2020-09-26
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| Unit 2. My school Lesson 4. My school | School: # | ||||
| Date: | Surname /name of the teacher: | ||||
| Group: | Number of attendees: | Number of absent learners: | |||
| Aims of the lesson: | To introduce the learners the new words, practise building their basic communication skills, foster tolerance and respect to each other. | ||||
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Objectives of the lesson | The learners will be able to: | ||||
| · recognize with the considerable support and exchange short simple greetings. · recognize with the considerable support a few basic personal questions spoken slowly and distinctly. · pronounce the basic words and expressions with some mistakes. | |||||
| The majority of the learners will be able to: | |||||
| · exchange short simple greetings. · respond to the very basic supported personal questions using short answers. · make basic personal statements. | |||||
| Some of the learners will be able to: | |||||
| · make the basic personal statements unsupported and without mistakes. | |||||
| Background knowledge | This is the final lesson of the unit, children know and are able to exchange simple greetings, recognize and name classroom objects, count from 1 to 10, recognize and do short instructions for classroom routine. | ||||
| Plan | |||||
| Scheduled time | Scheduled activity | Resources | |||
| Beginning of the lesson 5 minutes | Warm up: Ask the learners to clap their hands to the beat as they chant The Hello song. Introduce the topic and the objectives of the lesson. For the phonetic drill play the following tongue twisters for the sounds [ei], [d], [k], [s], [ tʃ]: [ei] The rain in Spain falls mainly on the plain. | You can use the following resources for | |||
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| [d] | tongue –twisters: |
| Dazzling dinosaurs dance, dance, dance. | http://www.schooljokes.c | |
| [tʃ] | om/tongue_twisters/index | |
| New cheese, blue cheese, chew cheese please. | .shtml | |
| [s] | http://www.whereincity.c | |
| Sal sang seven silly songs. | om/contributions/tongue- | |
| As a variation, you can play the game “Echo”. The | twisters/7.htm | |
| teacher pronounces sounds one by one clearly, and | ||
| learners should repeat after the teacher, but not loudly. | ||
| E.g.: [ei, ei, ei, ei], etc. It is possible to practise not only | ||
| sounds, but words. | ||
| Main part of the lesson 15 minutes | Exercise 1.Learn the new words. Direct the learners’ attention to the classroom objects in the pictures. Say each word slowly, distinctly, pointing to the picture. Make sure that the learners follow the words in the pictures. Encourage them to repeat after you. For better memorizing, ask the children to show classroom objects, which you name. When you are sure that they can distinguish them, ask them to show and name the object, using the structure It’s a …. |
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| Exercise 2. Say the chant. It is desirable to show the objects/flashcards while saying the chant. A pen, a book, a pencil. A bag and a pencil case. A chair and my desk. | ||
| 10 minutes | Dynamic pause. Use this rhyme for the dynamic pause during a few lessons so that the learners will be able to remember the words and movements. One, one, one (children show their index fingers) I can run! (children jog) Two, two, two (children show two fingers) I can jump too! (children hop) Three, three, three (children show three fingers) Look at me! (children freeze in a funny posture) | |
| Exercise 3. Listen and learn. Introduce the structure “Is it a …”? Tell them to listen and repeat. After they listen, show them the flashcards, ask them questions. E.g.: “Is it a book? Is it a bag? Is it number 4?” They should give answers as the whole group: Yes, it is. /“No, it isn’t”. Track 18. Is it a book? No, it isn’t. Is it a pencil case? Yes, it is. |
| Exercise 4. Listen to your teacher and answer the questions. Direct the students’ attention to the pictures. Tell them to respond to the questions. Teacher: 1. Is it a book? Is it a pen? 2. Is it a pencil case? 3. Is it a bag? Is it a book? 4. Is it a pen? Is it a bag? 5. Is it a pencil case? Is it a chair? 6. Is it a desk? Exercise 5. Ask and answer: Yes, it is. /No, it isn’t. The children should practise asking each other and responding using the given models. Organize pair work. Then ask one or two students to think of any object and make others to guess it. Activity book Exercise 1. Colour and name the objects. Ask the children to take their colour pencils and colour the classroom objects in the pictures. After they finish, they should name the objects. Exercise 2. Guess, answer the questions and match the pictures. Explain the task. Give them some time to study and match the pictures individually and then organize group work. | ||
| 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 objects do we use at the lessons? 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. Keep encouraging the young learners for any success during the class/ whole course to make them feel more comfortable, confident and motivated to acquire the language. |
| Unit 3. My family Lesson 1. My family | School: M.Makataeva | ||||
| Date:08.11.19 | Surname /name of the teacher: | ||||
| Group:0b,g | Number of attendees: | Number of absent learners: | |||
| Aims of the lesson: | To introduce the learners the family words father, mother, sister, brother; train to use the structure This is my mother/ father… to make the basic statements about their families. | ||||
| Objectives of the Lesson | The learners will be able to: | ||||
| · recognize simple short instructions for basic classroom routines spoken slowly and distinctly. · recognize with the considerable support a few basic personal questions spoken slowly and distinctly. · exchange short simple greetings. | |||||
| The majority of the learners will be able to: | |||||
| · recognize basic intonation distinguishing questions from statements. · pronounce the basic words and expressions with some mistakes. · respond to the very basic supported personal questions using short answers. | |||||
| Some of the learners will be able to: | |||||
| · describe their families without difficulties and mistakes. | |||||
| Background knowledge | The learners know simple greetings, short instructions for classroom routine, names for some animals, numbers 1-10, simple classroom objects. | ||||
| Plan | |||||
| Scheduled time | Scheduled activity | Resources | |||
| Beginning of the lesson | Warm up: For drills in pronunciation of the sounds [ð], [s], [f], [ᴧ] play the following tongue-twisters: [ð] This and that, This and that, that and this and this. [s] I saw his six sisters singing at six. [f] Four furious friends fought for the phone. [ᴧ] Fuzzy wuzzy was a bear Fuzzy wuzzy had no hair Fuzzy wuzzy wasn’t very fuzzy, was he? | You can use the following resources for tongue – twisters: https://learnenglishkids.britishcouncil.org/ru/tongue-twisters | |||
| Main part of the lesson | Exercise 1.Learn the new words and repeat. Direct the learners’ attention to the pictures and introduce them the new words mother/ father/brother/sister. Pronounce the words clearly and distinctly. Then ask the children to repeat word by word. For better memorizing, you can use finger | ||||
| puppets. Show finger after finger, make children say the corresponding family word. Exercise 2. Point and name the family members. Ask the learners to look at the pictures, and name people they see in the pictures. Children may say just the words: “father/mother”,etc. Ask the more advanced children to use the structure “ This is the mother/ father/brother/sister ”. Exercise 3. Learn. In this exercise, the children will learn the new adjective ‘tall’. And its opposite form She/he isn’t tall. Introduce the new word to the students and teach them how to say differently without using an opposite adjective “short”. Dynamic pause Play a game “Mother says” to revise the basic classroom instructions learned at the previous lessons. Say: Mother says stand up. Mother says sit down, etc. Exercise 4. Listen and learn. Ask the children to look at the pictures. Play the audio and make a pause after each phrase. Explain the meaning of the question “Who is this?”Ask the learners to point to each picture and repeat. Check the correct pronunciation. Track 19. Dana: Who is this? - Batyr: This is my mother. She is not tall. This is my father. He is tall. This is my brother. He is tall. This is my sister. She is tall. Exercise 5. Listen and sing. Play the song several times and ask the learners to sing along. While singing encourage the children to point to the corresponding family member in the pictures of the previous exercise. Track 20. My mother, my father, my sister, my brother. My mother, my father, my sister, my brother. This is my family. This is my family. Activity book Exercise 1. Match and name the people in the family. Explain the task. Encourage the learners to name the family members correctly and describe them using the new vocabulary from the lesson. He/she is tall/not tall. Exercise 2. Draw your family and speak about them. Suggest the children drawing their family members using colour pencils and then introduce them. |
| End of the lesson | 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? How do we present our family members? 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 motivated to acquire the language. |
| Unit 3. My family Lesson 2. My family | School: # | ||
| Date: | Surname /name of the teacher: | ||
| Group: | Number of attendees: | Number of absent learners: | |
| Aims of the lesson: | 0.L1 begin to recognize simple short instructions for the basic classroom routines spoken slowly and distinctly. 0.L2 begin to recognize with the considerable support a few basic personal questions spoken slowly and distinctly. 0.L4 begin to recognize the basic intonation distinguishing questions from the statements. 0.S3 pronounce the basic words and expressions with some mistakes. 0.S4 respond to the very basic supported personal questions using short answers. | ||
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Objectives of the lesson | The learners will be able to: | ||
| · exchange short simple greetings. · recognize simple short instructions for the basic classroom routines spoken slowly and distinctly. · say the family words with some mistakes. · respond to the question “Who is this?” using short answers. | |||
| The majority of the learners will be able to: | |||
| · recognize and follow simple short instructions for the basic classroom routine spoken slowly and distinctly. · recognize and pronounce the family words with some mistakes. · respond to the question “Who is this?” using the given model: “This is my…”. | |||
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| Some of the learners will be able to: | ||
| · recognize and follow simple short instructions for the basic classroom routines. · recognize and pronounce the family words without any mistakes. · ask and answer the question “Who is this?”. | |||
| Background knowledge | This is the second lesson of the unit, and the students begin to recognize and use the family words father/mother/sister/brother, to do the exercises of this lesson. | ||
| Plan | |||
| Scheduled time | Scheduled activity | Resources | |
| Beginning of the lesson 5 minutes | Warm up: For drills in pronunciation of the sounds [ð], [s], [f], [h] play the following tongue-twisters: [ð] This and that, This and that, that and this and this. [s] I saw his six sisters singing at six. [f] Four furious friends fought for the phone. [h] Hello, happy Harry, how are you? Then ask the students to sing the song “My family” (Track 20). Introduce the topic and objectives of the lesson. | You can use the following resources for tongue – twisters: https://learnenglishkids.britishcouncil.org/ru/tongue-twisters www.downlo ad- esl.com/tongu etwisters/.../e asyt. | |
| Main part of the lesson 15 minutes | Exercise 1.Listen and learn. Play the audio, make pauses at each picture. Ask the learners to follow the pictures. Then play the audio again. Ask the students to repeat. Encourage the learners to work in pairs and role play the phrases. Track 21. Dana: Who is this? - Batyr: This is my grandmother. Dana: Who is this? – Batyr: This is my grandfather. Batyr: Grandmother, this is Dana. Dana, this is my grandmother. Batyr: Grandfather, this is Dana. Dana, this is my grandfather. Suggest the students to play the game “A stranger”. The purpose of this game is to practise saying the question form Who is this? Ask the children to stay in a circle. A student-volunteer throws a ball to the children and asks the question. The learners should catch the ball and introduce a student next to him/her.
Exercise 2. Answer: Who is this? Before doing this exercise train the children to say the family words: grandfather/grandmother/father/mother/sister/brother. It is possible to show the flashcards or to say the words in their first language or to show the puppets. Encourage them to chant. Then ask the children to add more words(my): my grandmother, this is my grandmother, etc. | You can use the following resources for the rhymes and songs | |
| 10 minutes | After practising pronunciation, ask the students to look at the pictures and do the exercise. Organize pair work. One student asks the question, another one responds. Then the teacher can check the group. Say the number of the picture and the students answer the question. Dynamic pause Here is the bee hive, (Make a fist, with your thumb enclosed). Where are the bees? (Shrug shoulders). Hidden away where nobody sees. (Place the other hand over the “hive” as if to hide it). Watch and you’ll see them come out of the hive (Closely watch the “hive”). One, two, three, four, five. (One finger, beginning with the thumb, comes out on each count). “Buzz-z-z-z-z-z” (Flutter fingers and fly away). | which can be used for dynamic pauses: www.esl4kids .net/fingerplays.html bogglesworld esl.com/kids... /rhymes.htm www.songsfo rteaching.com /nurseryrhym es.htm |
| Exercise 3. Listen to your teacher and point to the right picture. Instruct the children to listen and then to point to the corresponding picture. Alina: This is my father. This is my mother. This is my brother. This is my sister. And this is me. Damir: This is my grandfather. This is my grandmother. This is my mother. This is my father. This is me. Liz: This is my father. This is my mother. This is my sister. This is me. | https://www.p interest.com/ | |
| Activity book Exercise 1. Listen and tick. Explain the task to the children. They should listen to the teacher and put a tick next to the relevant picture. Teacher: 1. This is my sister. 2. This is my grandfather. 3. This is my mother. 4. This is my brother. | ||
| Exercise 2. Follow the line and say who it goes to. Ask the children to follow the lines and say the phrases. Monitor students’answers. | ||
| Project 1. My finger puppet family. Suggest the students making finger puppets. Prepare paper, pencils or crayons, glue, scissors. (Or ask the parents to cut out the figures in advance before the lesson). Give instructions how to make finger puppets, if necessary help the children. Step 1. Cut a face of a family member on it. Step 2. Fold the paper in half long ways. Step 3. Stick the edges of cones with the glue. |
| You got yourself a paper puppet! Suggest the children playing with their puppets. Ask them to introduce the members of the puppet family. Students’ answers: Hello! I am … This is my family: my father, my … | ||
| 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 family words did we learn today? What do we say when we want to ask about people we don’t know? How do we introduce friends to our family members? 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 motivated to acquire the language. |
| Unit 3.My family Lesson 3. My friend | School: # | ||
| Date: | Surname /name of the teacher: | ||
| Group: | Number of attendees: | Number of absent learners: | |
| Aims of the lesson: | · 0.L1 begin to recognize simple short instructions for the basic classroom routines spoken slowly and distinctly. · 0.L2 begin to recognize with the considerable support a few basic personal questions spoken slowly and distinctly. 0.L3 begin to recognize with the considerable support simple greetings. 0.L4 begin to recognize basic intonation distinguishing questions from the statements. 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 very basic supported personal questions using short answers. 0.S5 begin to produce words in response to the prompts. | ||
| Objectives of the lesson | The learners will be able to: | ||
| · recognize with the considerable support simple greetings. · recognize simple short instructions for the basic classroom routine spoken slowly and distinctly. · recognize with the considerable support the basic personal questions What’s your name? How are you? spoken slowly and distinctly. | |||
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| · make the basic personal statements. · pronounce the basic words and expressions with some mistakes. · respond to the very basic supported personal questions using short answers. · begin to produce the words in response to the prompts. | ||
| The majority of the learners will be able to: | |||
| · recognize and exchange simple greetings. · recognize simple short instructions for the basic classroom routine spoken distinctly. · recognize the basic intonation distinguishing questions from the statements. · make basic personal statements. · pronounce the topic words and expressions with few mistakes. · respond to the basic supported personal questions What’s your name? How are you? using short and full answers. · begin to produce the words in response to prompts. | |||
| Some of the learners will be able to: | |||
| · pronounce the topic words and expressions without mistakes. · respond to the basic supported personal questions using short and full answers. | |||
| Background knowledge | This is the third lesson of the third unit and the students continue to learn the family words. | ||
| 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. For drills in pronunciation of the sounds [ð], [s], [θ], [h] play the following tongue-twisters: [ð]
This and that, This and that, that and this and this. [s] I saw his six sisters singing at six. [θ] Three thin panthers in the bathroom. [h] Hello, happy Harry, how are you? | You can use the following resources for tongue –twisters: https://learnenglishkids.britishcouncil.org/ru/tongue-twisters www.download- esl.com/tonguetwisters/.. ./easyt. | |
| Main part of the lesson | Exercise 1.Listen and learn. Play the audio and ask the students to follow the pictures. Ask the students if they can guess the meaning of the question, How are you? and the response I’m fine, thank you. Elicit the students’ answers. Introduce | ||
| 15 minutes 10 minutes | them the word here by miming or by giving the opposite there. E.g.: Dana, come here, please. Timur, please, sit down there. Play the audio once again and make the students repeat following the words in the pictures. Track 22. Slowy: Hi, this is my friend. Foxy: What’s your name? – Daisy: I’m Daisy. Wolfy: How are you Daisy? Daisy: I’m fine, thank you. Slowy: Daisy, sit down here. Daisy: Thank you, Slowy. Exercise 2. Listen to your teacher, repeat and say. Draw the students’ attention to the pictures. Say the phrases slowly and distinctly. Teacher: This is my friend, Wolfy. This is my friend, Daisy. The encourage them to complete the pictures 3 and 4. The students’ answers: This is my friend, Digger. This is my friend, Slowy. | You can use the following resources for rhymes and songs which can be used for dynamic pauses: www.esl4kids.net/fingerp lays.html bogglesworldesl.com/kid s.../rhymes.htm www.songsforteaching.c om/nurseryrhymes.htm |
| Dynamic pause Here is the bee hive, (Make a fist, with your thumb enclosed). Where are the bees? (Shrug shoulders). Hidden away where nobody sees. (Place the other hand over the “hive” as if to hide it). Watch and you’ll see them come out of the hive. (Closely watch the “hive”). One, two, three, four, five. (One finger, beginning with the thumb, comes out on each count). “Buzz-z-z-z-z-z” (Flutter fingers and fly away). | ||
| Exercise 3. Pairwork. Act out the dialogue. Explain the task to the children. Organize pairwork. By this time, the children should already be able to have and maintain the dialogue. Give them some time for the preparation and after that ask a few pairs to roleplay the dialogue in front of the whole class. Pay the children’s attention to the intonation. | ||
| Activity book Exercise 1. Draw your friend and speak about him/her. Suggest the children drawing their friends and then present their work to the class. Encourage the children to use not just the names and age but also a physical description (tall/not tall) Check students’ answers. |
| Exercise 2. Listen to your teacher and put the right sticker in the box. Instruct the children to listen to the information and then put the relevant sticker in the correct place. Teacher: 1. Hello, how are you, Digger? - I’m fine, thank you. 2. Hello, how are you, Slowy? - I’m fine, thank you. 3. Hello, how are you, Foxy? - I’m fine, thank you. 4. Hello, how are you, Daisy? -I’m fine, thank you. | ||
| End of the lesson 5 minutes | End of the lesson: At the end of the lesson ask the learners to summarize their activity. Elicit their answers via supportive questions: e.g.: What new words and phrases did we learn today? Which word/words do we say when we see each other? How do we introduce our friends? 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. Keep encouraging the young learners for any success during the class/ whole course to make them feel more comfortable, confident and motivated to acquire the language. |
