The Set of flashcards 5 страница

Unit 4. The world around me

Lesson 4. A baby bear

School: #

Date:

Surname /name of the teacher:

Group:

0.L1 begin to recognize simple short instructions for the 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.L4 begin to recognize basic intonation distinguishing questions from statements.

0.L5 begin to recognize simple sounds of phonemes.

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.

Objectives of the lesson

The learners will be able to:

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

· recognize with the considerable support, questions What’s this? Is it a …? spoken slowly and distinctly.

· recognize the basic intonation distinguishing questions from statements.

· recognize simple sounds of phonemes.

· make the basic personal statements This is a …. /It’s a … with support.

· pronounce the basic words and expressions with some mistakes.

· respond to the very basic supported personal questions using short answers “Yes, it is/No, it isn’t”.

The majority of the learners will be able to:

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

· recognize with the considerable support questions What’s this? Is it a …?

spoken distinctly.

· recognize the basic intonation distinguishing questions from statements.

· recognize simple sounds of phonemes.

· make the basic personal statements This is a …. /It’s a ….

· pronounce the basic words and expressions with few mistakes.

· respond to the very basic supported personal questions using short and full answers Yes, it is/ Yes, it’s a … /No, it isn’t/No, it’s a ….

Some of the learners will be able to:

· do instructions for the basic classroom routines.

· recognize and ask questions What’s this? Is it a …? spoken distinctly.

· make personal statements and respond to the questions using full answers.

Background knowledge

This is the final lesson of the unit; the students know the topical vocabulary and can use nouns in the singular and plural forms.

Plan

Scheduled activity

Warm up:

At the beginning sing the song of the previous lessons “I have a pet” (Track 28).

For drills in pronunciation of the sounds [eǝ], [eɪ], [z] play the following tongue twisters:

[eǝ]

The bear with red hair is over there. [eɪ]

If eight great apes ate eighty- eight grapes, guess how many grapes each great ape ate.

[z]

Unit 5. Where do the roads go?

Lesson 1. I have a bike

School: #

Date:

Surname /name of the teacher:

Group:

0.L5 begin to recognize simple sounds of phonemes.

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

0.L3 begin to recognize with the considerable support simple greetings. 0.S3 pronounce the basic words and expressions with some mistakes. 0.S1 begin to make the basic personal statements.

0.UE3 begin to use a few colours.

The learners will be able to:

lesson

· recognize simple sounds of phonemes.

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

· recognize and exchange with the considerable support simple greetings.

· pronounce the basic words and expressions with some mistakes.

The majority of the learners will be able to:

· recognize simple sounds of phonemes.

· recognize and do simple short instructions for the basic classroom routine.

· recognize and exchange simple greetings.

· pronounce the basic words and expressions with few mistakes.

· make the basic personal statements.

· use a few colours.

Some of the learners will be able to:

· do simple short instructions for the basic classroom routine.

· exchange greetings.

· pronounce the basic words and expressions without mistakes.

· make the basic personal statements.

· use a few colours.

Background knowledge

This is the beginning of the unit, children recognize and can use the structure

I have a ….

Plan

Scheduled activity

Warm up:

To develop correct pronunciation, we recommend playing tongue-twisters for the sounds [ȷ], [r].

[r]

Red lorry, yellow lorry [ȷ]

Yellow leather, yellow feather, Yellow leather, yellow feather, Yellow leather, yellow feather.

To warm up the learners ask them to make a list of their possessions. Give them a set of cards. First organize pair work. Then encourage the students to put the cards on the board and speak about them. E.g.: I have a cat. I have a dog.

Exercise 1.Learn the new words.

To introduce the new vocabulary, use the flashcards. First pronounce single words a scooter/ a bike/a car. Make the students repeat them. Then carry out these vehicle-type actions by making specific sounds. e.g.: ride a scooter, ride a bike, drive a car.

Encourage the children to carry out the actions with you. Show them the cards in order and say word after word. Make them pronounce the words carrying out the

Unit 5. Where do the roads go?

Lesson 2. I can…

School: #

Date:

Surname /name of the teacher:

Group:

0.L5 begin to recognize simple sounds of phonemes.

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

0.L3 begin to recognize with the considerable support simple greetings. 0.S3 pronounce the basic words and expressions with some mistakes.

0.S1 begin to make the basic personal statements. 0.UE3 begin to use a few colours.

Objectives of the lesson

The learners will be able to:

· recognize simple sounds of phonemes.

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

· recognize and exchange with the considerable support simple greetings.

· pronounce basic words and expressions with some mistakes.

· make the basic personal statements.

· use the colours “red”, “blue”, “green”, “yellow”.

The majority of the learners will be able to:

· recognize simple sounds of phonemes.

· recognize and carry out simple short instructions for the basic classroom

routine.

· recognize and exchange simple greetings.

· pronounce the basic words and expressions with few mistakes.

· make the basic personal statements.

· use a few colours “red”, “blue”, “green”, “yellow”.

Some of the learners will be able to:

· exchange greetings.

· carry out instructions for classroom routine.

· pronounce the basic words and expressions without mistakes.

· make the basic personal statement.

Background knowledge

This is the second lesson of the unit, the children know, recognize and exchange simple greetings, can use the verb “to have” and know the topic

vocabulary.

Plan

Scheduled activity

Warm up:

To develop correct pronunciation, we recommend playing tongue-twisters with learners for the sounds [ȷ], [r].

[r]

Red lorry, yellow lorry [ȷ]

Yellow leather, yellow feather, Yellow leather, yellow feather, Yellow leather, yellow feather.

To warm up the children show them the flashcards and make them carry out the vehicle-type actions: ride a scooter, ride a bike, drive a car. Students should name the vehicles and the actions.

Exercise 1. Look and learn.

Tell the students to follow the sentence patterns in the pictures, listen to the teacher and repeat. Explain the meaning of the verb “can”. To practise these patterns, ask the students questions like “Do you have a scooter? Can you ride a scooter?”, etc. Students should give short answers: “Yes/no”.

For the further practice of the verb “can” play a game “Follow the actions”. Tell the students to make a circle. The teacher shows one action, e.g. dance and says, “I can dance”. Children should copy the action, say it aloud and then the students in turns show different actions, showing and saying the previous ones and then adding new ones.

Possible actions: jump, clap your hands, stamp your feet, sing, ride a bike, ride a scooter, drive a car, draw a picture, etc.

Exercise 2. Look at the pictures and listen.

Ask the learners to look at the pictures, listen and repeat. Pause at each picture. Make the learners follow the words and repeat. Draw the students’ attention to the educational aspect of this task. Ask them to explain what was wrong with the boaster boy. Encourage the students to share their ideas. Elicit their answers.

Track 33.

Boaster boy: I have a car. It’s blue. I can drive a car. Children: Stop! Stop! It’s red.

Boaster boy: Oh no!

Dynamic pause.

After completing the task suggest playing the game “Traffic lights”. The purpose of the game is to train students to recognize colours and to foster learning basic road traffic rules.

Direct the learners to listen to the colours. If they hear “red” they should stop, if they hear “green” –walk, if they hear “yellow” – mime as if they prepare to walk.

Exercise 3. Say.

Before doing the task revize the pronouns “she” and “he”. Then tell the students to describe the pictures. Students’ answers.

Activity book.

Exercise 1. Draw and say.

Tell the students to take their colour pencils or crayons. Explain the task. Before doing the task, the teacher can conduct a survey to find out what activities children can do. Draw a table on the board and write down the results of the survey, e.g.:

Direct their attention to the pronouns he/she to be used, when talking about their friends from the group.

Exercise 2. Colour and say what he can do.

Children should colour the pictures and describe them.

Unit 5. Where do the roads go?

Lesson 3. He can…

School: #

Date:

Surname /name of the teacher:

Group:

0.L5 begin to recognize simple sounds of phonemes.

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

0.L3 begin to recognize with the considerable support simple greetings. 0.S3 pronounce the basic words and expressions with some mistakes.

0.S1 begin to make the basic personal statements.

Objectives of the lesson

The learners will be able to:

· recognize simple sounds of phonemes.

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

· recognize simple greetings.

· pronounce the basic words and expressions with some mistakes.

· make the basic personal statements.

The majority of the learners will be able to:

· recognize simple sounds of phonemes.

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

· recognize and exchange simple greetings.

· pronounce the basic words and expressions with few mistakes.

· make the basic personal statements.

Some of the learners will be able to:

· carry out simple short instructions for the basic classroom routine.

· exchange simple greetings.

· pronounce the basic words and expressions without mistakes.

· make the basic personal statements.

Background knowledge

This is the third lesson of this unit, and the children recognize and can use

vocabulary to make sentence patterns like “I can ride/ drive a…”; know and use pronouns “he/she” to talk about friends.

Plan

Scheduled activity

Warm up:

For drills in pronunciation of the sounds [ð], [s], [z] 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. [z]

Fuzzy wuzzy was a bear Fuzzy wuzzy had no hair

Fuzzy wuzzy wasn’t very fuzzy, was he?

To warm up show them pictures of a scooter/ bike/ car. Tell the students to name them and carry out the corresponding actions.

Exercise 1.Learn the new words.

To introduce the new words, use the flashcards. Say each word and make the learners repeat them. Follow the words by carrying out the actions, e.g.: “drive a bus”. Show the pictures and make the students repeat after you: “ride a scooter, ride a bike, drive a car, drive a bus”. Then ask them to say without the pictures, show them just actions. Then introduce the other words, e.g.: a plane – to fly a plane, a train – to drive a train.

Exercise 2. Look at the pictures and listen.

Direct the learners to follow the pictures and listen to the audio. Make the learners repeat after the speaker. Track 34.

Boy: This is my father. He can drive a bus. This is my grandfather. He can drive a train. This is my brother. He can fly a plane.

Dynamic pause.

Divide the group into mini groups. Give the geometric shapes and ask them to build a vehicle they would like, e.g.: a car or a bus, etc. They should name their vehicle, its colour.

Exercise 3. Practise and say.

Tell the students to describe the pictures. Encourage

Unit 5. Where do the roads go?

Lesson 4. Stop, Look, Listen

School: #

Date:

Surname /name of the teacher:

Group:

Number of absent learners:

Aims of the lesson:

0.L5 begin to recognize simple sounds of phonemes.

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

0.L3 begin to recognize with the considerable support simple greetings. 0.S3 pronounce the basic words and expressions with some mistakes.

0.S1 begin to make the basic personal statements. 0.UE3 begin to use a few colours.

Objectives of the Lesson

The learners will be able to:

· recognize simple sounds of phoneme.

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

· recognize and exchange with the considerable support simple greetings.

· pronounce words “go/stop/wait/look/listen” and expressions with some mistakes.

· make basic personal statements “I/he /she/we can …”.

· use the colours “red”, “green”, “yellow”.

The majority of the learners will be able to:

· recognize simple sounds of phonemes.

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

· recognize and exchange simple greetings.

· pronounce the words “go/stop/wait/look/listen” and expressions with few mistakes.

· make the basic personal statements “I/he /she/we can …”.

· use the colours “red”, “green”, “yellow”.

Some of the learners will be able to:

· say the words and expressions without difficulties and mistakes.

Background knowledge

This is the final lesson of this unit and the children may know the topic vocabulary and can use the words to make personal statements, like “I can

ride a scooter/bike”, “My father can drive a car”.

Plan

Scheduled activity

Warm up:

To warm up your students suggest them playing a game “Match the pictures”. Fix the pictures on the board in two rows. The first row: a car, a bus, a scooter, a plane, a train, a bike.

The second row: a helmet, a pilot, a small wheel, a

Unit 6.Why you need to know customs and traditions

Lesson 1. Independence Day

School: #

Date:

Surname /name of the teacher:

Group:

Number of absent learners:

Aims of the lesson:

0.L5 begin to recognize simple sounds of phonemes

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

0.L3 begin to recognize with some considerable support simple greetings 0.S3 pronounce the basic words and expressions with some mistakes 0.S1 begin to make the basic personal statements

Objectives of the Lesson

The learners will be able to:

· recognize simple sounds of phonemes

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

· recognize and exchange with support simple greetings

· pronounce the basic words and expressions with some mistakes

· make the basic personal statements

The majority of the learners will be able to:

· recognize simple sounds of phonemes

· recognize and carry out simple short instructions for the basic classroom routine

· recognize and exchange with support simple greetings

· pronounce the basic words and expressions with few mistakes

· make the basic personal statements about Independence Day

Some of the learners will be able to:

· say the words and expressions without difficulties and mistakes.

Background knowledge

This is the first lesson of the course, though some of the children may know simple greetings or names for animals, numbers and colours.

Plan

Scheduled activity

· Warm up:

For drills in pronunciation of the sounds [ð], [s], [z] 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. [z]

Fuzzy wuzzy was a bear

Unit 6. Why you need to know customs and traditions

Lesson 2. Happy New Year

School: #

Date:

Surname /name of the teacher:

Group:

0.L5 begin to recognize simple sounds of phonemes

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

0.L3 begin to recognize with some considerable support simple greetings 0.S3 pronounce the basic words and expressions with some mistakes 0.S1 begin to make the basic personal statements

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

Objectives of the lesson

The learners will be able to:

· recognize simple sounds of phonemes

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

· recognize and exchange with support simple greeting

· pronounce topic vocabulary with some mistakes

· make the basic personal statements on the topic “Happy New Year”

· use the cardinal numbers 1 – 10 to count

The majority of the learners will be able to:

· recognize simple sounds of phonemes

· recognize and carry out simple short instructions for the basic classroom routines

· recognize and exchange simple greeting

· pronounce the topic vocabulary with few mistakes

· make the basic personal statements on the topic “Happy New Year”

· use the cardinal numbers 1 – 10 to count

Some of the learners will be able to:

· pronounce the words and expressions without difficulties and mistakes.

· make the personal statements using nouns and verbs in the singular and plural forms without mistakes

This is the second lesson of the unit, children recognize the singular and plural forms of the nouns, the verb “to be”, pronouns this /these, know and can use numbers from 1 to 10.

Plan