Unit 3.My family
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School: #
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Lesson 3. My friend
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Date:
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Surname /name of the teacher:
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Group:
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Number of attendees:
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Number of absent learners:
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Aims of the
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0.L1
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begin to recognize simple short
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instructions for the basic classroom
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lesson:
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routines spoken slowly and distinctly.
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0.L2 begin to recognize with the considerable support a few basic personal
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questions spoken slowly and distinctly.
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0.L3 begin to recognize with the considerable support simple greetings.
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0.L4 begin to recognize basic intonation distinguishing questions from the
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statements.
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0.S1 begin to make the basic personal statements.
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0.S3 pronounce the basic words and expressions with some mistakes.
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0.S4 respond to the very basic supported personal questions using short
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answers.
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0.S5 begin to produce words in response to the prompts.
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Objectives of the
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The learners will be able to:
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lesson
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recognize with the considerable support simple greetings.
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recognize simple short instructions for the basic classroom routine
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spoken slowly and distinctly.
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recognize with the considerable support the basic personal questions
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What’s your name? How are you? spoken slowly and distinctly.
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Plan
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Scheduled
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Scheduled activity
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Resources
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time
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Beginning
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Warm up:
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of the lesson
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Start the class by greeting the children and practise
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greeting forms by singing “The Hello Song” (Track 3).
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5 minutes
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After that introduce the objectives and topic of the
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lesson.
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You can use the
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For drills in pronunciation of the sounds [ð], [s], [θ], [h]
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following resources for
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play the following tongue-twisters:
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tongue –twisters:
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[ð]
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https://learnenglishkids.b
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This and that,
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ritishcouncil.org/ru/tong
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ue-twisters
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This and that,
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www.download-
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that and this and this.
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esl.com/tonguetwisters/..
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[s]
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./easyt.
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I saw his six sisters singing at six.
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[θ]
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Three thin panthers in the bathroom.
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[h]
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Hello, happy Harry, how are you?
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Main part of
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Exercise 1.Listen and learn.
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the lesson
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Play the audio and ask the students to follow the
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pictures. Ask the students if they can guess the meaning
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of the question, How are you? and the response I’m
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fine, thank you. Elicit the students’ answers. Introduce
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them the word here by miming or by giving the
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opposite there. E.g.: Dana, come here, please. Timur,
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please, sit down there.
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15 minutes
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Play the audio once again and make the students repeat
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following the words in the pictures.
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Track 22.
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Slowy: Hi, this is my friend.
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Foxy: What’s your name? –
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Daisy: I’m Daisy.
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Wolfy: How are you Daisy?
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Daisy: I’m fine, thank you.
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Slowy: Daisy, sit down here.
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10 minutes
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Daisy: Thank you, Slowy.
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You can use the
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following resources for
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Exercise 2. Listen to your teacher, repeat and say.
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rhymes and songs which
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Draw the students’ attention to the pictures. Say the
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can be used for dynamic
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phrases slowly and distinctly.
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pauses:
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Teacher: This is my friend, Wolfy.
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www.esl4kids.net/fingerp
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This is my friend, Daisy.
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lays.html
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The encourage them to complete the pictures 3 and 4.
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bogglesworldesl.com/kid
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The students’ answers:
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s.../rhymes.htm
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This is my friend, Digger. This is my friend, Slowy.
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www.songsforteaching.c
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Dynamic pause
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om/nurseryrhymes.htm
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Here is the bee hive, (Make a fist, with your thumb
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enclosed).
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Where are the bees? (Shrug shoulders).
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Hidden away where nobody sees. (Place the other hand
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over the “hive” as if to hide it).
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Watch and you’ll see them come out of the hive.
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(Closely watch the “hive”).
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One, two, three, four, five. (One finger, beginning with
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the thumb, comes out on each count).
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“Buzz-z-z-z-z-z” (Flutter fingers and fly away).
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Exercise 3. Pairwork. Act out the dialogue.
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Explain the task to the children. Organize pairwork. By
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this time, the children should already be able to have
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and maintain the dialogue. Give them some time for the
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preparation and after that ask a few pairs to roleplay the
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dialogue in front of the whole class. Pay the children’s
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attention to the intonation.
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Activity book
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Exercise 1. Draw your friend and speak about him/her.
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Suggest the children drawing their friends and then
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present their work to the class. Encourage the children
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to use not just the names and age but also a physical
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description (tall/not tall)
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Check students’ answers.
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