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puppets. Show finger after finger, make children say
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15 minutes
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the corresponding family word.
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Exercise 2. Point and name the family members.
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Ask the learners to look at the pictures, and name
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people they see in the pictures. Children may say just
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the words: “father/mother”,etc. Ask the more advanced
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children to use the structure “This is the mother/
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father/brother/sister”.
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Exercise 3. Learn.
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In this exercise, the children will learn the new
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adjective ‘tall’. And its opposite form She/he isn’t tall.
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Introduce the new word to the students and teach them
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how to say differently without using an opposite
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10 minutes
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adjective “short”.
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Dynamic pause
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Play a game “Mother says” to revise the basic
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classroom instructions learned at the previous lessons.
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Say: Mother says stand up. Mother says sit down, etc.
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Exercise 4. Listen and learn.
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Ask the children to look at the pictures. Play the audio
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and make a pause after each phrase. Explain the
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meaning of the question “Who is this?”Ask the learners
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to point to each picture and repeat. Check the correct
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pronunciation.
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Track 19.
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Dana: Who is this? - Batyr: This is my mother. She is
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not tall.
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This is my father. He is tall. This is my brother. He is
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tall. This is my sister. She is tall.
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Exercise 5. Listen and sing.
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Play the song several times and ask the learners to sing
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along. While singing encourage the children to point to
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the corresponding family member in the pictures of the
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previous exercise.
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Track 20.
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My mother, my father, my sister, my brother.
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My mother, my father, my sister, my brother.
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This is my family. This is my family.
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Activity book
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Exercise 1. Match and name the people in the family.
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Explain the task. Encourage the learners to name the
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family members correctly and describe them using the
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new vocabulary from the lesson. He/she is tall/not tall.
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Exercise 2. Draw your family and speak about them.
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Suggest the children drawing their family members
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using colour pencils and then introduce them.
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End of the
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End of the lesson:
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lesson
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At the end of the lesson ask the learners to summarize
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their activity at the lesson. Elicit their answers via
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5 minutes
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supportive questions: e.g.:
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What new words did we learn today?
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How do we present our family members?
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Then encourage them to say all the words in chorus,
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you can say the words in Kazakh/Russian and they will
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give the English equivalents or show the flashcards and
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name the pictures.
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Sing the song of the lesson one more time.
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Keep encouraging the young learners for any success
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during the class/ whole course to make them feel more
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comfortable, confident and motivated to acquire the
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language.
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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 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.L4 begin to recognize the basic intonation distinguishing questions from the
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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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Objectives of the
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The learners will be able to:
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exchange short simple greetings.
|
|
lesson
|
|
recognize simple short instructions for the basic classroom routines spoken
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slowly and distinctly.
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say the family words with some mistakes.
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respond to the question “Who is this?” using short answers.
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The majority of the learners will be able to:
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recognize and follow simple short instructions for the basic classroom
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|
routine spoken slowly and distinctly.
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recognize and pronounce the family words with some mistakes.
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respond to the question “Who is this?” using the given model: “This is
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my…”.
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