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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 distinctly1.L3 recognise with support common names and names of places; recognise the spoken form of a limited range of everyday and classroom words1.L9recognise the names of letters of the alphabet1.S1 make basic personal statements about people, objects and classroom routines 1.S3 pronounce familiar words and expressions intelligibly1.S6 make introductions and requests in basic interactions with others1.UE2 use cardinal numbers 1 - 20 to count1.UE3 use basic adjectives to describe people and things1.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.S1make basic personal statements about people, objects and classroom routines 1.UE6use demonstrative pronouns this, these that, those to indicate things 1.S6make 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. Listenand 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 namesTake 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 studentdoesn'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)Translations by N.Mukhamedjanova and B. Berdimbetova Hello song
1.S3pronounce familiar words and expressions intelligibly 1.S1make basic personal statements about people, objects and classroom routines 1.S6make introductions and requests in basic interactions with others 1.S3pronounce familiar words and expressions intelligibly	Greetings and names 2 (W) Teacher models My name is… His/Hername 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 activityGet 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.UE3use 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.L9recognise the names of letters of the alphabet 1.S3pronounce familiar words and expressions intelligibly 1.UE6use demonstrative pronouns this, these that, those to indicate things 1.S1make basic personal statements about people, objects and classroom routines	Colours (D) Teacherpresents 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 Colours Rainbow song
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.UE2use cardinal numbers 1 - 20 to count 1.L1recognise short basic instructions for a limited range of classroom routines spoken slowly and distinctly 1.S3pronounce 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) Teacherdemonstrates simple plus / minus sums producing written numerical answers. (P) Teachergives 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. blackeight. (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.mp4Abacus for kids video-Turtle Diary/.com Ten Little Numbers song 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 Simple 1 -20 counting presentation Such short dialogues can be found in examples of Cambridge English Starters Listening Tests at this site, in the section : Maths/The number system/Counting there are hundreds of tasks and worksheets for practicing numbers

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