2020-09-26
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| Unit 3.My family Lesson 4. This is 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 the basic personal question, How are you? spoken slowly and distinctly. 0.L3 begin to recognize with the considerable support simple greetings Hello/Hi. 0.L4 begin to recognize the basic intonation distinguishing questions from statements. 0.S3 pronounce the new words and expressions with some mistakes. | ||
| The learners will be able to: | |||
| Objectives of the Lesson | · recognize simple short instructions for the basic classroom routine spoken slowly and distinctly. · recognize with the considerable support, a basic personal question How are you? spoken slowly and distinctly. · recognize with the considerable support simple greetings Hello/Hi. · recognize the basic intonation distinguishing questions from the statements. · pronounce the new words and expressions with some mistakes. | ||
| The majority of the learners will be able to: | |||
| · recognize simple short instructions for the basic classroom routines spoken distinctly. · recognize with support a basic personal question How are you? · recognize simple greetings Hello/Hi and react with support. · recognize basic intonation distinguishing questions from statements. · pronounce the new words and expressions with few mistakes. | |||
| Some of the learners will be able to: | |||
| · recognize and do short instructions for the basic classroom routines. · recognize and respond to the basic personal question How are you?
· recognize simple greetings Hello/Hi and react. · recognize the basic intonation distinguishing questions from the statements. · pronounce the new words and expressions without mistakes. | |||
| Background knowledge | This is the last lesson of the unit; the children recognize and know the words and expressions and continue to practise talking about their friends. | ||
| Plan | |||
| Scheduled time | Scheduled activity | Resources | |
| Beginning of the lesson 5 minutes | Warm up: For brainstorming show the children the flashcards with the pictures of morning/daytime and evening and ask them to say relevant greeting/farewell phrases. Then inform them about the objectives and the topic of the lesson. For drills in pronunciation of the sounds [ð], [w], [z], [h], [ʃ] play the following tongue-twisters: [ð] This and that, This and that, that and this and this. |
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| [w] Watch the wicked witch. [z] There’s a zebra at the zoo. | |||
| [h] Hello, happy Harry, how are you? | |||
| [ʃ ] She should shun the shining sun. | |||
| Main part of the lesson 15 minutes | Exercise 1.Listen and sing. Play the audio and ask the children to listen. To introduce adjectives great/wonderful while singing make a circle with your thumb and forefinger to show the meaning of “I’m fine”. Then suggest the children singing the song. Encourage them to gesture while singing. Track 23. Hello, hello. How are you? How are you? Hello, hello. How are you? How are you? I’m fine. I’m great. I’m wonderful. I’m fine. I’m great. I’m wonderful. Exercise 2. Listen and say. Ask the learners to look at the pictures, listen and repeat. Draw the students’ attention to the pronunciation of he/she. To make sure they understand the meaning, ask them to clap their hands when you say the boys’ names from the group, and stamp their feet when you say the girls’ names. Track 24. Batyr: This is Misha. He is my friend. Dana: This is Ira. She is my friend. | |
| 10 minutes | Exercise 3. Listen and repeat. Play the audio. Ask the students to listen, follow the pictures and repeat after the speaker. Track 25. Daisy: This is my mother. – Mother: “Hi, how are you? ” Daisy: This is Foxy. He is my friend. Daisy: This is Slowy. She is my friend. Daisy: This is Digger. He is my friend. Dynamic pause. Here are Grandma’s glasses (Make little circles with fingers over eyes to resemble glasses). Here is Grandma’s hat (Circle your head and pretend to be tying ribbons underneath your chin). This is the way she folds Her hands and puts them on her lap (Fold your hands sweetly on your lap). Here are Grandpa’s glasses (Make circles bigger than grandma’s). Here is Grandpa’s hat (Make a big hat overhead the grandma’s one). This is the way he folds His arms and sits like that (Fold your arms across the chest, lean back to the chair and cross one knee over the other). For avariation, you can use other family words “mother/father/sister/brother”. | 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 |
| Exercise 4. Look and say. Explain the task. Ask the children to look carefully at the pictures and see who Daisy introduces at each picture. The children should act out the situations as in the previous exercise. Students’ answers. Keys: 1. This is my father. 2. This is Foxy. He is my friend. 3. This is Digger. He is my friend. 4. This is Slowy. She is my friend. Activity book Exercise 1. Listen and circle the right picture. Children listen to the teacher and circle the correct picture. Teacher: 1. This is Batyr. He is my friend. 2. This is Dana. She is my friend. 3. This is Wolfy. He is my friend. Exercise 2. Match. Explain the task. The children should draw lines from the pictures of boys and girls to the corresponding pronoun he/she. | ||
| 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? How to say that we are OK? Which word/words do we say when we see each other/go home? 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. 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. |
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| Unit 4 The world around me Lesson 1 Pets | 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 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.UE2 use the cardinal numbers 1–10 to count. | ||||
| Objectives of the lesson | The learners will be able to: | ||||
| · recognize with considerable support simple greeting and farewell phrases. · recognize simple short instructions for basic classroom routine spoken slowly and distinctly. · pronounce the new words a dog/cat/hamster/parrot/have with some mistakes. · use cardinal numbers 1 – 10 to count with the considerable support. | |||||
| The majority of the learners will be able to: | |||||
| · recognize and exchange simple greetings. · recognize and do simple short instructions for the basic classroom routine spoken distinctly. · pronounce the new words a dog/cat/hamster/parrot/have with some mistakes. · use the cardinal numbers 1–10 to count with support. | |||||
| Some of the learners will be able to: | |||||
| · exchange simple greetings. · recognize and do short instructions for the basic classroom routine. · say the new words in singular and plural without difficulties and mistakes. · use the cardinal numbers 1 – 10 to count. | |||||
| Background knowledge | This is the first lesson of the unit but the students know the cardinal numbers 1-10. | ||||
| Plan | |||||
| Scheduled time | Scheduled activity | Resources | |||
| Beginning of the lesson 5 minutes | Warm up: For drills in pronunciation we recommend playing the following tongue-twisters with learners for the sounds [h], [d], [t], [æ], [p]: [h] The hippos heard the hunter’s hiccups and hurried home to hide. [d] Ken Dodd’s dad’s dog’s dead. [t] Tacky tractor trailer trucks Tacky tractor trailer trucks Tacky tractor trailer trucks [æ] Bad money, Mad bunny. [p] | You can use the following resources for tongue – twisters: https://learnenglishkids.britishcouncil.org/ru/tongue-twisters www.download- esl.com/tonguetwisters/.. ./easyt. | |||
| 1. Poor pure Pierre. 2. Popcorn popped with a loud pop. 3. Peter Piper picked a peck of pickled peppers. | ||
| Main part of the lesson 25 minutes | Exercise 1.Listen and learn the new words. To introduce the new words, use toys. Then play the audio and make a pause after each new word. Show the toy and ask the students to repeat. To check understanding ask general questions: Teacher: “Is it a cat? Is it a dog?” etc. SS: “No, it isn’t. It’s a parrot. /No, it’s a parrot”, etc. Track 26. A cat, a dog, a parrot, a hamster. Exercise 2. Count, learn and say. To introduce nouns in plural, show the children the classroom objects they know and comment: a pen – pens. To revise numbers, you can say the number of the objects, e.g.: two pens, three books, etc. Draw their attention that in singular form we use an indefinite article which means “one”, and in plural we can use numbers. Then ask them to look at the pictures of the exercise and name pets they see in singular and plural forms, following the given model. You can suggest them saying the number of the pets. Students’ answers. Dynamic pause Here are Grandma’s glasses (Make little circles with fingers over eyes to resemble glasses). Here is Grandma’s hat (Circle your head and pretend to be tying ribbons underneath your chin). This is the way she folds Her hands and puts them on her lap (Fold your hands sweetly on your lap). Here are Grandpa’s glasses (Make circles bigger than grandma’ s). Here is Grandpa’s hat (Make a big hat overhead the grandma’s one). This is the way he folds His arms and sits like that (Fold your arms across the chest, lean back to the chair and cross one knee over the other). | 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 |
| Exercise 3. Listen, learn and repeat. Introduce the verb to have. If it seems difficult for the children to understand its meaning, then it is possible to translate into the first language. Ask the students to listen to the audio and repeat after the speaker, following the words in the pictures. For the further practice ask the children to work in pairs and |
| say each other about their possessions. Students’ answers. Track 27. Batyr: I have a dog. Dana: I have three parrots. Ira: I have a cat. Misha: I have two hamsters. Exercise 4.Say. Encourage the children to describe the pictures using the given model. Students’ answers: Picture 3. I have a hamster. Picture 4. I have 2 cats. Activity book Exercise 1. Colour and name the pictures. The children should colour the pictures and name their pictures according to the given model. Exercise 2. Match the pictures. The children should correctly draw lines from the first column to the second matching pets in singular and plural. | ||
| 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? What is a pet? Can we say that a crocodile is a pet? If not, why? Do you have any pets? Which? Do you like them? 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. |
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| Unit 4.The world around me Lesson 2. My pet | School: # | ||
| Date: | Surname /name of the teacher: | ||
| Group: | Number of attendees: | 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. | ||
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| 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. 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 with the considerable support simple greetings. · pronounce the words a pet/cat/dog/parrot/hamster/rabbit/turtle and expressions I have … / It’s a …. /Is it a …? with some mistakes. · make the basic personal statements. | |||||
| The majority of the learners will be able to: | |||||
| · recognize simple sounds of phonemes. · recognize and do simple short instructions for basic classroom routines spoken slowly and distinctly. · recognize and exchange with support simple greetings. · pronounce the words a pet/cat/dog/parrot/hamster/rabbit/turtle and expressions I have … / It’s a …. /Is it a …? with few mistakes. · make the basic personal statements. | |||||
| Some of the learners will be able to: | |||||
| · recognize and do short instructions for the basic classroom routine. · exchange with support simple greetings. · pronounce the words a pet/cat/dog/parrot/hamster/rabbit/turtle and expressions I have … / It’s a …. /Is it a …? correctly. · make the basic personal statements. | |||||
| Background knowledge | This is the second lesson of the unit and the topical-vocabulary is introduced to the children, know how to say about things they have. | ||||
| Plan | |||||
| Scheduled time | Scheduled activity | Resources | |||
| Beginning of the lesson 5 minutes | Warm up: For drills in pronunciation we recommend playing the following tongue-twisters with learners for the sounds [ǝ:], [d], [t], [æ], [p]:
[ǝ:] Curt’s shirt is shorter than Shirley’s skirt. [d] Ken Dodd’s dad’s dog’s dead. [t] Tacky tractor trailer trucks Tacky tractor trailer trucks Tacky tractor trailer trucks [æ] 1.Bad money, Mad bunny. | You can use the following resources for tongue twisters: https://learnenglishkids.britishcouncil.org/ru/tongue-twisters www.download- esl.com/tonguetwisters/.. ./easyt. | |||
| 2. How can a clam cram in a clean cream can? [p] 1. Poor pure Pierre. 2. Popcorn popped with a loud pop. 3. Peter Piper picked a peck of pickled peppers. To warm up the learners you can play a game “Match the word”. The purpose of the game is to revise the vocabulary. Tell the children to stay in a circle. Teacher stands in the middle and throws a ball to one of the children saying, e.g.: “a pet”. A child should say e.g.: “a cat”. | ||
| Main part of the lesson | Exercise 1. Learn the new words. Introduce the new words. Use toys or pictures to introduce a rabbit, a turtle. Then say these words and make the children repeat each word. Exercise 2. Listen and sing. Play the audio. Encourage the learners to sing and show their toys or pictures while singing. Track 28. I have a pet. I have a pet. It’s a little cat. It’s a little cat. I have a pet. It’s a little dog. I have a pet. A parrot and hamster, It’s a little dog. A turtle and rabbit. | |
| 25 minutes | Exercise 3. Guess the animals. Ask the learners to look at the pictures and guess the animals. Students’ answers. Picture 1. It’s a dog. Picture 2. It’s a cat. Picture 3. It’s a parrot. Picture 4. It’s a rabbit. Picture 5. It’s a turtle. Picture 6. It’s a hamster. Exercise 4. Listen and repeat. Direct the learners’ attention to the phrases. Play the audio. Pause after each phrase to make sure children understand the meaning. Then ask them to repeatafter the speakers. Make the learners look at the picture 3. Explain that they have to complete the dialogue. Ask them to work in pairs. Track 29. Boy 1: I have a pet. Boy 2: Is it a dog? Boy 1: No, it isn’t. Boy 2: Is it a turtle? Boy 1: Yes, it is. |
| Girl 1: I have a pet. Girl 2: Is it a cat? Girl 1: No, it isn’t. Girl 2: Is it a rabbit? Girl 1: Yes, it is. Boy 1: I have a pet. Boy 2: Is it a hamster? Boy 1: No, it isn’t. Boy 2: Is it a parrot? Boy 1: Yes, it is. Activity book Exercise 1. Follow the lines and say: I have … Instruct the children how to do the task. The children should follow the lines and say which animals/pets Batyr, Dana, Ira and Misha have. Draw their attention to the plural ending -s. Students’ answers: Batyr: I have 2 parrots. Dana: I have a cat. Ira: I have 3 turtles. Misha: I have a rabbit. Exercise 2. Match and answer. The children should match the pictures in two columns and answer the given questions: Is it a cat? – No, it isn’t. / No, it’s a dog. Is it a dog? – No, it isn’t. / No, it’s a cat. Is it a parrot? - Yes, it is. Is it a rabbit? – No, it isn’t. / No, it’s a turtle. Is it a turtle? – No, it isn’t. / No, it’s a rabbit. | ||
| 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.: Which new words did we learn to talk about our pets? How do we name animals that live with us/in our flats/houses? 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 from 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 4.The world around me Lesson 3. At the zoo | 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.L3 begin to recognize with the considerable support simple greetings 0.S3 pronounce the basic words and expressions with some mistakes | ||||
| Objectives of the lesson | The learners will be able to: | ||||
| · recognize simple short instructions for the basic classroom routine 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 and exchange simple greetings. · recognize simple short instructions for the basic classroom routine spoken distinctly. · pronounce topical words with a few mistakes. | |||||
| Some of the learners will be able to: | |||||
| · exchange simple greetings. · pronounce the topical words without mistakes. · make the statements using nouns and the verb to be in the singular and plural forms. | |||||
| Background knowledge | This is the third lesson of the unit, the learners can distinguish and name the objects in the singular and plural forms, they know the names for some pets and are able to say what pets they have, use numbers1–10. | ||||
| Plan | |||||
| Scheduled time | Scheduled activity | Resources | |||
| Beginning of the lesson 5 minutes | Warm up: For drills in pronunciation of the sounds [eǝ], [u:], [z] play the following tongue-twisters: [eǝ] The bear with red hair is over there. [u:] The big beautiful blue balloon burst. [z] There’s a Chinese zebra at the zoo. | You can use the following resources for tongue-twisters: : http://www.buzzle.com/ articles/tongue-twisters-for-kids.htmlhttps://learnenglishkids.britishcouncil.org/ru/tongue-twisters www.download- esl.com/tonguetwisters/.. ./easyt. | |||
| Main part of | Exercise 1.Learn the new words. | ||||
| the lesson 15 minutes 10 minutes | Point to the words a zebra, a monkey, a camel, a bear in the pictures and pronounce them. Tell the learners to repeat the words. Ask the children to guess what the differences are the between the animals they learnt at the previous lessons: a cat/dog/hamster/parrot/ rabbit/turtle and these animals: a zebra, a monkey, a camel, a bear. Elicit their answers. Compare the students’ answers. Introduce them the words domestic and wild animals. Exercise 2. Listen and learn. Tell the learners to look at the pictures. Play the audio and make them listen. Ask them about the differences in the pictures. Direct their attention to the form of the verb to be, pronounce this/these in singular and plural. And introduce the adjectives big/little. Track 30. Teacher: This is the zoo. This is a bear. It is big. These are zebras. They are big. These are camels. They are big. These are monkeys. They are little. For further practice of using nouns in singular and plural tell them to name objects in the correct form. Show them objects or flashcards. They should say as the whole group: e.g. “a pen, books, cats, a dog”, etc. As a variation, divide the group into two teams. Give each team a set of cards and ask to put them into the relevant box. Exercise 3. Look and say. Tell the learners to look at the pictures and say what they see in the pictures following the given model These are bears. They are big. Students’ answers. This is a rabbit. It is little. These are camels. They are big. This is a zebra. It is big. These are monkeys. They are little. These are turtles. They are little. Activity book Exercise 1. Listen and put the right sticker on the picture. Tell the students to listen attentively and then to put the correct sticker into the frames. Teacher: 1. It’s a camel. |
| 2. It’s a bear. 3. It’s a zebra. 4. It’s a monkey Exercise 2. Listen to your teacher and circle the right picture. To develop the basic listening skills, ask the students to listen and circle the relevant picture. Read slowly and distinctly. If necessary, read more than once. Teacher: 1. These are monkeys. They are little. 2. This is a bear. It is big. 3. These are camels. They are big. 4. These are zebras. They are big. | ||
| 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? How do we introduce ourselves? Do you remember the helpers/characters who 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. 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. |
