world<\/td>\n<\/tr>\n
    Use of ICT<\/strong><\/td>\nPPT, video<\/td>\n<\/tr>\n
    Intercultural awareness<\/strong><\/td>\nBirthday around the world<\/td>\n<\/tr>\n
    Kazakh culture<\/strong><\/td>\nBirthday in Kazakhstan<\/td>\n<\/tr>\n
    Pastoral Care<\/strong><\/td>\nAssure you met all learners\u2019 emotional, mental and physical needs<\/td>\n<\/tr>\n
    Plan<\/strong><\/td>\n<\/tr>\n
    Planned timings<\/strong><\/td>\nPlanned activities (replace the notes below with your planned activities)<\/strong><\/td>\nResources<\/strong><\/td>\n<\/tr>\n
    5mins<\/p>\n

    (W\/I)<\/p>\n

    Middle<\/p>\n

    5 mins<\/p>\n

    (W\/I)<\/td>\n

    		Greeting <\/strong><\/p>\n

    T: <\/strong><\/p>\n

      \n
    • Hello, boys and girls<\/li>\n
    • How are you?<\/li>\n
    • What day is it today?<\/li>\n
    • What is the weather like today?<\/li>\n<\/ul>\n

      S: <\/strong><\/p>\n

        \n
      • Good morning (3\u0440.) to you!<\/li>\n
      • Good morning, good morning,<\/li>\n
      • I am glad to see you!<\/li>\n<\/ul>\n

        Warm up activity “One, two, three…”<\/strong><\/p>\n

        It is a competition, on the blackboard the teacher draws a large circle and enters the number in it in a scattered order, calls two students to the board. Other students name different numbers, the students at the board must find those numbers and cross. The student who finishes the task first and quickly will be the winner.<\/p>\n

        Video Gogo<\/strong><\/p>\n

        Learners watch video.<\/p>\n

        Learners walk round the class and ask each other the question \u201cHow old are you?<\/td>\n

    		How old are You – Gogo<\/p>\n

    https:\/\/www.youtube.com\/watch?v=EkpmtaUlaVQ<\/a><\/td>\n<\/tr>\n

    10mins<\/p>\n

    (I\/W)<\/p>\n

    15 min<\/p>\n

    (I)<\/td>\n

    		Introducing new words <\/strong><\/p>\n
      \n
    • Teacherdemonstrates and drills birthday words: cake, balloons, candles, friends, presents, friends <\/em>using the PPT<\/li>\n<\/ul>\n
        \n
      1. Whole class repeats the words after Teacher three times<\/li>\n
      2. Teacher can ask each student to name pictures without words<\/li>\n<\/ol>\n

        Mini book creation<\/strong><\/p>\n

          \n
        • Pass out mini book worksheet<\/li>\n
        • Explain that now learners are going to do a mini book, color their book (for some classes teacher can review colors)<\/li>\n
        • Learners cut and color their mini books<\/li>\n
        • Practice peer assessment<\/li>\n<\/ul>\n

          Ask learners to swop their books and check if the words are written correctly<\/p>\n

          Differentiation by support: Less able learners work with teacher\u2019s assistance.<\/td>\n

    		PPT<\/p>\n

    Mini book worksheet<\/td>\n<\/tr>\n

    End<\/p>\n

    5mins<\/p>\n

    (W)<\/td>\n

    		Reflection Teacher gives her comments about students work and awards students giving images of different smiles<\/p>\n

    \u201cExcellent\u201d \u201cVery well\u201d \u201cGood\u201d<\/td>\n<\/tr>\n

    Additional information<\/strong><\/td>\n<\/tr>\n
    Differentiation \u2013 how do you plan to give more support? How do you plan to challenge the more able learners?<\/strong><\/td>\nAssessment \u2013 how are you planning to check learners\u2019 learning?<\/strong><\/td>\nCross-curricular links
    \nHealth and safety check
    \nICT links
    \nValues links<\/strong><\/td>\n<\/tr>\n
    \n
      \n
    • 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.<\/li>\n<\/ul>\n<\/td>\n
    		\n
      \n
    • through questioning and the redirecting of questioning in feedback activities<\/li>\n<\/ul>\n<\/td>\n
    		culture<\/td>\n<\/tr>\n
    Reflection<\/strong><\/p>\n

    Were the lesson objectives\/learning objectives realistic?<\/p>\n

    What did the learners learn today?<\/p>\n

    What was the learning atmosphere like?<\/p>\n

    Did my planned differentiation work well?<\/p>\n

    Did I stick to timings? What changes did I make from my plan and why?<\/td>\n

    		Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson. <\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n","protected":false},"excerpt":{"rendered":"

    \u0410\u049b\u0442\u04e9\u0431\u0435 \u049b\u0430\u043b\u0430\u0441\u044b, \u2116 50 \u043e\u0440\u0442\u0430 \u043c\u0435\u043a\u0442\u0435\u043f \u0410\u0493\u044b\u043b\u0448\u044b\u043d \u0442\u0456\u043b\u0456 \u043f\u04d9\u043d\u0456 \u043c\u04b1\u0493\u0430\u043b\u0456\u043c\u0456: \u049a\u0430\u0440\u0442\u043f\u0430\u043d\u0431\u0435\u0442\u043e\u0432\u0430 \u0410\u0439\u043d\u04b1\u0440 \u0416\u0443\u043c\u0430\u0431\u0430\u0439\u049b\u044b\u0437\u044b LESSON :Unit Family and friends My family and friends Family and friends School: \u211650 Secondary school Date:18.10.2018 Teacher name: Kartpanbetova A Grade: 2\u0431 Number present: absent: Learning objectives(s) that this lesson is contributing to 2.UE3use personal subject pronouns to identify things 2.S […]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"advanced_seo_description":"","jetpack_seo_html_title":"","jetpack_seo_noindex":false,"jetpack_seo_schema_type":"","_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_wpcom_ai_launchpad_first_post":false,"_jetpack_feature_clip_id":0,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_publicize_message":"","jetpack_publicize_feature_enabled":true,"jetpack_social_post_already_shared":true,"jetpack_social_options":{"image_generator_settings":{"template":"highway","default_image_id":0,"font":"","enabled":false},"version":2},"jetpack_post_was_ever_published":false},"categories":[213196878],"tags":[],"class_list":["post-130757","post","type-post","status-publish","format-standard","hentry","category-newsabak"],"blocksy_meta":[],"acf":[],"jetpack_publicize_connections":[],"jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/p17n9Y-y0Z","jetpack_likes_enabled":true,"jetpack-related-posts":[],"jetpack_featured_media_url":"","_links":{"self":[{"href":"https:\/\/45minut.biz\/index.php?rest_route=\/wp\/v2\/posts\/130757","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/45minut.biz\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/45minut.biz\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/45minut.biz\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/45minut.biz\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=130757"}],"version-history":[{"count":0,"href":"https:\/\/45minut.biz\/index.php?rest_route=\/wp\/v2\/posts\/130757\/revisions"}],"wp:attachment":[{"href":"https:\/\/45minut.biz\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=130757"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/45minut.biz\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=130757"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/45minut.biz\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=130757"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}