Short-term plan

 

Unit 1 All about me Lesson 1 All about me School: #
Date: Surname /name of the teacher:
Group: Number of attendees: Number of absent learners:
Aims of the lesson: To introduce the simple greetings.
Objectives of the lesson The learners will be able to:
·recognize with the considerable support the simple greetings. ·exchange the short simple greetings.
The majority of the learners will be able to:
·recognize with the support the simple greetings.

·begin to recognize simple short instructions for the basic classroom routine spoken slowly and distinctly.

· exchange the short simple greetings.

Some of the learners will be able to:
·say the words and expressions without difficulties and mistakes.
Background knowledge This is the beginning of the course, though some of the children may know simple greetings or names of the animals, numbers and colours.
Plan
Scheduled time Scheduled activity Resources
Beginning of the lesson

 

5 minutes

Warm up:

At the beginning of the class find out if any of the learners know any English words. When they say the words or expressions hello, hi, I’m …, My name is …, announce to them the topic and objectives of the class.

 

Then introduce the children to the characters of the book Batyr, Ira, Dana, Misha, Mr Old Fox, Foxy, Slowy, Digger, who will assist them throughout the academic year. To practise saying and to memorize the characters’ names point to or show the pictures of these characters and ask the children to name them. While presenting them, you can tell them the names of the animals: e.g. Mr Old Fox/Foxy is a fox.

To develop correct pronunciation, we recommend playing tongue-twisters with learners for the sounds [h], [ai], [w] etc.

 

 

 

 

 

 

 

 

 

You can use the following resources for tongue twisters:

 

https://learnenglishkids. britishcouncil.org/ru/ton guetwisters

 

www.download-esl.com/tonguetwisters/ …/easyt.

Main part of the lesson Exercise 1.Look at the pictures, listen and learn.

 

Play the track and point to each character. Play it several times and ask the learners to point to the characters.

 

 

 

 

 

13

 

25 minutes themselves. Memorize new speech patterns. Track 1.

Hello, I’m a teacher. I’m Mr Old Fox. Hello, I’m Foxy.

Hello, I’m Wolfy. Hello, I’m Slowy. Hello, I’m Digger.

 

For the better memorizing, ask the learners to do ex.1 in the Activity book.

Exercise 1. Listen to your teacher and put the right stickerin the box.

The children should put the relevant stickers within the frames according to the information they hear.

Teacher: 1. Hello, I’m Digger. 2. Hello, I’m Wolfy. 3. Hello, I’m Foxy. 4. Hello, I’m Slowy.

 

Exercise 2. Listen to the children and repeat.

Ask the learners to look at the pictures, listen and repeat. To check the children’s comprehension, act as one of the characters: e.g. “Hello, I’m Mr Old Fox”. Learners should point to the corresponding picture.

Track 2.

Hello, I’m Misha. Hello, I’m Dana. Hello, I’m Ira. Hello, I’m Batyr.

 

For the further practice of saying hello suggest playing a game. Ask them to stand in the circle and throw a ball to each other saying his/her name: e.g. Hello, I’m Marat. Variation:

Encourage the learners to fulfill the instructions given by the teacher or groupmates: “Look at Dima. Say “hello” to Dima”. The learners should point to the corresponding character and say: “Hello, Dima!”etc.

 

Exercise 3.Listen and sing.

Play the song several times and ask the learners to sing along. While they are singing encourage the children to dance and mime. From this point on include the Hello song in your warm up routine for the English class. Track 3

I say hello, hello, hello. I say hello, hello, hello.

Exercise 4. Introduce yourself.

The children should stand up and present themselves to each other saying: “Hello/hi, I’m Max/Anna”.

 

Activity book

Exercise 2. Draw yourself and introduce yourself.

 

 

 

 

 

14

 

  Suggest the children drawing themselves using colour pencils and then introducing themselves.  
End of the lesson

 

5 minutes

End of the lesson:

At the end of the lesson ask the learners to summarize their activity at the lesson. Elicit their answers via supportive questions: e.g.:

What new words did we learn today?

Which word/words do we say when we see each other? How do we introduce ourselves?

Do you remember the helpers/characters who will accompany us for the whole year? What are their names?

Then encourage them to say all the words in chorus, you can say the words in Kazakh/Russian and they will give the English equivalents or show the flashcards and name the pictures.

Sing the song of the lesson one more time.

Keep encouraging the young learners for any success during the class/ whole course to make them feel more comfortable, confident and more motivated to acquire the language.

 

 

 

 

 

Unit 1. All about me Lesson 2. All about me School: #
Date: Surname /name of the teacher:
Group: Number of attendees: Number of absent learners:
Aims of the lesson: Continue teaching the learners simple greetings; introduce the personal question “What’s your name”?
Objectives of the lesson The learners will be able to:
·recognize, with the considerable support, the simple greetings. ·recognize, with the considerable support a basic personal question “What’s your name?” spoken slowly and distinctly.

·respond to this personal question using answers “I’m … .” ·exchange short simple greetings.

The majority of the learners will be able to:
·recognize with support simple greetings.

·recognize simple short instructions for the basic classroom routines spoken slowly and distinctly.

·exchange short simple greetings.

·respond to this personal question using answers “My name is…/I’m … .”

Some of the learners will be able to:
·      say the words and expressions without difficulties and mistakes.

 

 

 

 

15

 

Background knowledge This is the second lesson of the unit; the children know simple greetings and can exchange them.
Plan
Scheduled time Scheduled activity Resources
Beginning of the lesson

 

5 minutes

Warm up:

Start the class by greeting the children and practise greeting forms by singing “The Hello Song” (Track 3). After that introduce the objectives and topic of the lesson.

To develop the correct pronunciation, we recommend playing tongue-twisters for the sounds [h], [t], [s], [w] etc.

Ask the children to name the characters, which they learned at the previous lesson.

 

 

 

You can use the following resources for tongue – twisters: https://learnenglishkids.britis hcouncil.org/ru/tonguetwisters

www.download-esl.com/tonguetwisters/…/ea syt.

Main part of the lesson

 

25 minutes

Exercise 1.Listen and complete the dialogues.

Play the track two-three times and ask the learners to look at the pictures and repeat the phrases to the first two pictures. Then encourage them to complete the rest of the dialogues following the given samples. To check them play the track. Ask the children to roleplay this dialogue.

Track 4.

Teacher: What’s your name? Foxy: I’m Foxy.

Teacher: What`s your name? Digger: I’m Digger.

 

Text of the students: Teacher: What’s your name? Wolf: I’m Wolfy.

Teacher: What’s your name? Turtle: I’m Slowy.

 

After completing this exercise ask each learner “What is your name?”

 

Exercise 2. Listen and repeat.

To practise these speech patterns ask the learners to listen to the poem. After they have listened, ask them to repeat it. While repeating encourage learners to clap and chant.

Track 5. Hello, hello!

What’s your name? What’s your name? My name is Wolfy. That`s my name.

 

 

 

 

 

 

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  Exercise 3. Learn the rhyme and recite it with your name.

Encourage children to recite the poem to each other by saying their own names. First organize pairwork and then they can walk along the classroom and recite it. Invite children to clap and chant using the class names.

 

Exercise 4. Pairwork. Ask and answer.

Children in pairs should practise building their skills to ask and respond using the given model in the book. Remind them to use the names of the characters.

 

Activity book

Exercise 1. Match and answer. What’s your name? Direct the learners’ attention to the task of this exercise. Explain the task. Then check their answers. Sample answers: Picture 1. My name is Digger. Picture 2. My name is Slowy. Picture 3. My name is Wolfy. Picture 4. My name is Foxy.

 

Exercise 2. Colour and say their names.

Suggest the children drawing the characters they like from the pictures given to them. Direct them to draw the pictures and name them. Ask them to say what their favourite cartoons/tales are. Who are their favourite characters? Why?

Keys: Ariel, Mowgli, Shrek, Aladdin, Sponge Bob, Masha.

 
End of the lesson

 

5 minutes

End of the lesson:

At the end of the lesson ask the learners to summarize their activity at the lesson. Elicit their answers via supportive questions: e.g.:

What the new words did we learn today?

Which word/words do we say when we see each other? What do we say when we meet each other for the first time?

How do we respond to this question?

Do you remember the helpers/characters who will accompany us during the whole year? What are their names?

Then encourage them to say all the words in chorus, you can say the words in Kazakh/Russian and they will give the English equivalents or show the flashcards and name the pictures.

Sing the song of the lesson one more time.

Keep encouraging the young learners for any success during the class/ whole course to make them feel more comfortable, confident and more motivated to acquire the language.

 

 

 

 

Long-term plan

 

Units Topic of the lesson Learning objectives Hours
Unit 1. All about me Lesson 1. All about me ·0.L3begin to recognize with the considerable support simple greetings.

0.S6 exchange short simple greetings.

0.S1 begin to make basic personal statements.

1
Lesson 2. All about me ·0.L3 begin to recognize with the considerable support simple greetings.

·0.L2 begin to recognize with the considerable support a few basic personal questions spoken slowly and distinctly.

0.S4 respond to the very basic supported personal questions using short answers.

0.S6exchange short simple greetings.

1
Lesson 3. All about me ·0.L3 begin to recognize with the considerable support simple greetings.

·0.L2 begin to recognize with the considerable support a few basic personal questions spoken slowly and distinctly.

0.L1 begin to recognize simple short instructions for the basic classroom routines spoken slowly and distinctly.

0.S1 begin to make the basic personal statements.

0.S3 pronounce the basic words and expressions with some mistakes.

0.S4 respond to the basic supported personal questions using short answers.

1
Lesson 4. All about me ·0.L1 begin to recognize simple short instructions for basic classroom routines spoken slowly and distinctly.

·0.L2 begin to recognize with considerable support a few basic personal questions spoken slowly and distinctly. ·0.L3 begin to recognize with considerable support simple greetings.

·0.L5 begin to recognize simple sounds of phonemes. ·0.S1 begin to make basic personal statements.

·0.S3 pronounce the basic words and expressions with some mistakes.

·0.UE2 use the cardinal numbers 1–10 to count.

1
Unit 2. My school Lesson 1. My school ·0.L1 begin to recognize simple short instructions for basic classroom routines spoken slowly and distinctly.

·0.L3 begin to recognize with considerable support simple greetings.

·0.L5 begin to recognize simple sounds of phonemes. ·0.S3 pronounce basic words and expressions with some mistakes.

·0.S5 begin to produce the words in response to prompts. ·0.S6 exchange short simple greetings.

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