My school

Unit 2. My school Lesson 1. My school

School: №

Date:

Surname /name of the teacher:

Group:

Number of attendees:

Number of absent learners:

Aims of the lesson:

To introduce the classroom words use the structure “It’s a …”.

Objectives of the lesson

The learners will be able to:

• recognize, with considerable support, simple greetings.

• recognize simple sounds of phonemes.

• pronounce the basic words and expressions with some mistakes.

The majority of the learners will be able to:

• recognize simple short instructions for the basic classroom routines spoken slowly and distinctly.

• produce words in response to the prompts.

• produce words in response to the prompts.

• exchange short simple greetings.

Some of the learners will be able to:

• name classroom subjects without mistakes and make statements in response to the prompts.

Background knowledge

Learners should know greeting forms, the short basic classroom instructions, the cardinal numbers 1–10.

Plan

Scheduled time

Scheduled activity

Resources

Beginning of the lesson

5 minutes

• Warm up:

Ask the learners to clap their hands to the beat as they chant “The Hello Song” (Track 3), “The Number Song” (Track 11).

Introduce the topic and the objectives of the lesson. To develop correct pronunciation, we recommend playing the tongue-twisters for the sounds [g], [p], [s], [æ], [b], [k] etc.

Main part of

Exercise 1.Listen and learn the new words.

the lesson

Before the children start listening, introduce the new

words. Show the flashcards: a pencil, a pen, a book, a

bag.

10 minutes

Then play the audio, making pauses to repeat the words

in turn. Then play the audio again and ask the learners

to follow the new words in the book. After that ask the

learners to read the words individually and then in

pairs.

Track 13.

A pencil, a pen, a book, a bag.

5 minutes

For better memorizing of the new words, ask the

children to show their classroom objects. Say the words

slowly and distinctively, as they hear the words they

should show the corresponding object.

Exercise 2. Point and name the people and things.

Ask the learners to look at the picture and point to the

objects and name them.

10 minutes

Students’ answers.

Dynamic pause

Play the game “Captains”.

To play this game you need a paper boat. Put paper

boats into the water. Divide the group into two teams

and tell them to choose captains and think of the name

for their teams. Each team should blow at the boats and

pronounce sounds [f], [p]. Draw the students’ attention

to the correct pronunciation of these sounds.

Exercise 3. Learn and repeat.

Read the phrases aloud and encourage the learners to

repeat. Draw the learners’ attention to the new structure

It’s a ….

For the further practice of this structure play with them.

Show a flashcard, name the picture and the learners

should say the complete structure: e.g. It’s a fox.

Exercise 4. Look at the pictures and say what they are.

Explain the task. Organize pair work. Let the students

work by themselves but model the task first. After they

work for a while, ask them to swap the roles in pairs.

Let a few pairs present their work at the board.

Activity book

Exercise 1. Match and name the objects.

Direct the learners to look at the pictures attentively,

match the halves and name the object.

Students’ answers: “It’s a pencil. It’s a pen. It’s a book.

It’s a bag”.

Exercise 2. Find and circle the objects.

Ask the children to find the classroom objects, circle and name them. To motivate learners suggest them competing and finding out who will find all the objects faster.

End of the lesson

5 minutes

End of the lesson:

At the end of the lesson ask the learners to summarize their activity at the lesson. Elicit their answers via supportive questions: e.g.:

What did we learn today at the lesson? Did you like your work? Was it good?

Then encourage them to say all the words in chorus, you can say the words in Kazakh/Russian and they will give the English equivalents or show the flashcards and name the pictures.

Keep encouraging the young learners for any success during the class/ whole course to make them feel more comfortable, confident and motivated to acquire the language.