The family — КСП, план урока, Английский язык, 5 класс
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Краткосрочный план
| Раздел |
People and Society
|
| Тема урока |
The family
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| Класс |
5
|
| Цели обучения в соответствии с учебной программой |
2. 6. 1 to determine a number of general and educational topics with the support of meaning from the context of a short conversation; 5. 3. 5. 1 attempt to communicate in the exchange of information at the basic level within the framework of various general and educational topics;
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| Цели урока |
Students will know and use vocabulary for immediate and extended family members.
Students will know how to identify family relationships and key information in a short conversation using contextual clues.
Students will know how to ask and answer questions about family members using basic present-tense structures.
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| Ценности |
Respect and care for family members are developed as students listen thoughtfully and describe different family relationships without judgment. Students practise responsible communication by sharing only information they are comfortable discussing.
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Ход урока
| Этап урока/ Время | Действия педагога | Действия ученика | Оценивание | Ресурсы |
|---|---|---|---|---|
| Warm-Up and Readiness 5 min |
Organisational moment:
Welcome students and check that they have notebooks and writing materials.
Display the lesson topic, “The family,” and invite students to name family words they already know.
|
Students greet the teacher and prepare their materials. Students share familiar family words, such as mother, brother, or grandparents. | Contribute one relevant family word — 1 point. Follow the opening routine and prepare materials — 1 point. Stage maximum — 2 points. | board, notebooks |
| Contextual Listening Challenge 9 min |
Problem statement:
Present this short conversation orally: “Hi, Maya. Who is in your family?” “I live with my parents, my grandmother, and my younger brother, Sam.” “Is Sam your only brother?” “Yes, and my grandmother is my mother’s mother.”.
Ask students to identify how many people Maya lives with and use the context to work out the relationship described by “my mother’s mother.”.
Ask: “Who lives with Maya?” “How many people does she live with?” “What does ‘my mother’s mother’ mean?”.
Answers:
Maya lives with her parents, grandmother, and younger brother, Sam.
Five people: Maya, her two parents, h…
|
Students listen to the conversation and infer unfamiliar relationship information from context. Students answer: “Her parents, grandmother, and younger brother”; “Five people”; “Her grandmother.” | Identify the family members correctly — 1 point. Count the household accurately — 1 point. Infer the meaning of “my mother’s mother” — 1 point. Stage maximum — 3 points. | teacher-read conversation, board |
| Family Vocabulary and Questions 10 min |
New material explanation:
Teach and clarify immediate-family and extended-family words: parent, mother, father, sibling, brother, sister, grandmother, grandfather, aunt, uncle, and cousin.
Model the question forms “Who is this?” and “How many people are in your family?” and the answers “This is my …” and “There are … people.”.
Explain that context clues, such as names and relationship phrases, help listeners understand a conversation.
Ask: “Which words name extended family members?” “What question can you ask to find out the number of people in someone’s family?”.
Answers:
Grandmother, grandfather,…
|
Students repeat and record the family vocabulary. Students distinguish immediate and extended family and answer the teacher’s questions using the model structures. | Classify two family words correctly — 1 point each, max 2 points. Give the correct question for asking about family size — 1 point. Stage maximum — 3 points. | board, vocabulary cards, notebooks |
| Family Information Assignment 10 min |
Instructions:
Distribute the assignment: read a short family profile and complete a relationship chart with at least five details.
Profile: “Leo lives with his father, his stepmother, and his twin sisters, Anna and Mia. His uncle Daniel visits every Sunday. Leo’s father and Daniel are brothers.”.
Ask students to identify who lives with Leo, who visits, and how Daniel is related to Leo’s father; then write two complete sentences about the profile.
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Students read the profile independently, use context to complete the relationship chart, and write two accurate sentences. Students identify Leo’s household, Daniel’s visits, and the brothers’ relationship. | Record five accurate relationship or household details — 1 point each, max 5 points. Write two grammatically understandable sentences — 1 point each, max 2 points. Stage maximum — 7 points. | |
| Partner Information Exchange 6 min |
Questions to the class:
Pair students and ask them to exchange information about a family in the profile or a fictional family, so nobody needs to disclose personal information.
Provide the prompts “Who lives with Leo?” “Who visits on Sundays?” and “How is Daniel related to Leo’s father?”.
Remind students to listen to their partner and respond in complete, basic sentences.
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Students ask and answer the three prompts with a partner, using information from the profile or a fictional family. Students listen and give relevant answers, including “Leo lives with his father, stepmother, and twin sisters,” “Daniel visits,” and “Daniel is his father’s brother.” | Ask one relevant question — 1 point. Give two accurate answers — 1 point each, max 2 points. Listen and respond appropriately — 1 point. Stage maximum — 4 points. | profile handout, prompt cards |
| Listening and Vocabulary Quiz 3 min |
Instructions:
Give a brief quiz with three items: identify the meaning of “cousin,” infer who “my father’s sister” is, and choose the correct question for asking about family size.
Collect responses for a quick check of understanding.
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Students complete the three quiz items independently. Students identify a cousin, infer that “my father’s sister” is an aunt, and select “How many people are in your family?” | Answer each quiz item correctly — 1 point each. Stage maximum — 3 points. | |
| Reflection 2 min |
Runs the "Rate your work" reflection. Quick self-assessment after a task — students pick how they did with a single tap.
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Students complete the "Rate your work" reflection and assess their understanding of the topic. | Name one relevant vocabulary item — 1 point. State one useful strategy or respectful communication practice — 1 point. Stage maximum — 2 points. |
Здоровье и соблюдение техники безопасности
| Здоровье и соблюдение техники безопасности | Keep bags and personal belongings clear of walkways to prevent trips during partner work. Use respectful, inclusive language about different family structures, and do not pressure anyone to share private family information. |
О материале
- Тип материала
- План урока (КСП)
- Предмет
- Английский язык
- Класс
- 5 класс
- Язык
- Английский
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