Амиркулова Дилноза Зокировнанинг

Activity 5 Play “I’ve got two granddads”
This activity can help to enable pupils to use the structure “I’ve got …” with school things
Times: 5 min Steps: Interaction: Whole class

1. 
   Teacher revises family words from Class 1: father, mother, sister, brother, baby; and the structures: This is…, His/her name is ... .
   
2. 
   Teacher introduces two more family words: granddad and granny.
   
3. 
   Teacher draws a simple family tree on the blackboard.
   
4. 
   Teacher can draw her own family tree (Teacher can bring photos to make it
   

more real) or Jasur’s family tree.

5. 
   Teacher asks the pupils to look at the tree and say “This is my mother. This is my farther. This is my granddad. His name is XX. This is my granny. Her name is XX….”
   
6. 
   Teacher asks what granddad and granny means in their mother tongue.
   
7. 
   Teacher asks her pupils to play Chain Drill. In this Chain Drill the pupils must practise singular and plural.
   
8. 
   The first pupil says a family member as shown in the example.
   
9. 
   The second pupil says it in the plural and adds a family member in the singular.
   
10. 
    The third pupil says it in the plural and adds a family member in the singular, etc.
    

e.g. Pupil 1: I’ve got a grandad.
Pupil 2: I’ve got two grandads. I’ve got a sister.
Pupil 3: I’ve got three sisters…
Activity6. Write the letters.
This activity helps to learn two more letters of the alphabet – Сс and Dd;
Times: 5 min Steps: Interaction: whole class

1. 
   Teacher asks the pupils to look at the letter “Cc” and says what pictures
   

are next to the letter.

2. 
   Play the DVD and teacher asks the pupils to listen and repeat the letter and the corresponding pictures.
   
3. 
   Teacher draws their attention to the way the letters are written.
   
4. 
   Teacher asks the pupils to open their Workbooks and start writing the capital letter “C” and then small “c”.
   
5. 
   Teacher asks them to look at the example and follow the arrows. If necessary, demonstrate on the blackboard.
   
6. 
   Teacher repeats the procedure with the letter “Dd”.
   
7. 
   Teacher draws the pupils’ attention to a word “dad” in the Workbook on Page 7.
   
8. 
   Teacher says that this is a short form of a word father and means “dada” in Uzbek or “папа” in Russian. Then have the pupils repeat it after you in chorus paying a particular attention to the sound
   

1. 
   Teacher writes the word “cat” and the sound [k] under or over the letter “c” on the left side of the blackboard.
   
2. 
   Teacher writes the words “cow” and “car” in the same manner.
   
3. 
   Teacher writes the words “pencil”, and “circle” and the sound [s] under or over the letter “c” on the right.
   
4. 
   Teacher says that the letter “C” is pronounced as [k] like in the examples on the left side of the blackboard, and sometimes, especially before e, i, y, as [s] like in the examples on
   

the right. After that have the pupils repeat these sounds after you individually, in rows and chorus.

5. 
   When teacher finishes with step 1, writes the word “doll” and the sound [d] under or over the letter “d” on the blackboard.
   
6. 
   Teacher writes the word “duck” and the sound [k] under or over the letter “d”.
   
7. 
   Teacher says that unlike “A” and “C” the letter “D” is always pronounced as [d] and it does not give more than one sound.
   
8. 
   After that have the pupils repeat this sounds after teacher individually, in rows and chorus.