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Инфоурок / Иностранные языки / Другие методич. материалы / Course plan grade 1
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  • Иностранные языки

Course plan grade 1

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Course Plan for English

(within the framework of updating the secondary education content)


Primary School

Grade 1


May 2016


Contents








Long term plan

Subject: English Grade: 1

Term 1


Term 2


Term 3


Term 4


1 All about me

3 My family and friends

5 Travel





7 Food and drink

Greetings and names

Colours

1 to 20

Family and friends

In my house

Days of the week


Getting to school

This is the way...

Where is it?

The big red bus

Things I like

Hot or cold

Animals like

Nice or nasty

2 My school

4 The world around us

6 Traditions and folklore

8 Health and body

Classroom objects

Initial letters

Classroom routines

Describing things

Animals

Hot and cold

In Kazakhstan

Happy Birthday

Springtime in Kazakhstan

Hats and masks

Story time

Hands and Head

Let’s move

Making a puppet

A special dance

Listening:

Listening activities are the primary focus of class work in Term 1 as learners listen to Teacher model names, short greeting phrases, basic colours, numbers 1 to 20 and words relating to the classroom environment and routines. Learners listen and repeat, follow simple Teacher instructions, perform total physical response routines and listen to simple songs.

  • The listening learning objective focus in Term 1 is very much on objectives 1.L1 and 1.L3.

  • The themes for Term 1 work relate to basic greetings and introductions and those that are already familiar to learners from their school context: counting, colouring, following songs and simple classroom routines.

Listening continues to be a primary driver of the work done in Term 2 As well as listening to songs, Teacher instructions and Teacher modelling words and phrases, in Term 2 students are involved in listening to and participating in simple question and answer exchanges and exchanges in which learners confirm or correct in response to what others say.

  • As well as learning objectives 1.L1 1.L3, objectives 1.L2 and 1.L4 form an important focus of listening work in Term 2.

  • The themes are more wide-ranging with contexts outside the immediate classroom environment and linking to cross curricular themes of kinship, the geography of Kazakhstan and cultural identity.

All Listening objectives: 1.L1, 1.L2, 1.L3 1.L4 and 1.L5 feature in Term 3 work as learners are engaged with listening in tasks involving slightly more complex instructional sequences, songs, more varied question tasks and listening to stories in English for the first time. Teacher continues to be the main source of input in all listening activity except song.

What may seem quite challenging themes for learners of this age are made accessible by approaching them through craft, song, sense, movement and simple narrative activities.

All Listening objectives feature in Term 4 work and Teacher input continues to be primary source of listening input except for song. There is a much greater emphasis on understanding questions and active listening in question exchanges 1.L2,1.L4.

Learners also listen to recorded short exchanges for the first time exercising a new dimension of understanding in English and other activities require learners to listen and give an emotive response.

The themes rework the language of colours, verbs of movement, animals, and also introduce new areas of vocabulary [food and parts of the face/body]. This final term of the year has elements [dance, song, shadow puppet narrative] that could be built into an end of year performance.

Speaking

Simple speaking activities complement the primary focus on Listening in Term 1. Learners are involved in activities such as listen and say, introducing themselves and others and saying words, names and numbers in response to prompts and in a variety of types of game.


  • The Speaking learning objective focus in Term 1 is primarily on objectives: 1.S1, 1.S3 and 1.S6.

Speaking continues to feature with listening in Term 2 as the primary means of exploring new English words and structures. The fact that learning contexts relate more to the outside world than the immediate classroom context means learning objective 1.S5 [Learners responding to aural and visual prompts] features a lot more in Term 2, alongside objectives 1.S1 and 1.S3.

All speaking learning objectives 1.S1, 1.S2, 1.S3, 1.S4, 1.S5 and 1.S6 are covered in the work of Term 3 but 1.S3 relating to pronouncing words intelligibly features prominently as learners meet a lot of new lexis. Learners are also involved in asking questions, giving short answers to questions and responding to prompts relating to narratives for the first time.

There are extensive speaking focuses in Term 4 work as learners learn language to make different kinds of statements/questions about likes and dislikes 1.S1, 1.S2. Work on questions and short answers is extended but learners also engage with new types of speaking activity: using emotive words to show approval or dislike, giving longer descriptions, participating in a short narrative performance and sounding words to movement in a dance routine.

Reading:

There is only one focus on Reading in Term 1 as the primary thrust of work is that learners become familiar with English sounds through listening and speaking before moving on to looking at how the sounds of English are represented in print.

It is important for learners however to develop a keen early interest in English words that they may see around them in their environment so there is one focus here on initial letter consonant sound pictures [1.R1].


Reading features slightly more in Term 2 than it did in Term 1 as activities extend work on recognition of initial consonant sound pictures to animal names and international words students are likely to see In their environment. Activities involving the recognition of whole common international words also feature


  • Reading learning objective focus in Term 2 is on 1.R1 and 1.R3

In Term 3 there is a limited but important focus on recognising and remembering the written form of ‘whole’ words 1.R3. Display of things that learners make such as cards and badges which include words and iconic phrases e.g. Happy Birthday will add to the store of English words that learners regularly see and recognise in their environment and are an important early foundation for later ‘sight-word’ work in literacy focuses.

As in Term 1, there is important focus on initial letter consonants.

Use of English:

The Use of English work in Term 1 is all embedded in listening and speaking focuses. Learners learn to use certain personal pronouns, demonstratives, possessive adjectives, colour adjectives, articles a/an and cardinal numbers 1 – 20 as part of wider speaking and listening activities. Teacher engages learners with such language through drilling items as part of phrases rather than stopping to isolate and explain differences.

  • The Use of English learning objectives touched upon in Term 1 are: 1.UE1 1.UE2 1.UE3 1.UE4 1.UE6 1.UE8

The Use of English focus in Term 2 provides learners with more opportunities to experience pattern/structure differences as they relate to singular/plural forms, verb to be/pronoun agreement and the structure there is/there are. There is still no overt teaching of rule or pattern but such structural differences, together with the use of interrogative pronouns in question tasks, feature more often as the central focus of activities.

  • Key learning objectives in Term 2 are: 1.UE1 I.UE3 1.UE7 1.UE11:

As well as revisiting areas of Use of English from previous units, learners experience new areas of structure in Term 3: new interrogative forms 1.UE5, prepositions of movement and place 1.UE14 and present simple forms 1.UE9. Learners are involved in simple exchanges using short forms, forming questions in a class survey activity and responding to different types of questions [where, how interrogatives, do auxiliary questions and questions with verb ‘to be’].

There is a more limited range of Use of English focuses in Term 4 as learners work to consolidate key areas looked at in previous terms. Work is also extended in the area plural forms 1.UE1 where learners practice s plural forms and learn a few more irregular forms.

As in previous terms, the language focus is largely embedded in ongoing language activity where the primary focus is on using structures in the making of meaning rather than an overt focus on form.

Notes:

A unit is a body of lessons which covers a defined topic.

W = whole class

G = group work

P = pair work

I = individual work

E = learner experiment

D = teacher demonstration f = supports formative assessment

Medium term plans


English Primary Grade 1

Unit 1: All about me

Recommended prior knowledge

Recognition of the names of some world-renowned US/English characters. Some familiarity with simple +/- arithmetic operations.

Context

This opening unit of work is very much about getting learners used to the idea of participating in English through listening, speaking and singing and making them aware of English words/names they may already know. Learners learn a number of songs for greetings, colours and numbers in this unit and learners can be encouraged to sing along at home to these songs where Teachers provide media links for learners and parents. The cross curricular links in this unit are learning the colours of the rainbow and performing simple addition and subtraction operations.

Outline

All learning in this unit is activity-based and focused exclusively on Listening and Speaking with the aim of getting learners used to English sounds. There is no overt focus on grammar but certain grammar focuses are embedded within activities. Learners learn to recognise and use a variety of simple English words, phrases and names through meaningful and affective Teacher-Learner and Learner-Learner interactions which are fostered through activities such as circle participation, learning and performing songs, colouring, quizzes, counting and memory, touch, movement and team games.

For learners’ safety teachers should pay attention to general safety rules (“Art and Craft Safety Guide” developed by U.S. Consumer Product Safety Commission)

It is recommended to take 8 hours to cover this Unit.

Key learning objectives

1.L1 recognise short basic instructions for a limited range of classroom routines spoken slowly and distinctly

1.L3 recognise with support common names and names of places; recognise the spoken form of a limited range of everyday and classroom words

1.L9 recognise the names of letters of the alphabet

1.S1 make basic personal statements about people, objects and classroom routines

1.S3 pronounce familiar words and expressions intelligibly

1.S6 make introductions and requests in basic interactions with others

1.UE2 use cardinal numbers 1 - 20 to count

1.UE3 use basic adjectives to describe people and things

1.UE6 use demonstrative pronouns this, these that, those to indicate things









Learning objectives


Suggested teaching activities

Teaching notes

Learning resources



1.L3 recognise with support common names and names of places; recognise the spoken form of a limited range of everyday and classroom words


1.S1 make basic personal statements about people, objects and classroom routines


1.UE6 use demonstrative pronouns this, these that, those to indicate things



1.S6 make introductions and requests in basic interactions with others



1.L3 recognise with support common names and names of places; recognise the spoken form of a limited range of everyday and classroom words

Greetings and names 1


(W) Teacher and learners stand in circle. Teacher models / gestures: Hello I’m ... Teacher indicates learners in turn to say Hello, I’m




(W) Teacher and learners in circle. Teacher models/gestures Hello, I’m ... [indicating person to right] This is ...Teacher indicates learners in turn to continue.



(G) Learners form smaller circles and continue saying Hello I’m…. and introducing learner to right This is…


(W) Teacher gives out picture cards to learners. Teacher models for learners to assume identity on card. Teacher indicates learners in turn to say Hello I’m... Whole circle replies How are you…? ‘I’m fine...


(W) Listening to and singing along with a simple Hello song.


(D) Teacher pre-teaches key words from song with simple gestures.




Ensure that throughout activities in this opening section all Teacher/Learner language is accompanied by contingent gesture or action [pointing to self/others, waving, handshakes etc.]



Could be done in chair circle and learners sit down when successfully introduced themselves and someone else.


Listen and point and Song activity from the course book (1A) can be used to consolidate this activity.


Try and identify a bank of anglophone characters [celebrities, cartoon characters] known to most learners with short simple names [short consonant-vowel-consonant first names will serve well for later letter activities]



Song versions with lyrics accompanying animation can be used but the reading of these should form no part of the activity. Learners learn the song from aural memory alone.

Teacher helps students recognise the intonation in questions and statements.


Alternative:

Play "Ball Pass" and say names

Take a soft ball and pass it to your nearest student, saying "Pass". Have each student pass the ball around the circle. Next, hold the ball and say your name. Have each student say their name as they pass the ball to each other. Make sure they pass, not throw, roll, etc. If a student

doesn't pass make sure s/he does it again until done properly.




Primary Colours Starter, Hicks and Littlejohn (CUP 2002)





Primary Colours Starter, Hicks and Littlejohn (CUP 2002)



Primary Colours for Kazakhstan, Hicks and Littlejohn (CUP 2012)1

Translations by N.Mukhamedjanova and B. Berdimbetova






Hello song

http://www.youtube.com/watch?v=hqx2phxn_cM



1.S3 pronounce familiar words and expressions intelligibly






1.S1 make basic personal statements about people, objects and classroom routines



1.S6 make introductions and requests in basic interactions with others


1.S3 pronounce familiar words and expressions intelligibly


Greetings and names 2


(W) Teacher models My name is… His/Her name is. Teacher introduces self and then names of projected images. Teacher indicates learners in turn to introduce self and then name two projected images of well-known people/characters.


(G) In circles of 5 - 8 learners. Each learner has at least two images of different identities. Learners take turns to say as many names as they can remember after identities are flashed for a few seconds His name / Her name is... Game can continue by getting students of same sex to swap one or more of their identity cards.






(D) Teacher models with one learner Nice to meet you, Good Bye (Bye!) [handshake and wave].




(P) (f) Learners each given picture identity and practice introduction sequence in closed pairs / then for whole class.


(W) Reprise of same, extended or different simple Hello song.




Nominate a learner and ask them to stand up for the duration of their turn. My name is… Her name is ... His name is ... Recycle some pictures from activity above in projections.



Ask learners to choose an identity and flash the image of their chosen identity before turning card over and holding to their chest. Get one or two learners to try and say as many names as they can remember before repeating the process with different learners.






Use large gestures to accompany each part of exchange and encourage learner modelling to do so.



Monitor and note where students are having problems with individual sounds, blends and/or linking of words.


Use song to recap/reinforce key words.


The song (1B) can be used to consolidate greeting phrases


Alternative:

Introduce glove puppet - greetings and introductions activity

Get hold of a glove puppet and put it in a bag before class. Bring out the bag, open it enough to see in and shout into the bag "Hello!". Then move your ear to the opening to listen - nothing. Go to each student and encourage them to shout "Hello" into the bag - each time nothing happens. Finally, get all the students together to shout "Hello!" at the same time. This time the puppet wakes up and jumps out of the bag! Then model the role play with the puppet:

Teacher: "Hello", What's your name?"

Puppet: "My name is...".

Then move onto the first student and say "Hello". Encourage him/her to say hello back. Let the students touch, cuddle and stroke the puppet. Next, the puppet asks each student: "What's your (his/her) name?". Learners answer "My (his/her) name is..." Finally, go around saying "Goodbye" and "See you" before going back into the bag and back to sleep.











Activities 1 and 2 (1B) can be used to support this activity:

Primary Colours Starter, Hicks and Littlejohn (CUP 2002)






PC 1B












Primary Colours Starter, Hicks and Littlejohn (CUP 2002)









1.UE3 use basic adjectives to describe people and things



1.L3 recognise with support common names and names of places; recognise the spoken form of a limited range of everyday and classroom words


1.L9 recognise the names of letters of the alphabet


1.S3 pronounce familiar words and expressions intelligibly










1.UE6 use demonstrative pronouns this, these that, those to indicate things




1.S1 make basic personal statements about people, objects and classroom routines

Colours


(D) Teacher presents names of colours through short visual presentation.



(P) Learners listen to sounds and tick the colours the sounds make them think of – then say the colours in feedback.




Teacher walks along and says "I spy with my little eye something that begins with letter O [orange]," or "... something that begins with letter B [blue]."



(W) Learners listen to the Rainbow song and order colour cards according to the order they are heard in the lyrics.


(W) Learners learn and sing along to an animation of the Rainbow song.









(I) Blindfold activity involving dressed/costumed stuffed toys. Blindfolded learner given three of five stuffed toys that the whole class has seen and has to point and say the colours of different items on them e.g. pointing to a panda’s ear, learner says This is black.


(P) (f) Colouring / colour quiz. Learners given worksheet with the outline of recognisable objects e.g. Kazakh flag, traffic lights, zebra, ladybird and have to agree with another student what colour to colour things. In feedback learners say colours.




Use a presentation animation which repeats words and gives learners plenty of opportunities to produce words.


Play sounds like a crackling fire, lapping waves, police siren, elephants, opening bars of Kazakh anthem etc. Learners have a grid of colours and tick the ones they think of. Play sounds again [in feedback and get learners to shout out colour names].

Learners will have fun guessing what it is you see.

Take turns guessing what the other sees.




Show black and white image of a rainbow.


Give learners in pairs a set of colour cards [colours of rainbow and a few distractors]


As they listen get learners to put colours of rainbow in order.


Play the song a number of times with/without animation. Then get learners to sing along with Teacher as Teacher uses colour cards stuck on board as prompts.


Bring in colourful stuffed toys as visual and tactile aids [clearly indefinable coloured parts e.g. hat, feet, trousers etc.] Keep team scores for correct colour details.




Use a visual presentation of objects complete with colours for feedback.




Alternative 1:

Touching game.’

The class is divided into two equal teams. Colour flashcards are placed on the blackboard. I shout out a colour say for example, red and a member of each team has to run to the board and touch it. The first student to touch the colour first earns a point for their team. The team with the most points wins and receives a prize.


Alternative 2:

Play "Colour Stand Up and Jump"

Give out all of the coloured papers, 1 colour per student. Tell your students to sit down. Say a colour (e.g. "red") and the students holding that colour have to quickly stand up, jump and then sit down. Start off slowly and get faster and faster.


Color song. Collection Vol.1

www.busybeavers.com


Colours

www.youtube.com/watch?v+S24hZC-ednk






www.learningchocolate.com









Rainbow song

http://www.youtube.com/watch?v=uTDJiPdz3L0





























file:///C:/Users/User/Downloads/colors-lesson-plan.pdf





1.L3 recognise with support common names and names of places; recognise the spoken form of a limited range of everyday and classroom words


1.UE2 use cardinal numbers 1 - 20 to count


1.L1 recognise short basic instructions for a limited range of classroom routines spoken slowly and distinctly


1.S3 pronounce familiar words and expressions intelligibly



1 - 20


(W) Listening to and watching an animation of the song Ten Little Numbers.




(W) Singing along to the song and then practising counting on fingers.



(D) Teacher demonstrates simple plus / minus sums producing written numerical answers.



(P) Teacher gives learners range of simple sums to write down numerical answer to.





(W) A blindfold memory number/colour activity, played with the class divided into two teams. Before being blindfolded learners survey a board with number [1-10] shapes on it – each number is a different colour. Blindfolded learners find a number and say number and colour e.g. black eight.


(I) (f) Learners given a worksheet with a range of jumbled numbers 1-10 to colour according to Teacher’s instructions.




















D] Teacher models and drills numbers 11 -20 using flashcards and underlining numbers on board

14 16 17 18 19 which add teen to known number


[P] Learners write down ten numbers between 1-20 in a random sequence. Learners say numbers for another learner to write down and then read back in sequence.


[I] Listening to children in short dialogues and circling the correct number [1 – 20] in response to a question





[I] [f] Listening to instructions to colour numbers on a row grid 1 - 20






[P] Listening and playing a game of ‘half’ bingo. Give each pair of learners a bingo card with numbers 1-20 on it. Call out numbers which are double the numbers learners have on their cards. Learners cross numbers which they are half the value of the number they hear.






Work with a set of number flashcards [numerals]. Learners use fingers to count as Teacher says numbers as a warmer to the song.


Sing along to song animation two or three times and then see if learners can sing song with just the music.


Moveable units/counters on the board can be used to demonstrate addition and subtraction processes.


Sums given orally for comprehension with learners writing down the answers to demonstrate understanding of what is heard.


Get one learner from each team to try and win as many points for the team as they can. Then change learners and one or two of the numbers and begin again.



Give instructions such as: Colour 3 red... OK...3 is red. Give feedback by projecting numbers coloured the correct colours.






Alternative 1:

Depending on the age of your class you can teach the numbers over a series of lessons.

Play "Put in the box"

Now get a big box of objects and make sure you have enough objects of each category for the numbers you are teaching (e.g. 3 plastic fruit,

3 cars, 3 pencils, etc.). Throw the objects all around the classroom. Then choose a student and say “Aidar, put three (pencils) in the box”. As the student picks up each object make sure everyone counts along (1… 2 … 3). Then have the student count the objects as s/he puts them in the box. Do this with everyone. Finally, for a bit of crazy fun, throw all the objects out and let everyone scramble to find, count and put all of their objects back in the box again (all at the same time!).


Write numerals 11 – 20 in sequence on a board underlining 14 16 17 18 19 to highlight pattern.


Model this task to the whole class with one learner at board.



Give learners simple 2 or 3 option multiple choice worksheet to complete.











The idea here is to simply reinforce the ‘counting’ pattern.

Give instructions like: Find number sixteen. Colour it red.



This is a challenging but fun game involving mental arithmetic. Explain to learners that they shout Bingo when they have crossed off all their numbers. Teacher needs to prepare a list of numbers that can be halved as well as a few odd ones that can’t to read out.




Math video for kids.mp4

Abacus for kids video-

Turtle Diary/.com



www.learningchocolate.com



Ten Little Numbers song

http://www.youtube.com/watch?v=BYIrkMV9uug




To reinforce work on numbers, the activity and song (1E) can be used: Primary Colours Starter, Hicks and Littlejohn (CUP 2002)



Printable Colouring numbers pages and other useful number tasks

http://www.allkidsnetwork.com/coloring-pages/Numbers.html


www.dreamenglish.com























Simple 1 -20 counting presentation

http://www.youtube.com/watch?v=6bQEpWAL7ps


Such short dialogues can be found in examples of Cambridge English Starters Listening Tests

https://www.teachers.cambridgeesol.org/ts/exams/younglearnersandforschools/ylemovers/listening





at this site, in the section : Maths/The number system/Counting there are hundreds of tasks and worksheets for practicing numbers

http://www.primaryresources.co.uk/maths/mathsB1.htm







English Primary Grade 1

Unit 2: My school

Recommended prior knowledge

UE knowledge from Unit 1: This is…. It is… My ….is. Vocabulary knowledge from Unit 1, basic colours and numbers 1-20.

Context

Having learned in Unit 1 to say names, what things are and basic colours and numbers, this unit builds on that knowledge in encouraging learners to say things about their immediate classroom environment and understand and respond to basic instructions in that environment. It also introduces for the first time an awareness of letters as ‘sound pictures’ and gets learners used to the written shape of their first name in English. The cross-curricular dimension in this unit relates to links with early literacy in other subjects focusing on recognising letter shapes as sound pictures and forming letters of regular size and shape between lines.

Outline

This language from the previous unit is woven here with new forms [nouns and imperative forms] to allow learners to participate in a growing range of instructional activities in English. Basic awareness of English as a written code is raised for the first time through simple initial letter sound picture activities and the writing of learner names. The thrust of the unit is for learners to experience a clear sense of ‘can-do’ in English by understanding and responding to spoken language in total physical response, colouring and letter recognition and copying activities.

For learners’ safety teachers should pay attention to general safety rules (“Art and Craft Safety Guide” developed by U.S. Consumer Product Safety Commission)

It is recommended to take 8 hours to cover this Unit.

Key learning objectives

1.L1 recognise short basic instructions for a limited range of classroom routines spoken slowly and distinctly

1.L3 recognise with support common names and names of places; recognise the spoken form of a limited range of everyday and classroom words

1.L9 recognise the names of letters of the alphabet

1.S1 make basic personal statements about people, objects and classroom routines

1.S3 pronounce familiar words and expressions intelligibly

1.UE1 use singular nouns, plural nouns – to talk about people and places

1.UE3 use basic adjectives to describe people and things

1.UE4 use determiners a, an, some, the, this, these to indicate what /where something is

1.UE6 use demonstrative pronouns this, these that, those to indicate things

1.UE8 use simple imperative forms [positive] for basic commands or instructions

1.UE13 use can / can’t to describe ability

1.UE14 use basic prepositions of location and position e.g. in, at, next to, near, on, to describe where people and things are; use basic prepositions of time: on, to talk about days








Learning objectives


Suggested teaching activities

Teaching notes

Learning resources



1.UE1 use singular nouns, plural nouns – to talk about people and places


1.UE14 use basic prepositions of location and position e.g. in, at, next to, near, on, to describe where people and things are; use basic prepositions of time: on to talk about days



1.UE6 use demonstrative pronouns this, these that, those to indicate things

1.S1 make basic personal statements about people, objects and classroom routines


1.UE1 use singular nouns, plural nouns – to talk about people and places

1.L9 recognise the names of letters of the alphabet


1.UE4 use determiners a, an, some, the, this, these to indicate what /where something is

1.L1 recognise short basic instructions for a limited range of classroom routines spoken slowly and distinctly

1.S3 pronounce familiar words and expressions intelligibly



1.L3 recognise with support common names and names of places; recognise the spoken form of a limited range of everyday and classroom words



Classroom objects


(D) Teacher pre-teaches using realia/visual aids:

desk chair book pen bag teacher

ruler rubber felt tip


(W) Teacher uses visuals/flashcards to prompt learners to say the words.




[W] Use a large scene card [projected] to show objects in the classroom.



[G] [f] In groups of three give learners a scene card of a school and 10 object pictures. Give instructions to learners [repeated twice] to put objects in places on scene card.



[D] Teacher presents initial letters [sounds] of classroom objects: D C B T R F N P.

Learners cut out pictures of classroom objects and stick them in ABC books and overwrite letter.


[P] Learners given a scene card of a classroom with D – P objects highlighted and decide which one is which. e.g. That’s a desk.











(P) Teacher gives each pair of learners a set of flashcards. One learner holds up a flashcard. The other learner points/indicates and says This is my book etc. Learners then swap roles.


(D) Teacher pre-teaches using realia / visual aids

computer board door window









(W) Teacher gives learners worksheet with outline images of 10 items [new words above]. Learners listen and follow colouring instructions Colour the book red, OK? Colour the book red.


(D) Teacher demonstrates using realia:

open the door close the door open the book close the book open the window close the window open the bag close the bag

point to *the door


(D) Teacher demonstrates a mime gesture to go with each of the actions above.


(W) Class is divided into two lines facing each other. Teacher gives random instructions, e.g. open the door and all learners perform the mime. Teacher gradually speeds up with instructions.


(W) Listening to and learning a simple song about the classroom.


(D) Teacher demonstrates simple routine actions to facilitate the giving of total physical response instruction sequences.

open close stand up sit down go to find

point to


(I)/(P) (f) Teacher gives instruction sequences using all language learnt so far first for individual learners to perform and then for pairs of learners to perform as part of a race.




Reinforces the use of this is and I’m in modelling these words.


Elicit words from learners and intermittently model and drill correct pronunciation for the different words.


Tell about items in the scene card to elicit names of classroom objects taught previously e.g. ‘The book is on the desk.’



Give learners time in groups to place the object before repeating the instruction. Give instructions like ‘Put the pen in the bag.’















Monitor pair work and prompt learners with initial sounds where they cannot find words.

Encourage learners to point to their own objects in this task.



Model and drill the pronunciation of these words, getting individual learners, groups and the whole class to pronounce them.








Repeat each instruction twice or more if most students are having problems performing the task.



Ensure that gestures for each different action are clearly distinct from each other and easy for learners to do.






Part of the aim of this activity is to enable students who do not understand immediately to participate by initially following other learners.




View this as a freer activity in which students just enjoy singing along and recognising some of the sounds and words they have already been introduced to.

Demonstrate these actions with two learners at the front of the class [start on chairs] who listen and then copy your actions. A typical instruction sequence might be something like this:

go to the door, open the door. close the door, go to the board, write your name, go to your desk, sit down



Alternative 1:

Play "Classroom Objects" touch

Have everyone stand up in the middle of the classroom. Teacher shouts out a word (e.g. "Touch the door!") and everyone must run to the door and touch it. This should be a quick and exciting game. After a few rounds, feel free to add other words that have been covered in previous lessons.


Alternative 2:

Do the "Colour the Room " poster

Give out the worksheets of ‘Classroom objects’ and have each student colour them in. As students are working away, circulate and ask questions (e.g. What's this? What colour is this?). When finished, get each student to show

the class their work, ask a question (e.g. what colour is the bookcase?)



Range of common object flashcards

http://www.mes-english.com/flashcards/animals.php












To help with the introduction of new vocabulary and consolidate this work, activities 1, 2 and 3 (2A) can be used: Primary Colours Starter, Hicks and Littlejohn (CUP 2002)




















Simple action flashcards

http://www.englishraven.com/flashcardsactions.html






Songs and chants (2B and 2C) can be used to support this activity and Listen, Point and say, and Listen and match activities (2B) can be used to consolidate language : Primary Colours Starter, Hicks and Littlejohn (CUP 2002)












1.UE8 use simple imperative forms [positive] for basic commands or instructions


1.S3 pronounce familiar words and expressions intelligibly


1.L1 recognise short basic instructions for a limited range of classroom routines spoken slowly and distinctly

1.L3 recognise with support common names and names of places; recognise the spoken form of a limited range of everyday and classroom words


1.UE3 use basic adjectives to describe people and things


















1.UE13 use can / can’t to describe ability


Classroom routines


(D) Teacher pre-teaches and models following action verbs with simple mime gesture

listen read write sing say look




(P) Learners in two lines facing their partner. One learner has set of flashcards above and says action verbs for the other learner to mime action. Learners then change roles.




(G) In groups of 3 or 4 learners play ‘go fish’ with sets of jumbled ‘action’ flashcards. Each learner takes turns to turn over two cards. Learners win cards if they match and correctly name action: open close sit stand listen read write sing say look go find point

[I] Listening and making actions according to teacher instructions.




(W) (f) Two teams at board in lines. Learner at the head of the line has to be first to perform action Teacher says. Score a point for the winner of each round.


Teacher models use and meaning of can / can’t to talk about ability through video presentation and demonstration with learners at front of class.


Teacher asks a learner “Can you open the door?” If the learner replies "Yes, I can" then say "Ok, go!" and the learner does the action. If the learner says "No, I can't»” Teacher says «Well, can you sing?".





Ensure that the gestures are simple, clear and distinct from each other as these gestures should become a standard part of the instructional fabric of the Grade 1 classroom.


Make sure learners understand who they are paired with in the opposite line. Different learners will be talking simultaneously during this activity but this should add to the communicative timbre of the exchanges.


This is a simple memory game where, as cards are turned over, learners build up an idea of where a matching item might be. Learners can only win cards if they correctly say the action.





Ensure that you repeat key instructions e.g. Point to the red book. Write with black pen.



This should be done at speed. A fun simple way of reinforcing the language previously covered and an opportunity to assess the extent to which students are picking lexis up.



Use a video presentation, flashcards or slide presentation that recycles classroom routine verb vocabulary


Alternative:

Simon Says

Ask everyone to stand up. Say ‘Everyone, stand up.’ Show them what you mean by standing up yourself and raising your arms. Then say ‘Everyone, sit down.’ and demonstrate in the same way as before. Continue this a few times before introducing new actions. These should be actions that they will need to perform throughout the year such as; ‘Put your hand up’ ‘Open your book’ ‘Close your book’ ‘Open your bag’ etc Then go back to the original ‘Stand up’ and ‘Sit down’ to introduce Simon Says. Say ‘Listen’ and put your hand to your ear to demonstrate this very useful instruction! ‘Simon says stand up’ then make a show of standing up. Say ‘Sit down’. When they start to sit down say ‘No, and signal for them to stay standing up. Then, while emphasizing the first two words say ‘Simon says sit down’ and actually do it yourself to demonstrate that it’s now OK for them to sit down too. Continue like this a few times before moving on to the other actions. To begin with you can do the actions at the same time and gradually they can do them from just hearing you say them. The objective here is not to get a winner but for all the children to get used to these instructions.



Action verbs

www.kidsgoflash.com



Talking flashcards

www.esl-kids.com





www.learningchocolate.com












Use the activities in 2C, 1 and 2 to reinforce this focus of instructions in the classroom: Primary Colours Starter, Hicks and Littlejohn (CUP 2002)





www.slideshare.net/yojelen/cancant





1.S1 make basic personal statements about people, objects and classroom routines


1.UE3 use basic adjectives to describe people and things












Describing things


(D) Teacher demonstrates big/small using projected visual images. Teacher models: It’s a big/small ...’ e.g.

It’s a big chair. It’s a green chair.


(W) Teacher nominates a learner to say what projected image is.


(G) Each group is given a bag and blindfold. In the bag are some ‘feely’ numbers, consonant letters [above] common objects [pen chair (toy} bag]. These items are different sizes [big or small].


Learners take turns to be blindfolded and pull out a few objects and say what they are e.g. It’s a big 3, It’s a small ‘p’ [sound]. It’s a big pen etc.



(W) Teacher takes a full bag, pulls out an object and nominates a learner to say what it is (including colour or size) e.g. It’s a small /red pen.



(I) (f) Two objects from the bags are placed in front of every Learner. Every learner stands. Teacher nominates one to begin. Learner says what objects are. If correct, sits down. If not, remains standing and passes object[s] he/she could not describe to next learner. Game continues until no one left standing.



Note that at this stage such activity is still done without asking questions. It’s done rather by eliciting using prompts and revealing parts of the target answer where learners are struggling.




Mix as much realia as you can in with number/letter shapes to provide variety but only of lexical items already known to students from units/lessons above.



Remember to consistent with letters. Learners do not know letter names yet [only letter sounds] and to slip into using letter names would be confusing.



This formative assessment strategy is similar to the idea of ‘exit passes’: you only get out if you can. Use ideas like this regularly as warmers and fillers to monitor progress.


Alternative:

Introduce the adjectives

First start by drawing two lines vertically down the board so you divide the board into three equal sections. Then do the following for each set of adjectives:

big / small: in the first section draw an apple (as shown below). Elicit "apple" and write "an apple" under the picture. Then, in the second section, draw a really big apple – fill up the whole section. Teach / Elicit "big" and write "a big apple" under the picture. Finally, draw a really small apple in the last section, teach / elicit "small" and write "a small apple".

Chorus each of the phrases three times. Then erase the pictures of the big and small apples. Invite one student up to the board and pointing in the middle section say "draw a big apple". Then invite another student up and say "draw a small apple" pointing at the last section. Give each student a round of applause.



Teacher clip [realia]

http://www.youtube.com/watch?v=uQk3aCJayuY


Color song

www.learningchocolate.com


Adjectives

www.MagicPathshala.com



House song

http://www.youtube.com/watch?v=jUNTMKpoLAI



English Primary Grade 1

Unit 3: My family and friends

Recommended prior knowledge

Personal pronouns I am He/she/it is possessive adjectives my his her, numbers 1 – 10 to talk about age from Unit 1, initial consonant letters, adjectives big small from Unit 2

Context

In this unit learners are introduced to vocabulary through visuals and songs which relates to familiar environments beyond the classroom. Learners learn to make basic statements about themselves, their home, family and routines The emphasis in this unit shifts from instructional language activity towards making and responding to basic statements and responding to simple questions. The cross-curricular element in this unit relates to understanding and talking about kinship.

Outline

This unit involves learners making things which allow them to begin to talk about their wider environment of friends, family, home and school and home activities on different days of the week. The language of previous units is consolidated and reworked here and letter forming and recognition skills are extended. Learners are introduced to direct questions and confirming and correcting language exchanges for the first time.

For learners’ safety teachers should pay attention to general safety rules (“Art and Craft Safety Guide” developed by U.S. Consumer Product Safety Commission)

It is recommended to take 8 hours to cover this Unit.

Key learning objectives

1.L3 recognise with support common names and names of places; recognise the spoken form of a limited range of everyday and classroom words

1.L9 recognise the names of letters of the alphabet

1.S1 make basic personal statements about people, objects and classroom routines

1.S3 pronounce familiar words and expressions intelligibly

1.S5 use words in short exchanges

1.R1 recognise sound and name the letters of the alphabet

1.R2 recognise initial letters in names and places

1.UE1 use singular nouns, plural nouns – to talk about people and places

1.UE3 use basic adjectives to describe people and things

1.UE4 use determiners a, an, some, the, this, these to indicate what /where something is

1.UE7 use personal subject and object pronouns to give basic personal information

1.UE11 use there is / there are to make short statements and ask questions

1.UE14 use basic prepositions of location and position e.g. in, at, next to, near, on, to describe where people and things are; use basic prepositions of time: on to talk about days










Learning objectives

Suggested teaching activities

Teaching notes

Learning resources


1.UE7 use personal subject and object pronouns to give basic personal information


1.S5 use words in short exchanges





1.S1 make basic personal statements about people, objects and classroom routines




1.S3 pronounce familiar words and expressions intelligibly



1.UE7 use personal subject and object pronouns to give basic personal information

1.UE1 use singular nouns, plural nouns – to talk about people and places



1.L3 recognise with support common names and names of places; recognise the spoken form of a limited range of everyday and classroom words


1.UE7 use personal subject and object pronouns to give basic personal information


1.S3 recognise and identify some familiar sight words from local environment


1.UE4 use determiners a, an, some, the, this, these to indicate what /where something is


1.S1 make basic personal statements about people, objects and classroom routines 1.S3 pronounce familiar words and expressions intelligibly

Family and friends


(D) Teacher demonstrates with a small circle of learners:

I’m… You are… She is.... He is… and

Yes that’s right / No....


(W) Teacher pre-teaches boy/girl. Teacher projects visual of children [boys and girls] of different sizes, wearing age badges, with initial letter for name etc. Teacher elicits agreement or correction from different learners around the class.


(G) Learners put on name badges from previous lesson and stand in circle [5-6 learners]. One learner starts to make statements about others [name, age, size, boy/girl etc.] in the group [others agree or correct]. When a learner corrects, it’s then their turn to make the next statement.


(W) All learners stand in large circle. One learner, in middle, is blindfolded. Teacher nominates one or two learners to say something in a funny voice e.g. I’m BIG and learner in middle has to point and say: You’re...[learner’s name].


Once learners are used to the activity have several learners saying things at the same time.


(D) Teacher demonstrates personal pronoun ‘they’ referencing to learners in class and classroom objects e.g. They’re 7 [2 learners] They’re red [2bags] They’re friends [3 learners] and pre-teaches brother, sister, friend.


(I) Learners listen to Teacher describing and identify who brothers and sisters are on a worksheet – matching by drawing lines [Characters on worksheet all wearing T-shirts with first letter of their name on].


In feedback, project image to board and ask learners to identify characters. She is his sister. He is his brother.

(D) Teacher models. That’s right, they’re brothers etc.



(D) Teacher uses own family silhouette picture [made earlier] to demonstrate what to do in next activity and pre-teach mum, dad, granny, granddad, dog, cat, car, house and reinforce brother and sister.


(G)(I) Learners work within their groups to make a family silhouette picture. Each group is given four silhouette sheets [showing adults, children, babies] [houses flats cars] [different dogs and cats]. Learners cut out images and stick on card to make a silhouette image of their family.


(G) Learners practice telling other members in the group about their family pointing to images in picture.

This is my mum. Her name is ... etc.


(W) (f) Teacher nominates learners to come to front to introduce their family through their picture.


(W) Listening and singing along to an animated song about family.



After modelling yes that’s right / no a few times, Teacher encourages learners to take on this role in response to prompts.



Initially point clearly to characters e.g. This boy Tom is 10 but gradually require learners to rely more on your language to make connections: Rick is a girl.




Make it clear to learners through modelling and examples that this activity relies as much on saying what is not true as what is true.




The use of funny voices in such activities is an important part of children exploring the affective dimensions of language. If learners are slow to get started with this encourage them to mimic the voices you make.





Try to be consistent in the use of spoken contracted forms with subject pronouns and forms of ‘be’ to get learners used to one form [sound] at this stage.



Design a worksheet with cartoon figures with similarities/family traits.


Again, rather than asking questions, elicit answer by pointing to a character and beginning sentence ‘She .......’ that learners then complete.






Make/make-up a full silhouette picture that gives you plenty of detail to demonstrate/model from.




Encourage learners to share cut-out sheets and recycle images between groups where necessary.


Model again for each group to get learners started in describing silhouettes to each other.



Nominate a stronger learner first to model/reinforce for others what the activity involves and details to be described.


Play song through first and then focus learners on chorus line before playing again.



Alternative 1:

Do "Teacher's Family Photos Time" activity

If you can bring in photos of your family, this is a great activity to do. Also try to encourage your students to bring in photos of their family - you'll need to arrange this with the parents before the lesson. If you can't bring in photos, see the alternative below. Draw 7 squares on the top of your board in a row (see image below). Hold up a photo of yourself and ask "Who is this?". Elicit that it is you, stick the photo inside the middle square and write your name under the photo.

Next take out another photo (e.g. your father) and again ask "Who is this?". Elicit and teach the family vocab and stick the photo in one of the squares and write the word (e.g. "father") under the photo. Do for all of the following: father, mother, brother, sister, grandfather, grandmother - you may not have some of these family members, but for the sake of this lesson, use photos of friends, etc., and pretend they are your brother, grandmother, etc.


Alternative 2:

Make "My Family Tree" Posters

Give out a piece of coloured construction paper / card to each student. They are each going to make a family tree poster of their family. Begin by demonstrating the activity - with a green and brown crayon draw a large tree, filling up the whole piece of paper. At the top write in large letters "My family". Then, either stick your photos family photos onto the tree or draw pictures of your family (grandparents at the top, next your parents and you and your siblings at the bottom). Finally, under each family member photo/picture write the vocab (grandfather, mother, etc.).

Now get your students to do the same. If they brought in photos they can use them on their poster - if not, encourage them to draw pictures of their family members. Students can copy the words from your poster (display it clearly). Finally, have each student pin their poster to the walls of the classroom. Ask each student questions (e.g. Is that you mother? What is your brother's name? How old is your sister?).
















Cartoon family visual resources

http://depositphotos.com/8094250/stock-illustration-cartoon-family-icon-set.html































Family Song

http://www.youtube.com/watch?v=GiRUF7hvWuM



1.S3 pronounce familiar words and expressions intelligibly


1.UE11 use there is / there are to make short statements and ask questions

1.L3 recognise with support common names and names of places; recognise the spoken form of a limited range of everyday and classroom words 1.UE11 use there is / there are to make short statements and ask questions

1.S1 make basic personal statements about people, objects and classroom routines


1.UE3 use basic adjectives to describe people and things


1.UE11 use there is / there are to make short statements and ask questions



1.L9 recognise the names of letters of the alphabet



In my house

(D) Teacher uses visual of a house on board and elicits vocabulary items as they are added to picture. a door 3 windows a black cat 2 big red chairs mum and dad and a baby a small desk a TV. Use demonstration to model In this house There is There are

(W) Nominate a pair of learners to come to board and give them above objects to place in house. Learners say what There is in house as they add images – possibly with help from rest of class.


(I) Learners listen to Teacher describing what’s in a house and tick on a visual worksheet the things that are in the house and put a cross next to things that are not described.


(P) Each learner is given a worksheet with two empty house outlines on it. In house A, learners are asked to draw eight things to describe in English to another learner e.g. a big window…two yellow bags.

Learners take turns to describe what there is in their house A for the other learner to draw in their house B. Learners compare pictures when both have described their house.

[W] Ask two learners to come to the board and when you say a house word, say letter name or sound initial letter, they show the initial letter.



(D) Teacher models pronunciation and accompanying head gestures for yes and no.


(I) (f) Learners are given a worksheet with numbers 1-8 written on it and next to each number are the words: yes / no. Teacher now asks eight is there / are there questions about learners’ home/family. Learners circle yes/no in response to the questions. e.g. Is there a computer in your house? Is there a baby in your house? Are there any cats in your house?


Note that nearly all the vocabulary here is recycled from previous units as the primary focus of this section is to focus on the new structure: There is / There are

Again be consistent in your use of the contracted form: There’s.


Encourage learners to say words as they place objects in the house. You can change sets of images to extend this activity meaningfully.


Make sure that some of the things you describe differ in some detail [colour number size etc.] from what is represented on the worksheet.


Ensure that learners work independently without other learners seeing what they are doing. Also ensure that learners only draw initially in the one box.

Give clear demonstration of what to do by modelling activity with a learner at the board.

Giving exaggerated gestures of nodding and shaking head will help Learners remember words and phrases.


Learners may already be familiar with these words from signs or the school/ wider environment. Treat these words as sight words for learners to remember. There is no need to either sound or spell them at this stage/for this activity.

In this activity learners are being asked to make the leap from the classroom world to say something real about their world [home/ house]. Use a blank visual to represent a house for this activity and emphasize your in the questions.





http://www.youtube.com/watch?v=jUNTMKpoLAI







To reinforce words relating to the home and objects in the home, activities from 4C can be used: Primary Colours Starter, Hicks and Littlejohn (CUP 2002)





















1.UE14 use basic prepositions of location and position e.g. in, at, next to, near, on, to describe where people and things are; use basic prepositions of time: on to talk about days














1.L3 recognise with support common names and names of places; recognise the spoken form of a limited range of everyday and classroom words


1.R1 recognise sound and name the letters of the alphabet


1.R2 recognise initial letters in names and places


1.S3 pronounce familiar words and expressions intelligibly



1.S1 make basic personal statements about people, objects and classroom routines


1.S3 pronounce familiar words and expressions intelligibly


1.UE14 use basic prepositions of location and position e.g. in, at, next to, near, on, to describe where people and things are; use basic prepositions of time: on to talk about days




For prepositions of location and yes/no question practice Teacher can use learners’ pictures of the rooms in their houses. Teacher invites a learner to the board, hangs his picture on the board and asks him to hide, for example, a pen in his room. He should put it in a difficult-to-find place (e.g. on a lamp, behind a curtain, etc.). Then Teacher asks yes/no questions to locate it (Is it on the desk?, Is it near the desk? Is it in the front half of the room? Is it under the chair? etc.). When Teacher finally finds it, a learner takes the questioner's role.






Days of the week


(W) Listening to and singing along to a ‘Days of the Week’ song.


(W) Focusing on the initial letter sound of the days of the week. Learners practise overwriting capital letters M T W Th F S S [upper case letters] – initial day of week letters.



(W) Teacher holds up initial letter to elicit day of week from learners that it stands for.




(G) Learners given jumbled initial letter cards of days of week and have to put them in order.



(G) Learners make a Days of the Week collage. Teacher provides learners with a week calendar, glue/tape and a range of different images to cut out and stick on different days [images e.g. school subjects/activities, shopping, special foods, football, cinema, cleaning, TV etc.].


(I) (f) Learners stand in front of collages and say, when nominated, e.g. Saturday is football day. Tuesday is English day etc.

Teacher asks learners Yes or No questions about their Week collage. For instance if the class studies English on Wednesdays, Teacher says “You have English on Tuesday. Yes or No?” [No, on Wednesday] , “You go to school on Sunday. Yes or No?” [No, on Monday]




(W) Reprise of the Days of the Week song, getting different groups in the class to sing different parts.



In a large class try having learners play in pairs.

















There are many different Days of the Week songs. You may choose to play one or more to practise the language.


Again there is no need to make a formal distinction here between upper and lower case letters. Learners are simply presented with the upper case letter to overwrite. Th is given as typical initial letter for Thursday not just to distinguish it from Tuesday but because Th is initial sound.








The aim here is that the ordered sound picture sequence will serve as an aid to memory and recall.





This is a freer activity. The images may or may not contain English words common in learners’ environment e.g. names of stores or food outlets.


Getting different groups to perform different parts of the song allows you to introduce different affective elements into it [quietly, loudly, with / without gesture etc.] at different times.



Alternative 1:

Play "Put the days in order"

Before class, prepare some colored rectangles of card and write the days of the week in thick marker pen on each rectangle of card. You’ll be putting students in pairs so make enough sets for each pair. Also, if each day can be written on a different coloured card it will help the students to quickly identify each day. Put your students in pairs and give each pair a set of mixed up cards. By referring to the calendar, have the pairs put the days in order on the floor or table. Then get everyone to touch each card and repeat after you as you chorus the days of the week paying special attention to the fist letter of each word (e.g. "Th" for "Thursday"). Run through a few times, getting faster and faster. Finally, get the pairs to mix up the cards and tell them they are going to race to see which pair can put their cards in order first. Say "Ready, steady, go!" and let the students put the cards in order. The winner pair finished first with the correct order.



Alternative 2:

Play "Wall Touch"

Give each pair some Blue-Tak or something to stick the cards on the wall with. Ask everyone to randomly stick the cards all over the walls around the room. Then bring everyone into the middle of the room. Shout out "Monday" and everyone has to race over to a Monday card and touch it. Then "Tuesday" and so on (in the correct order) until you make it through all the week days. Play another round, this time faster!




















Days of the Week song

http://www.youtube.com/watch?v=OPzIbbvoiMA

or

http://www.youtube.com/watch?v=941e6RnP4EQ



Primary Colours Starter, Hicks and Littlejohn (CUP 2002)











https://www.youtube.com/watch?v=3qIcu_RWuv0





English Primary Grade 1

Unit 4: The world around us

Recommended prior knowledge

Vocabulary from previous three units: There is/There are structure and use of plural forms from Unit 3.

Context

Learners continue in this unit to use craft, display, mimicking and movement activities to explore aspects of their world but here the contexts are extended to include aspects of the natural and demographic environment they live in. The cross-curricular links here are to aspects of geography relating to weather, seasons and types of terrain and habitat and to themes of cultural identity and international words.

Outline

A lot of new vocabulary is introduced in this unit but words are recycled extensively across different lessons. No new structures are introduced but structures and phrases Learners have already seen are reinforced in these new contexts. As in the previous unit, Learners are encouraged to use language meaningfully through activities such as categorising and sharing what they know of the world around them.

For learners’ safety teachers should pay attention to general safety rules (“Art and Craft Safety Guide” developed by U.S. Consumer Product Safety Commission)

It is recommended to take 8 hours to cover this Unit.

Key learning objectives

1.L1 recognise short basic instructions for a limited range of classroom routines spoken slowly and distinctly

1.L3 recognise with support common names and names of places; recognise the spoken form of a limited range of everyday and classroom words

1.L4 recognise with support short basic questions about what something is

1.S1 make basic personal statements about people, objects and classroom routines

1.S3 pronounce familiar words and expressions intelligibly

1.S5 use words in short exchanges

1.R1 recognise sound and name the letters of the alphabet

1.R2 recognise initial letters in names and places

1.R4 use the alphabet to place the first letters of word in alphabetical order

1.UE3 use basic adjectives to describe people and things

1.UE7 use personal subject and object pronouns to give basic personal information

1.UE11 use there is / there are to make short statements and ask questions

1.UE13 use can / can’t to describe ability

1.UE14 use basic prepositions of location and position e.g. in, at, next to, near, on, to describe where people and things are; use basic prepositions of time: on to talk about days














Learning objectives

Suggested teaching activities

Teaching notes

Learning resources



1.S3 pronounce familiar words and expressions intelligibly


1.S5 use words in short exchanges



1.L1 recognise short basic instructions for a limited range of classroom routines spoken slowly and distinctly


1.S3 pronounce familiar words and expressions intelligibly


1.L3 recognise with support common names and names of places; recognise the spoken form of a limited range of everyday and classroom words


1.R1 recognise sound and name the letters of the alphabet












1.UE13 use can / can’t to describe ability


Animals


(W) Learners listen to animal noises and write a number next to animal picture on worksheet that noise corresponds to.


(D) Teacher uses visuals and puppets/toys to model and practise animal names


dog cat chicken sheep cow bee duck monkey


(W) Nominate learners in turn to do animal mimes or make animal noises. Other Learners have to shout the name of the animal.



(I) (f) Teacher gives learners worksheet with animal outlines to colour. Learners listen and colour animals according to Teacher instructions e.g.

Colour the monkey blue and red. That’s right. The monkey is blue and red.


(W) Listening to and singing along with the song ‘Old Macdonald’. Teacher pre-teaches any unknown animals in the version of the song.



(P) Learners given worksheet with silhouettes of animals. Teacher says e.g.

Number 1: Its small yellow and black. [bee] Number 2: It’s black and white. [zebra]

Learners write number next to matching animal.


Learners put on masks of animals. Teacher gives each learner the same amount of toy money at the start. Have the learners/animals bet each other that they can't do something - like this: make each learner stand up and walk around. Have them say, "I bet monkey can't (e.g. jump, run around the room 5 times, sing the ABC song. etc.)". Get the learners to bet using the toy money.



(P) Learners work in pairs to make an animal mobile (with split pins] and the initial letter shape of the animal name to hang below it. Learners colour the letter same colour as the animal.



This activity is a language free warmer to provide context for the language focus of the lesson.


Model and help learners distinguish between the pronunciation of ‘ch’ and ‘sh’.


Give as many learners as possible the opportunity to participate in the fun physicality of this activity by keeping the pace lively. An extension/variation could be having a group of learners in a line performing gestures and then asking other learners to remember what animals they were.


Repeat and rework language 2 or 3 times in giving instructional language.






Pre-teach any unknown animals and ask learners what noises they think the animals make.



There is no writing involved in this task – just the matching of a number to an image.








Display and hang the mobiles and refer to in subsequent lessons as a form of ‘exit pass’ for learners. Name the animal and you can go.


Alternative:

Play "Flashcard touch" and "The missing flashcard" game

Put the animal toys away. Keep the flashcards on the floor. Tell your students to sit around the flashcards on the floor (or on a table) and to put their hands up in the air. Say a flashcard (e.g. "pig") and students have to quickly touch the correct card. Play a few rounds. After that, tell your students to close and to cover their eyes. Turn over one of the cards. Say “Open your eyes”. The students have to shout out the missing card.



Different animal sounds can be downloaded from www.findsounds.com


Flashcards can be downloaded from www.esl-kids.com/flashcards

www.AnimalDottodots.com


Farm Animal Song for Kids

www.youtube.com







Old Macdonald song

http://www.youtube.com/watch?v=7_mol6B9z00




game board animal

www.bogglesworldesl.com

Animals can/can’t

https://en.islcollective.com/resources/projectables/powerpoints_ppt_pptx/cancant_ppt/modals-animals-elementary/40530




Mobile and craft resources

www.4kraftykidz.com

www.kidscanhavefun.com

www.wikihow.com





1.S3 pronounce familiar words and expressions intelligibly


1.UE3 use basic adjectives to describe people and things



1.UE7 use personal subject and object pronouns to give basic personal information


1.S5 use words in short exchanges



1.L3 recognise with support common names and names of places; recognise the spoken form of a limited range of everyday and classroom words

Hot and cold


(D) Teacher demonstrates and drills different weather adjectives:


hot, cold, rainy, wet, cloudy, sunny, windy, snowy


(W) Teacher shows weather visuals and elicits weather description from learners: e.g. It’s cold and cloudy.


(W) Learners hear sounds relating to weather conditions and Teacher elicits what the weather is ’It’s…’


(P) Learners in pairs play a memory game of ‘Go Fish’. Learners take turns to turn over two images and then turn them back over. Learners are looking for / need to remember images that both indicate a weather condition, e.g. umbrella / raincoat [It’s rainy].



(W) Listening to, learning and singing along to an animated nursery rhyme relating to weather: Rain, rain, go away



Use projected flashcards to demonstrate words.





Model and drill linking of final consonant + vowel sound in cold and wet and intrusive /j/ in rainy and windy.


Alternative:

Talk about the weather outside

Motion for your students to come over to the window (or even outside). Say a few times "How’s the weather?", "Look outside". Elicit from the class the weather and if it’s hot or cold (you can also teach "warm" if necessary). E.g. "It’s cloudy and rainy and cold". Then ask each student in turn “How’s the weather?” and encourage them to reply.

Alternative 2:

Play Flashcard Basketball

Students, in teams, take shots with a ball (or a scrunched up piece of paper) at a trash can/box/etc. First show a flashcard to student 1. If s/he answers correctly then s/he can have a shot at the basket. If the student gets the ball in the basket then s/he wins 2 points. If the student hits the basket without going inside then s/he wins 1 point. The team with the most points is the winner.













English vocabulary-Weather mp.4

www.learningchocolate.com

How’s the weather and cartoon for kids

www.dreamenglish.com







A good resource for weather sounds:

http://www.bbc.co.uk/schoolradio/subjects/earlylearning/stimulussounds/programmes/inside_sounds





Rain, rain go away song:

www.youtube.com/watch?v=KAYZo8a8AHg





1.S3 pronounce familiar words and expressions intelligibly





1.UE11 use there is / there are to make short statements and ask questions


1.R1 recognise sound and name the letters of the alphabet


1.R2 recognise initial letters in names and places


1.R4 use the alphabet to place the first letters of word in alphabetical order



1.L4 recognise with support short basic questions about what something is



1.S1 make basic personal statements about people, objects and classroom routines


1.UE14 use basic prepositions of location and position e.g. in, at, next to, near, on, to describe where people and things are; use basic prepositions of time: on to talk about days



In Kazakhstan


(D) Teacher pre-teaches using large wall display visual

(in) the mountains, (in) the forest, (on) the plain

(W) Elicit from learners first sound of names of following words by showing visuals with first sound [letter missing]

[f] orest [m]ountains [p]lain

[l]ake etc. Choose other words from local context.

Learners draw a picture of something that begins with the letter of the alphabet, cut pictures from old magazines and glue them onto each page, or use photographs of places in Kazakhstan.


G] Learners close their alphabet books and are given ten words to put in alphabetical order.


(G) Teacher gives different groups different animal cut-outs e.g. monkeys, cows, tigers, foxes, wild dogs, sheep, ducks, camels, elephants etc. Learners divide animals into two groups: animals in Kazakhstan/animals not in Kazakhstan. Learners given worksheet with Kazakhstan flag YES column / Kazakhstan flag NO column.

(W) Teacher asks, projecting visuals, e.g. Are there monkeys in Kazakhstan? Groups with visuals say: Yes, there are, No, there aren’t.

(G) Learners then colour animal cut-outs, cut-out initial letter of animal name and decorate with anything they choose to cut out and stick from Kazakh magazine pages each group has been provided with.

(I) Learners then bring animals to display wall. Teacher asks Are there sheep in Kazakhstan? [Yes] Where? In the forest? [No, on the plain]

(G) Learners are then given a range of weather image cut-outs and decide which ones best match the weather today in Kazakhstan. Teacher reminds learners of weather words. Learners place these weather cut-outs on the class display picture.

(I) (f) Learners take turns to come to display wall and say something about it e.g. There are foxes in the mountains. It’s cold and windy today.




The overall aim of this lesson is to produce a highly colourful and attractive collage for the classroom wall which will be a valuable resource for revising language in future lessons.


Choose iconic recognisable brands [chains] and words used in the local environment.



Help your child print a letter of the alphabet on each page of a small notebook, or use loose sheets of plain or colored paper




Encourage creativity by showing learners a decorated cut-out animal that you made earlier.

















Allow learners to take responsibility for the placing and sticking of their cut-outs in the overall class image.





Do not be prescriptive about what learners say at this point. Welcome all contributions.



animal finger puppets cut outs
http://www.users.waitrose.com/~1stprestrainbows/crafts.htm




Crafts (spring)


www.enchantedlearning.com















You can find useful weather image / craft resources at www.dtk-kids.com/crafts/weather















English Primary Grade 1

Unit 5: Travel

Recommended prior knowledge

Vocabulary relating to simple actions: ride wash go is revised and extended. Use of possessive adjectives and short do /don’t answers.

Context

This unit encourages learners to share their own personal narrative about their daily routine and how they do things, as well as the narrative of fictional characters through song, mine, movement and stories. The cross-curricular links relate to means of transport and staying safe.

Outline

The new language in this unit relates to words for types of transport and locomotion and prepositions of place. The use of present simple forms is extended in talking about daily routines/actions and learners take part in short statement-response and question-response exchanges.

For learners’ safety teachers should pay attention to general safety rules (“Art and Craft Safety Guide” developed by U.S. Consumer Product Safety Commission)

It is recommended to take 8 hours to cover this Unit.

Key learning objectives

1.L1 recognise short basic instructions for a limited range of classroom routines spoken slowly and distinctly

1.L2 recognise with support a limited range of basic common personal questions spoken slowly and distinctly

1.L3 recognise with support common names and names of places; recognise the spoken form of a limited range of everyday and classroom words

1.L4 recognise with support short basic questions about what something is

1.L5 recognise the sounds of phonemes and phoneme blends

1.S1 make basic personal statements about people, objects and classroom routines

1.S3 pronounce familiar words and expressions intelligibly

1.S5 use words in short exchanges

1.R4 use the alphabet to place the first letters of word in alphabetical order

1.UE5 use interrogative pronouns which, what, where, how to ask basic questions

1.UE8 use simple imperative forms [positive] for basic commands or instructions

1.UE9 use common present simple forms [positive, negative and question] to give basic personal information

1.UE13 use can / can’t to describe ability

1.UE14 use basic prepositions of location and position e.g. in, at, next to, near, on, to describe where people and things are; use basic prepositions of time: on, in to talk about days and time; use with to indicate accompaniment










Learning objectives


Suggested teaching activities

Teaching notes

Learning resources



1.S3 pronounce familiar words and expressions intelligibly


1.S5 use words in short exchanges



1.L4 recognise with support short basic questions about what something is





1.UE5 use interrogative pronouns which, what, where, how to ask basic questions


1.S1 make basic personal statements about people, objects and classroom routines


1.L1 recognise short basic instructions for a limited range of classroom routines spoken slowly and distinctly

Getting to school


(D) Teacher demonstrates and drills pronunciation for types of transport: bus car bike school bus tram [walking] train using visuals and actions.


(W) Teacher plays sounds and learners say where people are, e.g. [bus bell rings]. Learners answer a bus Teacher drills: That’s right. They’re on a bus.


(W) Teacher projects visuals of different means of transport around an image of a school. Teacher asks each learner to write the first letter of their name and come to board and stick it on transport they use. Teacher then asks e.g. Does Kira ride a bike to school? Learners give answer.


(I) (f) Learners then nominated individually to ask a question [as above] to the whole class.


(W) Learners given a worksheet [tally chart] with different means of transport on. They mingle and try and complete their class transport survey by asking e.g. How do you get to school? and put a tick next to the means of transport each learner indicates.


(W) Teacher then asks: How many learners walk to school? etc. Learners answer on basis of their class survey [tally chart].




(I) (f) Listening and putting objects on and colouring different parts of a getting to school transport scene card. Write number 10 on the bus. Colour the bike blue. Put the cat in the car.




In drilling, isolate initial sound or blend for learners to say hear clearly and say in isolation before saying as part of the whole word.


Collect as many different relevant sounds as you can to give all learners a chance to participate by responding when nominated.










Where learners struggle to formulate a question, prompt by giving opening word/s of question.

Monitor to ensure learners attempt to formulate question with each Learners they encounter.





As a follow-up to the lesson, produce a large display tally chart for the wall for future reference.




Ask learners to put their names on this task and collect in in order to assess just how much language each Learner is processing correctly.






Transportation Song

www.kidsinglish.com


















Tally chart worksheets can be downloaded from

www.turtlediary.com




1.S3 pronounce familiar words and expressions intelligibly


1.R4 use the alphabet to place the first letters of word in alphabetical order


1.S5 use words in short exchanges



1.L2 recognise with support a limited range of basic common personal questions spoken slowly and distinctly


1.UE9 use common present simple forms [positive, negative and question] to give basic personal information




1.S3 pronounce familiar words and expressions intelligibly


1.UE13 use can / can’t to describe ability


This is the way …


(D) Teacher demonstrates and drills action words related to getting ready for school in the morning

brush, wash, drink, pack etc.

(G) Ask learners to put out action words in alphabetical order using second letter where first is the same.



(W) Learners listen, perform gestures and sing along to the This is the way song.



(W) Teacher show visuals and asks learners about how they do things, e.g. Do you brush your teeth this way or that way? [visual shows up and down and side to side].




(D) Teacher demonstrates with a learner a short exchange with ‘Me too’ / ‘I don’t’ with above actions.


(P) (f) Each pair is given a set of cards showing actions done in different ways from previous activity. Learners take turns to turn over a card and comment, e.g. I wash my face this way. The other learner responds, e.g. Me too or I don’t… I wash my face this way [performs gesture].


(W) Reprise of the song This is the way. Perhaps introduce other verses related to transport actions looked at in the opening section of the unit.


P] Give learners worksheet with images of different abilities [common verbs in different ways – brush teeth, wash face, get up etc.] Learners tick what they can do and put a cross against what they can’t.

[W] Teacher then asks questions around the class about what learners can do e.g.

Can you get up this way?

Can you get up that way?




Project flashcard animations.





Get learners to perform gestures with you and the animation as they sing along.


To make this activity work, clear visuals showing different ways of doing daily things are needed e.g. breakfast in bed / at table watch TV on floor / on sofa put on trousers one leg /two legs at a time brush teeth side to side / up and down etc.







Do not be too prescriptive about how learners communicate how they do things to each other. Possibly introduce a further plenary checking stage where you ask one learner how his/her partner does something. e.g.

Kim, does Hara wash her face like this?


If you adapt the song for transport actions, have a group of learners stand in line at the front of the class so that they can perform gestures.











Model question and answer sequences with one or two learners before the activity starts.









This is the way song

www.youtube.com/watch?v=poO40B4fPzg





















This is the way we go to school song
http://www.youtube.com/watch?v=fsIb5L0_pGY


Daily routines flashcards

https://learnenglishkids.britishcouncil.org/en/flashcards/daily-routines-flashcards




1.S3 pronounce familiar words and expressions intelligibly


1.L3 recognise with support common names and names of places; recognise the spoken form of a limited range of everyday and classroom words


1.UE8 use simple imperative forms [positive] for basic commands or instructions

1.L1 recognise short basic instructions for a limited range of classroom routines spoken slowly and distinctly


1.UE14 use basic prepositions of location and position e.g. in, at, next to, near, on, to describe where people and things are; use basic prepositions of time: on to talk about days


1.UE5 use interrogative pronouns which, what, where, how to ask basic questions


Where is it?


(D) Teacher demonstrates and drills basic prepositions of place: in, on, under, next to, in front of, behind using visuals at board.


(I) Learners given worksheet and tick the correct option of three according to Teacher’s descriptions. e.g. There are two black cats under a chair.







(G) Teacher nominates one learner per group for each round and gives Total Physical Response instructions for learners who start on chairs at front of class to follow e.g. Stand behind your chair and put your pen on your chair. First learner to complete each round’s instructions wins a point for his/her team.






(W) (f) Teacher projects images which learners have to scan to identify a detail and answer Teacher’s question e.g. Where’s the letter ‘p’ [sound]? Learners shout out e.g. Under the table.





(P) Learners in pairs are given a street scene card and ten objects to place on it, according to Teacher’s instructions, e.g. Put the bike next to the tree.


(P) Learners given information gap picture activity [picture A and picture B]. Learners ask e.g. Where’s the car? and draw information on their picture according to the information they are given.



Use animation flashcards, realia or both.




No writing is involved in this activity – just the identification and matching of descriptions to images.


Prepare instruction sequences of about 5 or 6 instructions for each race. Keep team scores on the board.


To revise vocabulary from previous units and to reinforce use of the question “Where is…?” use the activities in 4C








Use an image with plenty of detail in it.




Some prepositions (behind, in front of, next to) can be drilled via the song







Getting Learners to do this activity in pairs builds in a checking element to the task as Learners can use each other as a sounding board.


You will need a classic information gap activity which indicates to students which information they need to ask for too.



Alternative:

Play "Prepositions Pictionary"

For smaller classes you can play this on the board – larger classes can use paper to play in groups. Start by modelling the activity. Bring a student up to the class. Say "Draw a cat on a car". The student has to draw the picture. Then get the student who drew the picture to say a new sentence and another student to draw the picture. Keep playing so that everyone has a chance to draw and say a sentence.















Primary Colours Starter, Hicks and Littlejohn (CUP 2002)




Song “In On Under”

www.busybeavers.com









Song “In On Under”

www.busybeavers.com




1.L3 recognise with support common names and names of places; recognise the spoken form of a limited range of everyday and classroom words


1.L5 recognise the sounds of phonemes and phoneme blends


1.L1 recognise short basic instructions for a limited range of classroom routines spoken slowly and distinctly

1.L4 recognise with support short basic questions about what something is



1.L3 recognise with support common names and names of places; recognise the spoken form of a limited range of everyday and classroom words


1.S5 use words in short exchanges


1.S3 pronounce familiar words and expressions intelligibly

The big red bus


(W) Use a big book or project images and tell the story of the bus. Repeat the story.


(G) In small groups, learners given an image of the bus and cut-outs of key characters. Check learners are familiar with all names.









(W) Share characters out among the group and then give instructions to colour/add detail to them.



(W) Teacher relates an event from the story and then asks a question: Where’s … now? Learners move the characters.






(G) Display the images of the bus in a sequence along a wall. Recount a part of the story and ask learners from one group to stick the characters in the right place.






(W) (f) Retell the whole story with the class, prompting with the first word to elicit details.



(W) Learners listen and sing along to an animation of the song The wheels on the bus.



Choose a story about a bus for which you can get hold of visuals and story sequences to project.












Give learners simple colouring instructions relating to characters’ clothing and personal objects.


Focus learners on a particular point in the story and where the characters are.







If you have images with bus windows, cut-out characters can be placed behind the bus visual.







Encourage learner engagement with the story through this process of collective class telling.


Get learners performing gestures to accompany the lyrics of the song.




Transportation Song

www.kidsinglish.com





English Primary Grade 1

Unit 6: Traditions and folklore

Recommended prior knowledge

This unit recycles and revisits a lot of vocabulary seen in previous units, e.g. words for colours and simple objects and animals. Learners further practice giving short answers in response to direct questions.

Context

This unit has a diverse focus engaging students with the broader theme of tradition and folklore from a number of different angles. Learners are encouraged to think about tradition through making cards for special days, traditional images of spring and making traditional objects. The cross-curricular themes in this unit relate widely to the themes of seasonal changes, traditional masks and the fairy tale genre.

Outline

The new language in this unit relates to birthday greetings, instructional language in craft activities and words relating to spring. The present simple is further explored in talking about what happens in spring and through its use in simple narrative.

For learners’ safety teachers should pay attention to general safety rules (“Art and Craft Safety Guide” developed by U.S. Consumer Product Safety Commission)

It is recommended to take 8 hours to cover this Unit.

Key learning objectives

1.L1 recognise short basic instructions for a limited range of classroom routines spoken slowly and distinctly

1.L3 recognise with support common names and names of places; recognise the spoken form of a limited range of everyday and classroom words

1.S1 make basic personal statements about people, objects and classroom routines

1.S3 pronounce familiar words and expressions intelligibly

1.S4 respond to basic supported questions about people, objects and classroom routines

1.S5 use words in short exchanges

1.S6 make introductions and requests in basic interactions with others

1.R3 recognise and identify some familiar sight words from local environment

1.UE2 use cardinal numbers 1 - 20 to count

1.UE5 use interrogative pronouns which, what, where, how to ask basic questions

1.UE11 use there is / there are to make short statements and ask questions


Learning objectives

Suggested teaching activities

Teaching notes

Learning resources


1.R3 recognise and identify some familiar sight words from local environment


1.UE2 use cardinal numbers 1 - 20 to count


1.S6 make introductions and requests in basic interactions with others

1.UE5 use interrogative pronouns which, what, where, how to ask basic questions


1.S3 pronounce familiar words and expressions intelligibly


1.L1 recognise short basic instructions for a limited range of classroom routines spoken slowly and distinctly


1.S5 use words in short exchanges





1.S3 pronounce familiar words and expressions intelligibly


1.S1 make basic personal statements about people, objects and classroom routines



Happy Birthday


(I) Learners given worksheets with different birthday badges to cut out and overwrite, e.g. It’s my birthday. I’m six. Learners make badge and, when nominated by Teacher, stand up and say what’s on their badge. Other learners wish Happy Birthday.

(W) Teacher asks learners e.g. How old are you? How old is your sister / brother?




(D) Teacher demonstrates and drills birthday words: cake, balloons, candles, cards, presents, party



(I) Teacher gives each learner a blank card and images of above cut out for small group of students to share. Teacher gives instructions about making and decorating the card for learners to follow e.g. Put a cake on the card. Colour the cake red. etc.


(G) Teacher divides class into 4 or 5 teams. Teams in turn see a projected flashed image of a range of birthday presents. Team has to remember as many of the presents as possible [1 point per item]. Different/new image for each team.


(W) (f) Learners pass around eight present boxes. They can feel but not see inside. Teacher then nominates one learner to come out and say what a present is before opening it.


(W) Listening to, learning and singing along to the happy birthday song.


(W) Listening to [with big book or story animation] a story about a birthday party.

Teacher reads the story and then using flashcards asks a range of yes/no questions.



You’ll need to provide scissors and tape or some other way of making a fastening for the badges.






Put learners in a circle, with one learner, blindfolded standing in the middle. Turn the learner around a few times. Tell the learner to point at the person in front of him/her and ask a question “How old are you?". After the reply the blindfolded learner must guess the name of the learner she/he is talking to.







Use animated flashcards.





Learners will need craft materials and instructions will need to be given at a speed that allows learners to cut out and paste images.




Each image should contain 12 -15 items [vocabulary already known to learners].






Include numerous items in each box [some more difficult to guess than others] to maximise the language learners need to use.


Read and animate the story through from beginning to end to promote learners’ enjoyment of it.


Alternative 1:

Revise numbers 11-20

Put all the numbers from 11 to 20 on the board, and chorus them with your class. Start with 11 and chorus it 3 times with the class. Continue with all the numbers. Now chorus each number in turn (11, 12, 13, etc.) and run through 11-20 a few times, each time getting faster and faster. Now, put your class into pairs. Have each pair practice saying the numbers together (e.g. A:11, B:12, A:13, B:14, etc.).


Alternative 2:

Play "Stand in the right order"

Next give each student a number sheet from the board. If you have more than 10 students make more numbers so you have two groups. For less than 10 students, give out more sheets per student but make sure the numbers they have are in sequence (e.g. give a student numbers 14 and 15, not 14 and 18). Now tell your students to stand in a line in the right order. Everyone has to shuffle around until they are standing and holding their numbers in order 11-20. Now, get the class to shout out their numbers from 11-20, down the line. Make it a game – each round try and do it faster than the last!



Happy birthday song

How old are you?

www.youtube.com






















Activities in 2D can be used to support the craft element in this part of the unit: Primary Colours Starter, Hicks and Littlejohn (CUP 2002)





1.S3 pronounce familiar words and expressions intelligibly



1.L3 recognise with support common names and names of places; recognise the spoken form of a limited range of everyday and classroom words



1.L1 recognise short basic instructions for a limited range of classroom routines spoken slowly and distinctly





Springtime in Kazakhstan


(G) Give learners worksheet of different images and ask learners to tick which ones are about springtime.


(W) Elicit and pre-teach spring words birds flowers bees rabbits leaves snow etc.

(W) Listening to, learning and singing along to a simple song about spring.






(I) Learners listen, draw and colour a spring scene image according to Teacher instructions e.g. Colour the bees black and yellow.




(W) Learners listen to Teacher instructions to make a pressed flower and leaf picture.





Use this activity to pre-teach the key-words for the Spring is here song.











Provide each learner with a spring scene image to complete by adding drawings and colouring according to a set of instructions that Teacher pre-prepares.



Find or make a simple press device that learners can use in turn.


Bring a range of small flowers and leaves to class for learners to select from for their pictures.


Alternative:

Spring Crafts for Kids

Spring is a great time to explore nature with your learners and many of the activities you will find in the given resources are based on the bulbs, blossom and young animals that make their appearance at this time of year. With everything from educational games, to crafts and spring colouring pages, you will find something that inspires your learners.



Spring is here song

www.youtube.com/watch?v=I4LPLGwFb-A





Crafts (spring)


www.enchantedlearning.com










Spring craft ideas and images:

www.spoonful.com/spring/spring-crafts




http://www.activityvillage.co.uk/spring


http://www.firstpalette.com/Craft_themes/spring-crafts.html


http://www.allkidsnetwork.com/crafts/spring/





1.S3 pronounce familiar words and expressions intelligibly



1.L1 recognise short basic instructions for a limited range of classroom routines spoken slowly and distinctly





1.UE11 use there is / there are to make short statements and ask questions




1.S1 make basic personal statements about people, objects and classroom routines


1.S6 make introductions and requests in basic interactions with others

Hats and masks


(D) Teacher demonstrates and drills instruction verbs for making craft items: cut fold stick draw open colour.





(W) Teacher gives each learner card, paper, scissors, etc. and play demonstration of how to make a traditional hat. Play without sound and Teacher gives simple instructions. When learners have made basic outline shape of hat give ideas for decoration e.g. stars leaves flowers flags etc. Learners tie decoration to their hats with string.


(G) In large groups, learners put their hats on a table and stand around the table. Learners take it in turns to describe their hat, e.g. On my hat there is a star and two blue flowers. Other learners identify hat for learners to put on.


(W) Learners listen to instructions and follow demonstration for making a traditional mask. Learners then decorate their mask.




(W) Half of class line up [wearing hat and mask]. Learners take turns to come to centre stage and introduce themselves with a fantasy or mythical name and say two more things about themselves in English.



Activities throughout this lesson involve learners in cutting out, sticking and decorating the card objects they make. Ensure that each table has a craft box including scissors, glue, string, stencils to draw around etc.


Encourage learners to make their hats distinct from the others by adding three or four elements of decoration.







Model the language learners are expected to produce at the beginning of the task.





As above, ensure that all learners have access to craft materials and deliver instructions at a slow speed to allow learners to complete each phase of the craft process.


Allow learners to use any English they care to in this open-ended task.



Ideas for mask making

www.allspecies.org/edu/maskmaking.htm


Printable hat templates
http://www.firstpalette.com/tool_box/printables/paperhats.html



1.L3 recognise with support common names and names of places; recognise the spoken form of a limited range of everyday and classroom words


1.S4 respond to basic supported questions about people, objects and classroom routines


1.L3 recognise with support common names and names of places; recognise the spoken form of a limited range of everyday and classroom words


1.S5 use words in short exchanges



1.L3 recognise with support common names and names of places; recognise the spoken form of a limited range of everyday and classroom words


1.S5 use words in short exchanges

Story time


(D) Teacher pre-teaches key vocabulary items from a well-known traditional story, e.g. Hansel and Gretel.


(W) Teacher shows a short animation of the opening part of the story and learners follow the story and visuals as Teacher or narrator narrates it.

(I) Teacher gives learners worksheet with 1 – 10 yes / no options. Teacher says number 1, e.g. Are Hansel and Gretel friends?


(W) Teacher shows animation of and tells next part of the story.









(G) Teacher gives groups of learners images from the middle part of the story and learners circle in the incorrect details.

In feedback learners say e.g. The witch has a black cat not a white dog.


(W) Teacher shows animation of and tells final part of the story.






(W) Teacher shows still sequences from story with blank captions relating to characters. Teacher elicits from learners what characters say.



The language of whatever version of whatever story you choose should be extremely limited and recycle language of previous 5 units.


Narrate yourself if animated version you find has too much language.


The dual aim of these questions is check comprehension and to generate a language response from learners to the story.











Explain to learners they have to spot differences between the story they heard and what the pictures show.











Elicit language and sounds characters might make at the different points in the story.




Silent animation of Hansel and Gretel

http://www.youtube.com/watch?v=ecoEhxw8Ars






English Primary Grade 1

Unit 7: Food and drink

Recommended prior knowledge

Vocabulary relating to food and animals and present simple structures [positive and negative] and short form answers.

Context

In this unit learners learn to talk about likes and dislikes and comment on other learners’ preferences. They talk about what they and other learners eat and think about what animals eat in order to survive. The cross-curricular links in this unit relate to foods which go together and animal food chains.

Outline




Learners are engaged in talking about food preferences in this unit through a range of matching, question, comprehension and creative performance tasks. As well as making simple statements of fact about their own tastes, learners are encouraged to respond emotively to those of other learners.

For learners’ safety teachers should pay attention to general safety rules (“Art and Craft Safety Guide” developed by U.S. Consumer Product Safety Commission)

It is recommended to take 8 hours to cover this Unit.

Key learning objectives

1.L2 recognise with support a limited range of basic common personal questions spoken slowly and distinctly

1.L3 recognise with support common names and names of places; recognise the spoken form of a limited range of everyday and classroom words

1.L4 recognise with support short basic questions about what something is

1.S1 make basic personal statements about people, objects and classroom routines

1.S2 ask questions in basic exchanges about people, objects and classroom routines

1.S3 pronounce familiar words and expressions intelligibly

1.S4 respond to basic supported questions about people, objects and classroom routines

1.S5 use words in short exchanges

1.R1 recognise sound and name the letters of the alphabet

1.R4 use the alphabet to place the first letters of word in alphabetical order

1.UE5 use interrogative pronouns which, what, where, how to ask basic questions

1.UE7 use personal subject and object pronouns to give basic personal information

1.UE9 use common present simple forms [positive, negative and question] to give basic personal information








Learning objectives


Suggested teaching activities

Teaching notes

Learning resources



1.UE9 use common present simple forms [positive, negative and question] to give basic personal information


1.S3 pronounce familiar words and expressions intelligibly


1.S5 use words in short exchanges






1.L4 recognise with support short basic questions about what something is



1.R1 recognise sound and name the letters of the alphabet


1.R4 use the alphabet to place the first letters of word in alphabetical order




1.S1 make basic personal statements about people, objects and classroom routines


1.S2 ask questions in basic exchanges about people, objects and classroom routines

Things I like


(D) Teacher uses visuals of different types of food to introduce /revisit food vocabulary. Teacher models I like… I don’t like in building up two groups of food items on the board beneath a happy/sad face.


(D) Teacher models and drills words/sounds hmm, nice, yuk, urghhh in relation to choices.





(W) Learners given worksheet with letters to overwrite. Teacher shows a picture and asks learners What’s this?’ e.g. Pizza and elicits a response e.g. hmm…nice. Teacher then says That’s right, it’s pizza. P for pizza and learners seek out and overwrite p on their worksheet.


Teacher helps learners form letters out of playdough or modeling clay.

Then, learners close their eyes, feel a letter, and try to identify it by shape.

As a tasty variation, make some Alphabet Cookies and bake your alphabet!

G) Ask learners to put out cookies in alphabetical order..






(D) Teacher demonstrates [using previous visuals] by putting 2 things together e.g. I like chips with cheese. Teacher models question/checking intonation. Learners need to use: Chips with cheese? Teacher then elicits a response word from learners: hmm… yuk… etc.


(G) Learners given sets of food drink visuals and find pairs of things they like together e.g. ice-cream / chocolate. Learners announce choices to each other and practice exchanges as above.


(W) (f) Teacher nominates learners around class to say what they like with what and elicits exchanges as above





Try and use lots of cognates/international food words here so that learners have a range of words to use and say throughout this section









In line with above, choose images of international food items that learners may already be familiar with.


















Learners only have to repeat the words their partner uses in the exchange. This should help them to focus on producing the correct intonation.


Model and drill with whole class what different learners say at different points.





Wide range of food flashcards:

http://www.mes-english.com/flashcards/food.php


Do you like broccoli ice cream?/Food Song

www.youtube.com





1.S5 use words in short exchanges


1.S1 make basic personal statements about people, objects and classroom routines


1.L3 recognise with support common names and names of places; recognise the spoken form of a limited range of everyday and classroom words


1.UE7 use personal subject and object pronouns to give basic personal information


1.UE9 use common present simple forms [positive, negative and question] to give basic personal information

Hot or cold


(D) Teacher elicits hot and cold food/drinks using visuals What’s this? e.g. hot milk/cold chips. Teacher elicits reaction from learners about the food and drinks e.g. hmm or I don’t like cold chips.




(D) Teacher models using images of characters smiley/sad faces and visuals of hot and cold foods: Does Ben like cold soup? Does Lulu like hot milk? Yes he does. / No he doesn’t.


(I) Learners listen to short conversations between a boy and a girl and on a worksheet draw straight lines to the things each character likes and wiggly lines to the things each character doesn’t like.


(W) (f) Teacher nominates learners and asks question about worksheet. Learners respond Yes he does / No she doesn’t etc.


(W) Divide the class into three teams. Reveal partial visuals [projections] of different hot/cold food items. First learner to shout out correct answer of what it is wins a point for team and a bonus point if they respond correctly [grammatically] to your follow-up question. Do you like … Does Kim like? Etc..




Recycle visuals from previous task and add visuals of two characters and smiley and sad faces.






Find short clear examples of child conversations where target information is repeated as in the Cambridge English Starters test.











Reveal images in stages and keep team scores.


Alternative 1:

Controlled Practice saying "I like ~" and "I don't like ~"

Put the students into pairs. They are going to make sentences using the food and drink items on the board. Model with a student first so everyone understands what to do: Teacher says "banana" – choosing an item from the board. The student has to make a sentence (e.g. "I like bananas"), The answer should be the student's own true answer. Then in pairs, students take turns in choosing a food item for their partner to make a sentence about. For example:

Student A: apples

Student B: I like apples!

Student B: carrots

Student A: I don’t like carrots!

Also, encourage the use of phrases such as "Yummy", "Yuk". Pairs keep talking until they have gone through all of the items on the board.

Alternative 2:

Magazine cut outs

Now everyone is going to make a poster showing the food and drink they like / dislike. You will need some supermarket magazines for this – many supermarkets have free magazines showing the food they have on sale – collect as many as you can before the lesson. Give each student a large piece of paper (construction paper or card, if possible), scissors, glue and a magazine (you can group students together to share magazines). On the paper, each student should write their name at the top and then make a table with two columns titled "I like …" and "I don’t like". Then they can go through the magazines and cut out and glue food and drink pictures into the correct column on their posters.

As the students are working on this, circulate, helping with vocab and asking questions (e.g. What's this, Do you like ~?, etc.). When everyone has finished, get each student to hold up their posters and explain what they like and dislike. If you have a large class, you can do this in pairs or groups.













Cambridge English Starters

The food I like listening activity

http://www.lingoclub.com





1.S5 use words in short exchanges


1.L3 recognise with support common names and names of places; recognise the spoken form of a limited range of everyday and classroom words




1.S1 make basic personal statements about people, objects and classroom routines


1.L3 recognise with support common names and names of places; recognise the spoken form of a limited range of everyday and classroom words


1.UE9 use common present simple forms [positive, negative and question] to give basic personal information

1.S3 pronounce familiar words and expressions intelligibly

Animals like …


(D) Teacher presents, using visuals, vocabulary relating to different types of food animals eat


grass, fish, bananas, milk, leaves, birds, bugs etc.

(I) Learners are given worksheets with numbers 1 to 10 written on and options y (for yes), n (for no). Teacher reads out ten questions, e.g. Do cats like milk? Do cows eat eggs?


(W) (f) In feedback learners answer Yes they do./ No they don’t








(W) Divide the class into three teams for an animal food quiz. Ask question and show visual of animal

What do spiders like/ eat? One point for first correct answer / bonus point if team can name a second thing.


(G) Put learners in groups of four or five. Give learners a basic food chain diagram outline to complete with animal / food images [including hand shadow shapes]. Show learners they are going to tell their food chain story making animal/ food shadow shapes on board, making animal noises / approval / disapproval noises …yuk etc. and by saying what animals like or eat, e.g. bugs like leaves / birds [bird noise] eat bugs [yuk] and cats like birds. Give different learners in groups different roles, narrator, shadow puppet makers, story tellers etc. Let learners practice stories before telling the whole class.




Model and drill the words and then change focus to eliciting words from individual students.

















Allow learners time to think of a food chain story and check with Teacher. Then get learners to practice telling their story using animal shadow shapes in their groups before presenting to the whole class.
















Puppets

www.kidscanhavefun.com














Shadow puppet visuals

www.imgur.com



1.S3 pronounce familiar words and expressions intelligibly


1.L2 recognise with support a limited range of basic common personal questions spoken slowly and distinctly


1.UE5 use interrogative pronouns which, what, where, how to ask basic questions


1.S2 ask questions in basic exchanges about people, objects and classroom routines


1.S4 respond to basic supported questions about people, objects and classroom routines


1.S1 make basic personal statements about people, objects and classroom routines

Nice or nasty


(D) Teacher demonstrates models and drills What’s your favourite…? My favourite colour‘s blue.




(W) Teacher gives each learner 8 squares of paper. On board, Teacher projects a range of colours, foods, animals, drinks, numbers etc. with initial letter next to them. Teacher then asks 8 questions: What’s your favourite food colour /number /big animal / drink / ice-cream / day of the week / small animal? Learners copy or think of initial sound / blend picture for their answer e.g. p for pink and write on one of the paper squares.


(W) Teacher now blanks projection and asks learners to mix up their letters. Teacher nominates one learner to ask another What’s your favourite s/th? Other learner holds up initial sound/blend picture and rest of class guess what it stands for.


(W) Teacher elicits / encourages class to show approval / disapproval. Pink … nice, cheese… yuk etc.



(I) (f) Give learners a cut out image of a basket and ask them to draw, colour, cut out, circle e.g. a day of the week, to make a collage of their 8 favourite things.

When collages are complete, learners stand up with baskets in front of them and can only sit down when they have named all eight things in their basket.



Use the activities in 5A to reinforce language related to likes, favourites and colours




The initial letter should be clearly tied to each image in the projection.









Sound out the sound picture [letter/blend] where learners have trouble thinking of a word.










Provide learners with a range of sheets per table for cutting out images.




Primary Colours Starter, Hicks and Littlejohn (CUP 2002)








What’s your favourite colour?

www.mapleleaf.com



English Primary Grade 1

Unit 8: Health and body

Recommended prior knowledge

Extension of use of plural and imperative forms from previous units and vocabulary relating to verbs of movement units 2, 4 and 5 and animals units 3, 4 and 7. Introduction of vocabulary of parts of body, verb has to describe attribute and introduction of preposition like.

Context

The activities in this unit involve learners in asking and responding to basic questions and making and responding to instructional statements. The language focus is on parts of the body, how we use them and doing exercise and dance to stay healthy. The cross-curricular links in this unit relate to types of movement and traditional dance and the physical attributes of animals.

Outline

The theme of health is focused on in a more latent than explicit way in this unit. New vocabulary relating to types of movement and parts of the body is introduced and revisited across the activities in the different lessons in this unit. Learners principally listen to and use these words through various instructional and performance tasks – including singing songs, making shadow puppets and craft activities, learning dance steps and following exercise sequences.

For learners’ safety teachers should pay attention to general safety rules (“Art and Craft Safety Guide” developed by U.S. Consumer Product Safety Commission)

It is recommended to take 8 hours to cover this Unit.

Key learning objectives

1.L1 recognise short basic instructions for a limited range of classroom routines spoken slowly and distinctly

1.L2 recognise with support a limited range of basic common personal questions spoken slowly and distinctly

1.L3 recognise with support common names and names of places; recognise the spoken form of a limited range of everyday and classroom words

1.L4 recognise with support short basic questions about what something is

1.L5 recognise the sounds of phonemes and phoneme blends

1.S1 make basic personal statements about people, objects and classroom routines

1.S2 ask questions in basic exchanges about people, objects and classroom routines

1.S3 pronounce familiar words and expressions intelligibly

1.S4 respond to basic supported questions about people, objects and classroom routines

1.S5 use words in short exchanges

1.UE1 use singular nouns, plural nouns – to talk about people and places

1.UE8 use simple imperative forms [positive] for basic commands or instructions

1.UE9 use common present simple forms [positive, negative and question] to give basic personal information


Learning objectives

Suggested teaching activities

Teaching notes

Learning resources



1.UE1 use singular nouns, plural nouns – to talk about people and places


1.L2 recognise with support a limited range of basic common personal questions spoken slowly and distinctly


1.L1 recognise short basic instructions for a limited range of classroom routines spoken slowly and distinctly


1.L3 recognise with support common names and names of places; recognise the spoken form of a limited range of everyday and classroom words


1.L2 recognise with support a limited range of basic common personal questions spoken slowly and distinctly


1.UE9 use common present simple forms [positive, negative and question] to give basic personal information


1.S1 make basic personal statements about people, objects and classroom routines


Hands and head


(D) Teacher introduces names of body parts [highlighting and drilling singular and plural forms].

Teacher nominates learners to come to board and assemble parts of the body and face.


(W) Learners listen to and answer questions:

Where’s / Where are you …? Learners respond by pointing/showing and saying These are my eyes etc.




(I) Learners listen and respond to basic commands in the colouring and drawing of an image of a clown.




(W) Listening to and performing actions to the song Head, shoulders, knees and toes.


(W) Show images of different parts of animals and ask What’s this? [It’s a leg].

What are these? [feet] etc.. Teacher then asks What animal is it?


(D) Focusing on the form has to talk about body parts, Teacher models This is a cow. She has 4 legs and two big brown eyes.


(P) In pairs, learners work on worksheet which shows animal pictures with something missing/added, e.g. chicken with four legs.


In feedback learners say what animal has / doesn’t have.



(I) (f) Listening to instructions for making a monster [either cut out or using computer software].


Learners make and name their monster and

introduce to class e.g.

He’s got six legs and two faces. etc.




Focus on and drill the sound of plural endings in the words: legs, eyes, arms hands ears and point out feet






Repeat all instructions at least twice.





Activities from 5B can be used to reinforce teaching of vocabulary for parts of the face





Play a version of the song where learners can copy gestures as they sing along.


The success of these exercises will depend to a large extent on the quality of the visuals and how easy it is for learners to identify the animals.


The language and focus of 5C can be used to complement and reinforce these activities




Make it clear to learners that in each image something is added or missing.









Bring in craft material boxes [one for each table] for learners to select items from.



Alternative 1:

Practice the vocab ‘Parts od Body’

Lay the flashcards that you have just taught in front of you, facing your students (or lined up on the board). Randomly touch each card and have your students touch that part of their body and say the word.


Alternative 2:

Play "Flashcard Exercises"

Get everyone sitting on the floor and facing the front of the class. Give out body flashcards so that each student has at least one card (even better is for each student to have two cards). Shout out a random flashcard word (e.g. "ears") with an action (e.g. "ears - hands up!"). All students with the ears flashcards have to do that action. Continue with other words and different actions (e.g. jump up and down, run on the spot, turn around, stand up / sit down, wiggle, touch your toes, etc.).
















Primary Colours Starter, Hicks and Littlejohn (CUP 2002)













Primary Colours Starter, Hicks and Littlejohn (CUP 2002)



1.L1 recognise short basic instructions for a limited range of classroom routines spoken slowly and distinctly

1.UE8 use simple imperative forms [positive] for basic commands or instructions

1.S4 respond to basic supported questions about people, objects and classroom routines



1.L2 recognise with support a limited range of basic common personal questions spoken slowly and distinctly


1.S1 make basic personal statements about people, objects and classroom routines



1.L1 recognise short basic instructions for a limited range of classroom routines spoken slowly and distinctly


1.S5 use words in short exchanges




1.R1 recognise, sound and name the letters of the alphabet




1.UE14 use basic prepositions of location and position e.g. in, at, next to, near, on, to describe where people and things are; use basic prepositions of time: on to talk about days


Let’s move


(D) Focusing on basic classroom instructions by performing actions with parts of the body.


(W) Listening and following instructions for simple classroom actions, learners perform sets of instructions that Teacher dictates.


(W) Different learners around the class given visuals with action on. When indicated to do so by Teacher, learners give the instruction that corresponds to their visual to their peers.


(W) Focusing on prepositions of location and position by saying where things are in response to Teacher questions about a large visual.


(I) Listening to instructions and placing / moving objects on a large scene picture e.g. Put a hat on the monkey. Move the monkey. Put the monkey in the car.


(W) (f) Movement activity in which learners move around and sing to ‘Head, shoulders, knees and toes’ until music stops, then freeze and are asked a question, e.g. Tina, where’s Tom? (He’s next to the door).





(P) Learners work in pairs to match the pictures of parts of body and the initial letters. Learners colour the letter same colour as the part of body.






(W) Listening to and following instructions in an exercise routine e.g. Bend and touch your feet …

and up…


(W) Learning and singing along to the ‘Tweenies Copy me’ song and following the video clip

(I) Learners then sing song and take turns to perform an action that everyone copies within the frame of the song.







Prepare instructional sequences which use vocabulary previously seen in this and other units.


Start this slowly but build into learners rapidly giving instructions for a group at the front of the class to follow.










Use a large scene card for this and the activity that learners do subsequently on their own.










If learners are not confident yet in this type of exercise, project the letters that they will need to choose from.



.



Have learners stand away from their desks so that they can perform all actions freely.


Alternative:

Play "Teacher Says"

This is the game "Simon Says" but using the word "teacher", or your name, instead. Go straight into the game (no explanations necessary) by saying "Teacher says touch your (knees)". Do the action and make sure everyone else follows along. Do a few more "touch your eyes, touch your toes", etc. Then at some point give a command without the "Teacher says" part (e.g. "Touch your mouth"). First time round, everyone will touch their mouth, so make it very clear that they shouldn’t do this when you don’t say "Teacher says".

After a while your students will get the hang of it. Play the game faster and faster. When a student makes a mistake they have to sit the rest of the game out. The last student standing is the winner.




Head, Shoulders, Knees and toes

www.youtube.com































1.L3 recognise with support common names and names of places; recognise the spoken form of a limited range of everyday and classroom words



1.S2 ask questions in basic exchanges about people, objects and classroom routines


1.L5 recognise the sounds of phonemes and phoneme blends


1.UE8 use simple imperative forms [positive] for basic commands or instructions










Making a puppet


(D) Teacher demonstrates on an illuminated white board how to make an animal shadow puppet shape e.g. a bird. Teacher demonstrates “Look it’s a bird …fly, bird, fly.’






(G) Learners given worksheet with diagrams of how to make animal shadows using their hands. Different groups given different animals. Learners practice shapes in groups. Learners can only make shapes if they can find name of the animal. Position yourself in the middle of groups so learners can come and ask you What’s this? Give clues e.g. f… [fox].



(W) Learners then come to the board [one by one], make shape and ask What’s this? Class answers and then learner says e.g. Walk chicken walk and makes shape move.


(G) Invite two learners to come back to the board to make their shapes on different sides of the board.

Get learners in class to give instructions for animal shapes to perform. e.g. Hey, frog, kiss the chicken.


(W) Photograph shapes learners perform and use in display with learners writing initial letter of animal name for display.



The success of this activity will depend on finding a range of animal shadow shape diagrams that learners can easily copy.





















It is a good idea to have action flashcards ready to use as prompts if learners can’t think of things to say.









How to make shadow puppets

http://www.youtube.com/watch?v=EreMGlH-li8


Finger puppet craft focus: Primary Colours Starter, Hicks and Littlejohn (CUP 2002)


Shadow puppets

www.Blifaloo.com

www.kidscanhavefun.com




























1.L1 recognise short basic instructions for a limited range of classroom routines spoken slowly and distinctly

1.L4 recognise with support short basic questions about what something is



1.L3 recognise with support common names and names of places; recognise the spoken form of a limited range of everyday and classroom words


1.S5 use words in short exchanges



1.S3 pronounce familiar words and expressions intelligibly

A special dance


(W) Learners get into lines and as a warmer get learners marching in time on the spot. As they march shout out in military exercise fashion instructions e.g. Where is your head? Touch your head. Where is your nose? Touch your nose etc.


(G) Again as a movement warmer, invite groups of 3 or 4 learners to front of class. Give groups instructions to perform actions ‘like’ e.g.

Walk like a chicken. Are you chickens? Eat like a mouse. Are you mice? Laugh like a monkey. Are you monkeys? Sing like a fish. Are you fish? etc.


(D) Teacher demonstrates words that learners will hear in instructions in teaching of simple steps of a traditional Kazakh dance e.g. one two three… forward, back… turn around, all together.


(W) Learners listen and watch as you instruct a few learners in basic steps [without music]. Repeat the process several times with different groups. Then move to instructing a larger group with music. Change groups.


(G) Get some learners to perform/walk through dance saying words in time with steps. Repeat with different groups.


(G) Get learners to perform dance with music, incorporating elements from previous lessons e.g. badges and hats/masks made. Learners say words in time with steps.



Use these activities to warm everyone to the task of listening to instructional movement language.










Identify a dance which is simple, likely to be familiar to learners and will be fun to learn the steps to. This could be learnt with a view to an end of year performance in which other activities learnt in English might be displayed/performed.


Encourage learners to say words as they walk through the step routines.




Alternative:

Sing the "Let's Go to the Zoo" song

Before the song, run through the actions in the correct order of the song. It will help to have the flashcards in order on the board or use our song sheet. Play the song and have everyone doing the actions as they sing along.



Kazakh dance “Kara Zhorga”

www.youtube.com/watch?v=oB0mKSCOJgk















Sample hip hop dance tutorial

http://www.youtube.com/watch?v=RjiyHYg4YQU




https://www.youtube.com/watch?v=6xAqZJNrF2s


https://www.youtube.com/watch?v=OwRmivbNgQk


Suggested Vocabulary List for Grade 1


Unit

Objectives

Structures

Target Vocab

1 All about my

Greetings, names, follow simple instructions, saying colors, counting numbers 1-20

"Hello", "What's your name", "My name is...", "Goodbye", "Give me...", "What color is it?”

His/Her name is.

Nice to meet you

This is black


flower, stand up, sit down, hands up, hands down, jump, run, turn around, pass, touch, red, yellow, pink, green, purple, orange, blue, rainbow, apples, sun, flowers, grass, grapes, carrots, sky, 1-2-3-4-5-6-7-8-9-10, jump, turn around, clap your hands.

11, 12,13,14, 15,16, 17, 18 ,19, 20

2 My school

Identifying and saying different objects in the classroom; Describing things with common adjectives

"What's this?", "What color is...?", "Let's look at~", "What's that?", "It's a/an (adjective) + (noun)"

desk, chair, book, pen, bag, teacher, ruler, rubber, felt, tip, table, bookcase, door, window, computer board, open, close, point to, stand up, sit down, go, find, listen, read, write, sing, say, look, big, small, long, short, fat, thin, fast, slow, strong, weak, apple, pencil, cat, man, car, bear, mouse, snake, hippo, horse, lion, bag, pencil, pen, book, glue, crayons, ruler, eraser (GB: rubber), scissors, pencil case, stapler, pencil sharpener, tape.

3 My family and friends

Talking about different members of the family and friends; saying the days of the week

"Who is this?", "How are you?", "I’m fine thank you", "See you soon"; “What day is it today?”

I’m… You are… She is.... He is… and

Yes that’s right / No....

This is my mum. Her name is ...

His name is..

father, mother, brother, sister, grandfather, grandmother, family, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday.

mum, dad, granny, granddad

4 The world around us

Saying the names of animals; Asking about and describing the weather;

What animal is that?” “Let’s go to ...”; "How's the weather?", "It's ~"

there is / there are

farm, cow, moo, dog, woof, sheep, baa, duck, quack, pig, oink, zoo, lion, elephant, monkey, tiger, snake, birds, , chicken ,tiger, fox , hot, cold, rainy, wet, cloudy, sunny, windy, snowy, foggy, hot, cold, look outside; (in) the mountains, (in) the forest, (on) the plain; fish, bear, camel, bat, duck, goat, hippo, sea, desert, cave, lake, river, city, town, village, countryside.

5 Travel

Identifying different transport vocab; saying how you got to school; saying where things are using prepositions; saying morning routine verbs

"How Did You Get Here Today?", "I got here on foot / by..."; "Where is/are ...?", "Is it ...?, "Are they ...?", "It is ...", "They are ..."; Do you brush your teeth this way or that way?

Does Kira ride a bike to school?

How many learners walk to school?

Me too’ / ‘I don’t’

on foot, bus, bicycle, car, train, boat, airplane, rocket, school, tram [walking], on, under, in, behind, next to, in front of, between, Good morning, wake up, get up, wash my face, brush my hair, get dressed, eat breakfast, brush my teeth, put on my shoes, go to school.

6 Traditions and folklore

Counting up to 20; talking about

"1-20"; "Let's ...", "In the (season) ..."

How old are you? How old is your sister / brother?

there is / there are

Happy Birthday to you

"1-20"; birthday, cake, balloons, candles, cards, presents, party, spring, birds, flowers, bees, rabbits, leaves, snow, bee, cut, fold, stick, draw, open, colour, stars, leaves, flowers, flags, witch, friends,

7 Food and drink

Talking about likes and dislikes for food

"I like ~", "I don't like~"; “What’s your favourite s/th?”

Yes they do./ No they don’t

What do spiders like/ eat?

Do cats like milk?

Yes he does. / No he doesn’t.

cheese, chocolate, rice, French fries, strawberries, bread, ice cream, grapes, pasta, pizza, beans, food, drink, very nice, yummy, yuk, milk, spiders, eggs, grass, fish, bananas, milk, leaves, birds, bugs

8 Health and body

Saying different parts of the body

"Which part of the body is that?”, "Touch your ..."

has / doesn’t have


head, shoulders, knees, toes, eyes, ears, mouth, nose, hair, body, arms, hands, fingers, foot, feet, move, fly, walk, kiss, laugh, forward, back, all together












































Short term plan


Lesson plan


Before beginning, refer to your medium term plan. Your lesson plans should be developed from this, making any adjustments necessary in the light of recent teaching and learning.


Long-term plan unit:

Unit 4 The world around us

School:


Date:

Teacher name:

Grade: 1

Number present:

absent:

Theme of the lesson: Hot and cold

Learning objectives that this lesson is contributing to

1.S3 pronounce basic words and expressions intelligibly

1.R1 recognise, sound and name the letters of the alphabet

1.L1 recognise short basic instructions for a limited range of classroom routines spoken slowly and distinctly

Lesson objectives

Learners will be able to:

Recognize letters

Understand and follow instructions

Pronounce all words on the topic intelligibly

Success criteria

Learners have met the learning objective (R1) if they can:

Value links

Lifelong learning

Cross-curricular links

World cognition

ICT skills

Using videos& pictures, working with URLs

Previous learning

Vocabulary from previous three units: There is/There are structure and use of plural forms from Unit 3.

Plan

Planned timings

Planned activities

Resources

Beginning

5 mins



Teacher greets students; students respond to greeting and take their places.

Warming up

Teacher asks students “How are you?” to find out their mood at the beginning of the lesson; students choose one of the smiles they see on the slide and answer the question

- Teacher introduces lesson objectives to the students.

- Students watch a video and follow the instructions to make circles of different sizes:

Make a circle big, big, big

Small, small, small…








PPP slide 3







Video 1

Middle

30mins









Hot and cold - Revision (15)

Whole class activity:

- give students a couple of minutes to revise the vocabulary on the topic “Hot and cold”

- nominate students and elicit target vocabulary by means of showing pictures of various weather conditions

Formative assessment:

- hand out worksheets for matching activity

- set a time limit of 5 minutes; monitor students’ progress

- tell students that after they finish matching they should color the pictures and that they’ll have 7 mins for this task

- go around the class, monitor and assist if necessary

- in 12 mins collect the papers for further assessment; give students praising stickers for their work.


Dynamic break (W) (2)

Students go to the carpet and have a dynamic break “Hockey Pockey”:

You put one hand in,

You put one hand out…


My little weather book (I) (13)

- introduce students to the idea of creating a little weather book

- provide each student with necessary materials for creating a book and let them start their work

- go around the class, monitor and assist if necessary

- if students do not manage to finish in class let them finish this task at home

- give praising stickers and oral comments to those sts who manage to finish their work in class

- go back to the lesson objectives and identify where the students are in terms of achieving lesson objectives:

Thumbs Up” if you think you know the letters “Thumbs down” if you feel you have questions.







PPP slides 5-10



FA worksheet









Video 2







Books, colored pencils, felt tips




End

5 mins

Reflection

Ask students to look at lesson objectives they set at the beginning of the lesson and think and say what they did well in the lesson and what needs improvement.

Good bye song

Students sing a good-bye song and dance



PPP slide 2



https://www.youtube.com/watch?v=Xcws7UWWDEs

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?

Health and safety check
ICT links


Less able students – greater support by means of prompts, visuals or writing difficult words on the blackboard

More able students – independent work on definite tasks with little/no support

through observation

  • Work with the SMART board not more than 10 minutes

  • Use water based markers

  • Ensure proper ventilation

  • Check sockets’ safety

Reflection

Were the lesson objectives/learning objectives realistic?

What did the learners learn today?

What was the learning atmosphere like?

Did my planned differentiation work well?

Did I stick to timings? What changes did I make from my plan and why?



Summary evaluation

What two things went really well (consider both teaching and learning)?

1:

2:

What two things would have improved the lesson (consider both teaching and learning)?

1:

2:

What have I learned from this lesson about the class or individuals that will inform my next lesson?









1

*


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Автор
Дата добавления 17.11.2016
Раздел Иностранные языки
Подраздел Другие методич. материалы
Просмотров821
Номер материала ДБ-359783
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