2020-09-26
53
ENGLISH
Əдістемелік нұсқау
Мектепке дейінгі тəрбие мен оқытудың үлгілік оқу бағдарламасы бойынша мектепалды дайындық тобы мен сыныбы педагогтеріне арналған
Методическое руководство
для педагогов предшкольных групп и классов
по Типовой учебной программе дошкольного воспитания и обучения
Алматыкітап баспасы
2017
ƏОЖ 373.2 (072)
КБЖ 74.102
А 88
Асқарова Л.Б. жəне т.б.
А 88 English: Əдістемелік нұсқау. Мектепке дейінгі тəрбие мен оқытудың үлгілік оқу бағдарламасы бойынша мектепалды дайындық тобы мен сыныбы педагогтеріне арналған = English: Методическое руководство для педагогов предшкольных групп и классов по Типовой учебной программе дошкольного воспитания и
обучения / Л.Бов. аАскар, С.Д. Рахимжанова, А.С. Волкова. – Алматы: Алматыкітап баспасы, 2017. – 116 с.
ISBN 978-601-01-3158-3 ƏОЖ 373.2 (072)
КБЖ 74.102
© Асқарова Л.Б., Рахимжанова С.Д., Волкова А.С., 2017
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ISBN 978-601-01-3158-3 © «Алматыкітап баспасы» ЖШС, 2017
Introduction
- This teaching complex was developed for preschool English teachers in accordance with the Standard Educational Curriculum for preschool education approved by the Ministry of Education and Science of the Republic of Kazakhstan dated August 12, 2016.
- to form basic skills of listening and speaking in English through games and creativity;
- prepare sound foundation for successful transition to further study of English in primary school;
- create a comfortable environment for the communicative and psychological adaptation of young learners to acquiring English;
- develop the memory, attention, thinking, and imagination of preschool learners;
- expand children’s vocabulary and view through learning new English words.
The content of the complex covers the programme content and reflects three learning strands defined for young learners: Listening, Speaking and Use of English.
The material presented in the ABC Book and the Activity Book covers the following topics:
- All about me
- My school
- My family
- The world around me
- Where do the roads go?
- Why you need to know customs and traditions?
- Healthy and tasty
- How to be healthy
Modern approaches and strategies of teaching English as a second language aim at developing the skills of the students based upon the requirements prescribed by the programme:
Listening skills
-begin to recognize simple short instructions for basic classroom routines spoken slowly and distinctly;
- begin to recognize with considerable support a few basic personal questions spoken slowly and distinctly;
· - begin to recognize with support simple greetings, recognize the spoken form of a limited range of basic and everyday classroom words;
`- begin to recognize basic intonation distinguishing questions from statements;
- begin to recognize the sounds of phonemes and phoneme blends.
Speaking skills
- begin to make basic personal statements and simple statements about object;
- begin to use intonation to signal questions in basic exchanges;
- pronounce basic words and expressions with some mistakes;
- respond to very basic supported personal questions using short answers;
- begin to produce words in response to prompts;
- exchange simple greetings and say “please, sorry and thank you”.
Reading
- rесоgnizе some very high-frequency words from local environment.
Use of English
- use cardinal numbers 1 – 10 to count;
- begin to use a few colours;
- use common singular and рlurаl nouns to say what and whеrе things are;
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- use basic adjectives and colours to say what someone /something is оr has;
- use determiners “а, аn, this, these” to indicate what something is;
- use interrogative pronouns“what, where, how” to ask basic questions;
- use demonstrative pronouns “this, these” to indicate things;
- use personal subject pronouns to identify things;
- use imperative forms of соmmоn verbs related to classroom routines;
- use basic present simple forms (positive, negative) to give basic personal information.
The present complex “English for preschoolers” consists of the following components:
- The ABC Book
- The Activity Book
- The Teacher’s Book
- The Audio CD
- The Set of flashcards
The ABC Book
The ABC book is developed in accordance with the requirements of the methodology of teaching English to small learners.
The authors of the book took into consideration the peculiarities of children of this age group, their physiological and psychological features, so the structure of the book contains such tasks that suggest reasonable change of activities by involving them into listening, singing, dancing, speaking, jumping, etc.
The ABC book consists of eight thematic units. It contains skill-based tasks for listening and speaking. At the end of the book there is a pictured alphabet to assist children to memorize the alphabet.
The Activity Book
The Activity Book provides additional tasks to memorize the material presented in the ABC Book. The tasks suggest drawing, colouring the pictures, pasting stickers, tracing and other activities that are very interesting for the young learners.
The Audio CD
It includes all listening materials introduced in the ABC Book and Activity Book. The audio texts are supported with listening, pronunciation and phonics activities, as well as songs and read-along stories. The listening material is also recommended to be practised at home.
The Teacher’s book
The Teacher’s book provides methodical guidance and support for using this complex in the classroom. It introduces long-term and short-term planning. You can find answers for the tasks, the instructions for the suggested project work and the scripts for audio texts.
The Set of flashcards
The aim of this Set is to present, practise and recycle the new vocabulary. The Set of flashcards provides the material for the number of activities with the young learners during lessons. There are 2 dices (the activity with them are described in the lessons contents), flashcards with the characters of this book (to be used during the roleplaying of different exercises; there are perforated holes for a string to be put around the neck), flashcards on various theme vocabulary in the Set. Some games with flashcards are described in Games Bank at the end of this Teacher`s book or in the lessons` content. Sometimes get the students to make their own sets of mini flash cards that can be taken home for them to play, with parents and siblings. This Set can be used for the following activities: memory games, drilling, identification games, TPR activities (Total physical response).
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. | 1 |
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| Lesson 2. 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 the basic words and expressions with some mistakes. · 0.S5 begin to produce the words in response to prompts. · 0.S6 exchange short simple greetings. | 1 | ||
| Lesson 3. My school | · 0.L1 begin to recognize simple short instructions for basic classroom routines spoken slowly and distinctly. · 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. | 1 | |||
| Lesson 4. My school | 0.L1 begin to recognize simple short instructions for the basic classroom routines spoken slowly and distinctly. 0.L2 begin to recognize with considerable supporta few basic personal questions spoken slowly and distinctly. 0.L4 begin to recognize the basic intonation distinguishing questions from statements. 0.L5 begin to recognize simple sounds of phonemes 0.S1 begin to make basic personal statements. 0.S3 pronounce basic words and expressions with some mistakes. 0.S4 respond to the very basic supported personal questions using short answers. | 1 | |||
| Unit 3. My family
| Lesson 1. My family | 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.L4 begin to recognize basic intonation distinguishing questions from statements. 0.S3 pronounce the basic words and expressions with some mistakes. 0.S4 respond to very basic supported personal questions using short answers. | 1 | ||
| Lesson 2. My family | 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 basic intonation distinguishing questions from the 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 |
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| Lesson 3. My friend | · 0.L1 begin to recognize simple short instructions for 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 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 basic supported personal questions using short answers. 0.S5 begin to produce the words in response to prompts. | 1 |
| Lesson 4. This is my friend | · 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 the basic intonation distinguishing questions from statements. 0.S3 pronounce the basic words and expressions with some mistakes. | ||
| Unit 4. The world around me | Lesson 1. Pets | · 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.UE2 use the cardinal numbers 1–10 to count. | 1 |
| Lesson 2. My pet | · 0.L1 begin to recognize simple short instructions for the basic classroom routines spoken slowly and distinctly. 0.L3 begin to recognize the with the considerable support simple greetings. 0.L4 begin to recognize the basic intonation distinguishing questions from statements. 0.S1 begin to make the basic personal statements. 0.S3 pronounce the basic words and expressions with some mistakes. | 1 | |
| Lesson 3. At the zoo | · 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. | 1 |
| Lesson 4. A baby bear | 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.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. | 1 | |||
| Unit 5. Where do the roads go?
| Lesson 1. I have a bike | 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. | 1 | ||
| Lesson 2. I can… | 0.L5 begin to recognize simple sounds of phonemes. 0.L1 begin to recognize simple short instructions for 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.UE3 begin to use a few colours. | 1 | |||
| Lesson 3. He can… | 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. | 1 | |||
| Lesson 4. Stop, look, listen | 0.L5 begin to recognize simple sounds of phonemes. 0.L1 begin to recognize simple short instructions for 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. | 1 |
| Unit 6. Why you need to know customs and traditio ns | Lesson 1. Independenc e Day | 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. | 1 |
| Lesson 2. Happy New Year | 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 basic personal statements. 0.UE2 use the cardinal numbers 1–10 to count. | 1 | |
| Lesson 3. Nauryz | 0.L5 begin to recognize simple sounds of phonemes. 0.L1 begin to recognize simple short instructions for 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. | 1 | |
| Lesson 4. Happy birthday | 0.L3 begin to recognize with the considerable support simple greetings. 0.L1 begin to recognize simple short instructions for the basic classroom routines spoken slowly and distinctly. 0.L5 begin to recognize simple sounds of phonemes. 0.S3 pronounce the basic words and expressions with some mistakes. 0.UE2 use the cardinal numbers 1–10 to count. 0.UE3 begin to use a few colours. | 1 | |
| Unit 7. Healthy and tasty | Lesson 1. Can I have some…? | 0.L1 begin to recognize simple short instructions for the basic classroom routines spoken slowly and distinctly. 0.L5 begin to recognize simple sounds of phonemes. 0.S3 pronounce the basic words and expressions with some mistakes. 0.S5 begin to produce words in response to the prompts. | 1 |
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| Lesson 2. Fruit | 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 statements. 0.L5 begin to recognize simple sounds of phonemes. 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.UE2 use the cardinal numbers 1–10 to count. | 1 |
| Lesson 3. I like ice- cream | 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.L5 begin to recognize simple sounds of phonemes. 0.S6 exchange short simple greetings. 0.S1 begin to make the basic personal statements. 0.S3 pronounce the basic words and expressions with some mistakes. | 1 | |
| Lesson 4. Good or not? | 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.L5 begin to recognize simple sounds of phonemes. 0.S6 exchange short simple greetings. 0.L2 begin to recognize with the considerable support a few basic personal questions 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 the very basic supported personal questions using short answers. | 1 | |
| Unit 8. How to be healthy | Lesson 1. Daily routine | 0.L1 begin to recognize simple short instructions for the 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.S1 begin to make basic personal statements. 0.S3 pronounce the basic words and expressions with some mistakes. 0.S6 exchange short simple greetings. | 1 |
| Lesson 2. First, wash your hands | 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.L5 begin to recognize simple sounds of phonemes. 0.S1 begin to make the basic personal statements. | 1 |
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| 0.S3 pronounce the basic words and expressions with some mistakes. 0.S6 exchange short simple greetings. 0.S5 begin to produce the words in response to prompts. | ||
| Lesson 3. Let’s run | 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.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.S6 exchange short simple greetings. 0.S5 begin to produce words in response to the prompts. | 1 | |
| Lesson 4. Let’s play | 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.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.S6 exchange short simple greetings. 0.S5 begin to produce words in response to the prompts. | 1 | |
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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/tongue-twisters 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. | ||||
| 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. |
| 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. | |||
| 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.britishcouncil.org/ru/tongue-twisters 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. |
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| 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. | |||
| 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. |
