Module 2  Lesson 1 

Lesson plan

 

LESSON:  Module 2  Lesson 1  School:№6 gymnasium
Date: Teacher name: Kalibekova A.B.
CLASS: 2 Number present: absent:
Learning objectives(s)

that this lesson is

contributing to

S1 S6

L1 L2 L9

R3

Lesson objectives All learners will be able to:
recognise and say words for some family members
Most learners will be able to:
       recognise and say words clearly for most family members when prompted

 

Some learners will be able to:

 

 

 

 

 

       recognise names of all family members and use words correctly and spontaneously in interactions

 

Previous learning simple classroom commands, colours and shapes
Plan
Planned timings Planned activities Smiles
Resources
Teacher
Notes
Beginning the lesson

 

S1

Mime opening a book and elicit the command from the pupils. Repeat the procedure with the remaining commands from the previous module. Then say colours and ask individual pupils to name as many colours as they can remember. Repeat the activity with the shapes.    

 

Presentation and practice

 

L9

 

 

 

 

 

 

 

 

L9

 

 

 

 

S1

 

 

 

 

 

 

 

 

 

L1

 

 

 

 

 

 

 

 

L9

 

 

 

 

 

 

 

 

L2

 

 

 

 

 

 

 

 

 

 

 

 

R3

Step 1  Family Members

Pupils’ books closed. Put up the My Family poster on the board. Point to each member of the family, one at a time, and present them. The pupils repeat, chorally and/or individually. Point to each member in random order. Ask individual pupils to say the word. Ask the rest of the class for verification. Elicit/Present the word brother.

 

Pupils’ books open. Play the CD. The pupils listen, point to the pictures and repeat the words. Play the CD again pausing after each word. The pupils repeat, chorally and/or individually.

Refer the pupils to the picture and explain the activity. Allow the pupils some time to complete the activity. Then the pupils in the role of Liam point to the family members and present them. Explain to the pupils that they can refer to the sentence at the bottom of the page in the Pupil’s Book for help.

 

 

 

 

My Family Poster

 

 

 

 

Track 19 CD1

 

 

 

 

 

 

 

 
Step 2  My family song!

Point to the characters, gesture with your hand and say: Come and meet my family! The pupils repeat after you. Then point to each corresponding character while saying: Mummy, Daddy, Lilly and me (pointing to yourself). The pupils repeat after you. Follow the same procedure to present the rest of the song.

 

Play the CD. The pupils listen to the song. Divide the pupils into two groups and assign a verse to each group. Play the song again for the groups to sing their assigned verses. Time permitting, play the song a third time for the pupils to sing the song as a class.

 

Track 20 CD1  

 

 

Step 3  Listen and read

Set the scene by asking the pupils questions about what they can see in the pictures.

 

Play the CD and ask the pupils to listen and follow along in their books.

Track 21 CD1 Sample Interaction

Teacher: (pointing to Mummy and Daddy in picture 1) Who are they? Mummy and …

Class: Daddy!

Teacher: (pointing to picture 2 and miming closing eyes) Close your eyes!

Class: (Children close their eyes)

 

Step 4  Read and Tick

 

Explain the activity. The pupils look at the pictures, read the dialogue silently and tick the right sentences. Allow the pupils some time to complete the activity. Check their answers.

 

   
Ending the lesson

 

S6

Tell the pupils that they are going to play a game called Telepathy. The pupils form pairs. Put up the My Family poster on the board. Tell the pupils to choose one family member without letting his/her partner know. The other pupil has to guess what he/she is thinking of. Then they swap roles and play again.

 

 

 

 

 

 

 

 

 

  Target Interaction

Pupil 1: (thinks of Mummy)

Pupil 2: Daddy?

Pupil 1: No!

Pupil 2: Grandma?

Pupil 1: No!

Pupil 2: Mummy?

Pupil 1: Yes!

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
·       have stronger pupils model final activity in step 1 before asking weaker learners to attempt.

 

monitor learner output in

·       choral drilling

·       eliciting task

·       speaking production tasks

·       cross-curricular link later in unit to family sizes

 

Reflection

 

Were the lesson objectives/learning objectives realistic?

 

Did I stick to timings?

 

What changes did I make from my plan and why?

 

Answer the most relevant questions from the box on the left about your lesson.