Шет тілі пәніне арналған сабақтар жинағы

Lesson plan

LESSON: Module 1 Lesson 1 School: School-gymnasium Lisakovsk

Date: Teacher name:

CLASS: Number present: absent:

Learning objectives(s) that this lesson is contributing to

L1 L2 L9 S1 S3 R3 UE5 UE6 UE8

Lesson objectives All learners will be able to: use simple greeting and introduction forms and respond to some prompts and instructions correctly

Most learners will be able to:

use simple greeting and introduction forms and respond to most prompts and instructions ccorrectly

Some learners will be able to:

use simple greeting and introduction forms and respond to prompts and instructions

correctly with some extended answers

Previous learning Hello What’s your name I’m This is Say Open Close

Plan

Planned timings Planned activities Smiles Resources

Teacher

Notes

Beginning the lesson

L9

Welcome your class by saying Hello several times. Write your name on the board and introduce yourself to the class. Point to your name and to yourself and say: Hello, I’m (Miss Evans). Encourage the pupils to greet you back. Stand in front of a pupil and say: Hello, I’m (Miss Evans). What’s your name? Encourage the pupil to respond. Repeat with as many pupils as you think is necessary.

Presentation and practice

L2 UE5 UE6

Step 1 Sing the Hello Song!

Pupils’ books closed. Present/Revise the names of the characters. Hold up the cover of your book, point to Liam and ask: Who’s this? Elicit: Liam. Follow the same procedure and present/elicit Lilly and Charlie. Name the characters in random order. Ask the pupils to point to them.

Pupils’ books open. Refer the pupils to the characters in Ex. 1. Point to Nanny Rose and elicit/present her name. Present the song. [see p.116]

Hello song!

Track 02 CD1

L9

L3 S1

R3

L1 S3 UE8

Point to Liam and say: This is Liam. Say hello! Encourage the pupils to repeat after you. Follow the same procedure and present the rest of the song.

Play the CD. The pupils listen to the song. Divide the pupils into four groups and assign a verse to each group. Play the song again. The pupils sing the assigned verses.

Step 2 Talk with your friend

Point to Berik and Dana, one at a time, and say: This is Berik and this is Dana. The pupils repeat, chorally and/or individually. Encourage the pupils to greet them by saying hello to them.

Play the CD. The pupils listen and repeat, chorally and/or individually. Ask two pupils to read out the speech bubbles. Then the pupils act out similar exchanges. Check round the class, providing any necessary help.

Pupils’ books closed. Put up the flashcards on the board, one at a time, and say the corresponding phrases. The pupils repeat, chorally and/or individually. Then mime the commands in random order. Ask individual pupils to say the appropriate command. Ask the rest of the class for verification. Then say each command and ask the pupils to follow them.

Pupils’ books open. Play the CD. The pupils listen, point to the pictures and repeat the words. Play the CD again pausing after each command. The pupils repeat, chorally and/or individually.

Track 03 CD1

FLASHCARDS (1-4)

Target Dialogue A: I’m Damir. This is my friend, Gulnara. B: Hello, Damir. Hello, Gulnara.

Step 3 Read and number the pictures.

Refer the pupils to the pictures and read the commands. Explain the activity. The pupils number the pictures. Check their answers.

Step 4 Keep Moving song and miming actions

Mime and say: Stand up, sit down! Keep moving! The pupils repeat after you. Follow the same procedure to present the rest of the song. Play the CD. The pupils listen and look. Divide the class into two groups and

Track 05 CD1

assign a verse to each group. Play the song and each group sings the assigned verse. Play the song a third time. The pupils sing and do the corresponding actions.

Ending the lesson Play Simon Says. Explain to the pupils that they are to follow the commands only if they are preceded by Simon Says.

Teacher: Simon says, Stand up! (The pupils stand up.) Teacher: Sit down! (The pupils remain as they are.)

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check learners’ learning?

Cross-curricular links Health and safety check ICT links Values links  extend modelling and drilling sequences with some groups  seek extended answers from some learners e.g. ask some learners to introduce to other learners

 monitoring response to prompts and instructions

 monitoring clarity of speech in instruction and singing tasks

 Values links: being polite to others

Reflection

Were the lesson objectives/learning objectives realistic?

Did I stick to timings?

What changes did I make from my plan and why?

Answer the most relevant questions from the box on the left about your lesson.

Lesson plan

LESSON: Module 1 Lesson 2 School:

Date: Teacher name:

CLASS: Number present: absent:

Learning objectives(s) that this lesson is contributing to

L1 L4 S4 S6 S7 R6 UE14 UE17

Lesson objectives All learners will be able to: understand some instructions and produce some appropriate responses when prompted

Most learners will be able to:

understand most instructions and produce some target language correctly with clear pronunciation when prompted

Some learners will be able to:

understand all instructions and produce most target language correctly with clear pronunciation when prompted

Previous learning Names of shapes in the air on the ground This is .. Stand

Plan

Planned timings Planned activities Smiles Resources

Teacher

Notes

Beginning the lesson

S3

Mime opening a book and elicit the command from the pupils. Repeat the procedure with the remaining commands. Play the Keep moving song from the previous lesson (Track 05 CD1). Invite the pupils to sing along.

Pupils’ books closed. Put up the flashcards on the board. Point to the shapes, one at a time, and name them. The pupils repeat, chorally and/or individually. Point to the shapes in random order and elicit the appropriate word from the pupils. Pupils’ books open. Play the CD. The pupils listen, point to the pictures and repeat the word. Play the CD again pausing after each word. The pupils repeat, chorally and/or individually.

Track 05 CD1 FLASHCARDS (5- 8)

Presentation and practice

L1

Step 1 Trace the shapes (activity 5) Explain the activity. The pupils trace the shapes. Then they point to and name the shapes. For stronger classes, the pupils complete the sentences.

S7 UE14

L4 S4 S6 UE16

R6

S3

Step 2 Sing the Shapes Song and perform actions (activity 6)

Draw an imaginary circle in the air as you say: This is a circle in the air. The pupils repeat after you. Then draw an imaginary circle on the ground as you say: This is a circle on the ground. The pupils repeat after you. Follow the same procedure to present the rest of the song. Play the CD. The pupils listen to the song. Divide the class into four groups and assign a verse to each group. Play the song again. The pupils sing their assigned verse. Encourage the pupils to draw imaginary shapes in the air and on the ground as they sing. Time permitting, play the song a third time for the pupils to sing the song as a class.

Track 07 CD1

Step 3 Listen and Read

Set the scene by asking the pupils questions. e.g. Teacher: (pointing to picture 1) Is Liam ready? Class: Yes! Teacher: Yes, Liam is ready! (pointing to Lilly in picture 2 and shaking head) Is Lilly ready, too? Class: No! etc Play the CD and ask the pupils to listen and follow the dialogue in their books

Track 8 CD1

Step 4 Tick (✓) (activity 8)

Explain the activity. The pupils look at the pictures, read the dialogue silently and tick the right shape. Check the pupils’ answers. Answer Key Stand in the circle. Play the CD again pausing for the pupils to repeat, chorally and/or individually. Assign roles and ask individual pupils to read the dialogue out loud.

Ending the lesson

L1 S3

Ask two pupils to come to the front of the classroom. Tell one of the pupils to turn his/her back to the other pupil. Then ask the other pupil to draw a shape on the pupil’s back using his/her finger, but without saying what it is. The pupil has to guess the shape. Then they swap roles. Continue with the rest of the class

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check learners’ learning?

Cross-curricular links Health and safety check ICT links Values links