Let`s start

Date:  7.09

LESSON: 2 Greetings and names.

CLASS:  1

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

1.L3 recognize with support common names and names of places; recognize 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.S6 make introductions and requests in basic interactions with others

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

Lesson objectives

All learners will be able to:  Recognize simple greetings. Recognize teacher’s instructions

Most learners will be able to: Recognize and name numbers. Point the sounds

Some learners will be able to: recognize and name sounds without mistakes

 Language objective

Learners can:

Key words and phrases:

Useful classroom language for dialogue/writing:

Discussion points:

Can you say why…?

 Writing prompts:

 Previous learning 5 minutes

I’m…    What’s your name?

Plan

Planned timing

Planned activities (replace the notes below with your planned activities)

Resources

Start

5 minutes

   Organizational moment  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 have on their handouts, saying “I am happy/sad….etc.”

   -  Students watch a video and follow the instructions to make a circle of different shapes and sizes.

(Make a circle big, big, big; small, small, small; big, big, big;

Make a circle small, small, small;  Hello, hello, hello)

 Flashcards

https://www.youtube.com/watch?v=ALcL3MuU4xQ

Middle

20 minutes

    Listen, point and repeat.

e.g. Pupil 1:  Hello,  I'm Madi                  Class: Hello,  Madi  . Etc    - Listen, point and repeat.

   Pupils ' books closed. Put up the flashcards on the board. Point to them, one at a time, and name them. The pupils repeat, chorally and/or individually. Point to the flashcards in random order. Ask the pupils to name them.

 Pretend that you are leaving the classroom. Ask the pupils to greet accordingly (goodbye). Open the door, go out and come back in. Ask the pupils to take your place and repeat the activities.

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

AUDIO SCRIPT  Hello, goodbye

1. Colour. Talk with your friend.

Refer the pupils to the words. Point to and read the word hello. Ask the pupils to colour it in using any colour(s) they like. Repeat with the word goodbye.

Model the following short conversation with the help of a pupil:

A: Hello, I'm (Miss Evans). What's your name?

B: Hello! I 'm ( Madi )

A: Goodbye, ( Madi )

B: Goodbye, (Miss Evans ).

The pupils then, in pairs, act out similar exchanges. Check round the classroom, providing any necessary help. Ask some pairs to report back to the class.

Suggested answer key

Pupil 1: Hello, I 'm  Madi.  What's your name?

Pupil 2: Hello!  I 'm Asel.

Pupil 1:  Goodbye,  Madi .

Pupil 2: Goodbye, Asel.

 2 Sing the Hello song!  (Track 05 CD) Point to Nanny Rose in Ex. 3 and say: Hello, I'm Nanny Rose. My name is Nanny Rose. The pupils repeat after you and wave. Follow the same procedure to present the rest of the song.

Play the CD. The pupils listen to the song. Divide the class into four groups and assign a verse to each group. Play the song again and encourage the groups to sing the assigned verse. Time permitting, play the song a third time for the pupils to sing song as a class.

AUDIO SCRIPT

Hello, I'm Nanny Rose,

My name is Nanny Rose.

Hello, hello, hello!

Hello, I'm Lilly,

My name is Lilly.

Hello, hello, hello!

Hello, I'm Liam,

My name is Liam.

Hello, hello, hello!

Hello, Charlie, hello!

Goodbye, Charlie, goodbye!

Bye - bye,  bye-bye, bye-bye !

(See the Introduction for further ideas on how to exploit the songs.)  Let's listen!

Set the scene by asking the pupils questions about what they can see in the pictures.

e.g. Teacher: (point to Nanny Rose in picture 1)

Who is she?      Class: Nanny Rose!

Teacher: Yes! Nanny Rose has got magical powers. (pointing to the roses) Look! (pointing to pictures 2) Nanny Rose is at the Smiles! etc

Play the CD and ask the pupils to listen and follow in their books.

AUDIO SCRIPT

3 Nanny : Hello.  I'm Nanny Rose!

Mummy : Hello, Nanny Rose.

4  Nanny : Hello. My name's Nanny Rose!  What's your name?

Liam : Hello! I'm Liam.

5  Nanny : Hello. My name's Nanny Rose!  What 's your name?

Lilly : Hello!  I'm Lilly. This is Charlie.

Nanny : Hello, Charlie!

6   Nanny : Oh! Goodbye, Charlie!

Play the CD again with pauses for the pupils to repeat, chorally and / or individually.

Hold up your book to the class. Say the dialogue and point to the pictures in turn. Repeat,  this time inviting the pupils to complete your sentences.

e.g. Teacher : Hello, I'm Nanny. ..                       Class : Rose! Etc

Extension activity  (Optional)

For stronger classes: Select a short exchange from the dialogue for the pupils to act out in pairs. Allow them some time to rehearse their exchanges. Have some pairs come to the front of the class and perform their exchanges.

For weaker classes: Ask some pupils to take out their story cutouts. Ask them to shuffle them. Play the dialogue with pauses.  The pupils listen and hold up the corresponding cutouts.

Activity  book

«Express publishing» 2016

FLASHCARDS

SD

«Express publishing» 2016

SD

«Express publishing» 2016

SD

«Express publishing» 2016

SD

«Express publishing» 2016

End

5 minutes

ENDING THE LESSON   An activity to consolidate the language of the lesson.

Ask the pupils to leave while waving and saying goodbye.

e.g. Pupil 1 : Goodbye, Miss Evans.                        Teacher : Goodbye, Mark!  etc

Smiling feedback   Teacher asks students “How are you?” to find out their mood at the end of the lesson, compare it to the initial mood students had and make conclusion how the lesson influenced students and why

Flashcards

Additional information

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

Assessment – how are you  planning to

 check learners’ learning?

Cross-curricular links

Health and safety check

ICT links  Values links

Create mixed ability pairs for speaking activity.

·       through questioning and the redirecting of questioning in feedback activities

·       through observation in pair work

·    Make a dynamic break in the middle of the lesson

·    Music

·    Art

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?

Use the space below to reflect on your lesson. Answer the most relevant

questions from the box on the left about your lesson.

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?