Grades Dates

Grades
Dates

Prepared by: Ziyovuddinova Mahliyo
Group: 2035
Unit 2 My family
Lesson 1: “Who is in your family?”
The aim of the lesson:
Educational: - to learn how to ask and answer questions; - to learn adjectives ‘big’ and ‘small’; -to get information about demonstrative pronoun ‘this’ and personal pronouns ‘he/she’
Developing: - to enable pupils to say family members and colors;
Socio-cultural: - to raise awareness of the family members; - raise awareness of the pronunciation of the sounds /d/, /e/, and /f/.
Learning outcomes: - By the end of the lesson, pupils will be able to: - ask and answer the question learned in previous lessons in small situations; - name family members; - pronounce the sounds /d/, /e/, and /f/
Type of the lesson: non-standard, mixed
Method of the lesson: - group work, pair work
Equipment: - Pupil’s Book, Workbook, the DVD of the book, puppets, flashcards

TECHNOLOGICAL MAP OF THE LESSON:

№	Part of the lesson	Tasks	Time
1	Organizational Moment	-to greet pupils. - to check up the register	5 min
2	Repeating the last lesson	- to give pupils some questions about the last lesson. – to ask words from the previous lesson	5 min
3	Explaining new theme	- to explain to pupils new vocabulary and theme	20 min
4	Consolidating a new theme.	- to consolidate new themes and new words of the theme.	10 min
5	Marking.	- To mark pupils	5 min
6	Homework.	- Giving homework.

The Procedure of the lesson:

I. Organizing moment:
- Greeting.

• 
  Checking the register
  
• 
  Checking and asking for homework
  

II. Pre-Activity

Activity 1 Listen and repeat. 5 min
Objectives: to warm up; to create an English-speaking atmosphere.
Say: ‘Stand up, please. Good morning, class.’ Use gestures so the pupils stand up.
Say: ‘How are you?’ Get the answers from the pupils.
Say: ‘Sit down, please.’ Use gestures so the pupils sit down. Show the pupils the textbook.
Say: ‘Take out your books.’ Make sure all the children have their Pupil’s Book.
Say: ‘Open your books on page 16’. Use gestures and wait for all children to open their textbooks.

III. Main part

Introducing the new topic:
The teacher should explain to students a new theme using family member flashcards. Show students the flashcards one by one and ask them to repeat after you. Then, show students again and ask them to say the words on their own.
Here are a few example sentences:

• 
  Who’s this/that? – This is my (father).
  
• 
  Who’s he/she – He/She is my (brother/sister).
  
• 
  How many brothers and sisters do you have? – I have 2 brothers and 1 sister.
  
• 
  Is your family big or small? – My family is big/small.
  

IV. Practicing.
Activity 1. Say: Listen and repeat.
Objective: to introduce new words
Play the DVD. Ask the students to listen at first and then repeat it all together the second time.
Tapescript:
Father, mother, grandmother, sister, brother, grandfather.


Activity 2. Making and playing with Finger Puppets
Objective: to do exercise and energize the students

For the song, we are going to use finger puppets (use the "Finger Family Craft" sheet). Before class, print and cut out the finger puppets. We have color and black & white versions of the craft sheet - if using the black & white version, have your students color in the puppets before starting the song. Then attach the puppets to each students' fingers by taping the straps around the finger - 3 puppets on each hand.
Next, check everyone understands which puppet is which - say "Everybody wiggle grandfather" - make sure you are wearing your finger puppets as well so you can demonstrate. Go through each puppet, wiggling fingers. Then play a quick game: say "Wiggle the sister" and everyone has to quickly wiggle the right one. Do for a few rounds until everyone has got the hang of it.

Activity 3. Sing "The Finger Family Song"
Objective: to sing the song and do actions
Play the song and sing along - wiggling the correct puppet for each verse (e.g. verse 1 is "father"). If everyone enjoyed the song, play it once more.

https://youtu.be/G6k7dChBaJ8

Lyrics for "The Finger Family Song”

Daddy finger, daddy finger, where are you?
Here I am, here I am. How do you do?

Mommy finger, Mommy finger, where are you?
Here I am, here I am. How do you do?

Brother finger, Brother finger, where are you?
Here I am, here I am. How do you do?

Sister finger, Sister finger, where are you?
Here I am, here I am. How do you do?

Baby finger, Baby finger, where are you?
Here I am, here I am. How do you do?

Activity 4. Play "Finger Puppet Conversations"
Objective: to practice the pronunciation of the new words and sounds /d/, /e/ and /f/
By now, everyone should have the idea of the structures from the song, so we are going to have some fun role-plays with the finger puppets. First model with one student. Hold up one finger puppet (e.g. mother) and get the other student to hold up one finger (e.g. grandfather). Role-play a fun conversation, for example:
T: Hello grandfather.
S: Hello mother.
T: How are you?
S: I'm fine, thank you. How are you?
T: I'm fine, thank you. See you soon.
S: See you soon.
Then you can change finger puppets and do the conversation again.

Now the class can role-play. Put everyone into pairs and set a timer to one minute. Shout "Start!" and the pairs should role-play with different puppets until the timer goes off. Then shout "Change partners!" and everyone finds a new partner for another one-minute conversation. Keep going for a few rounds.

Activity 5. Match the word to the picture.
Objective: to practice spelling

Teacher should stick pictures on the blackboard. Students should match them correctly with their names. Afterwards, teacher says students close your eyes and hide one of the picture on the board. Then students should wake up and they must find the disappearing family member.

V. Consolidation. Family tree diagram.
Objective: to consolidate the structure “He/She/It is my …”, “This is my …”
Give out a piece of colored construction paper / card to each student. They are each going to make a family tree poster of their family. Begin by demonstrating the activity - with a green and brown crayon draw a large tree, filling up the whole piece of paper. At the top write in large letters "My family". Then, either stick your photos family photos onto the tree or draw pictures of your family (grandparents at the top, next your parents and you and your siblings at the bottom). Finally, under each family member photo/picture write the vocab (grandfather, mother, etc.).
Now get your students to do the same. If they brought in photos they can use them on their poster - if not, encourage them to draw pictures of their family members.



VI. Giving homework. Teacher should explain to the students that they should colour the pictures on the workbook page 10 according to their natural colours and remember the names of the colours.

VII. Marking: Giving marks according to students’ attendance.


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