Технологиялық карта "My school 4" МАД

Unit 2. My school

School: №10

Date:

Teacher name: Saryva L.S.

CLASS: 0

Number present:

absent:

Lesson title

My school

Learning objectives(s) that this lesson is contributing to (link to the Subject programme)

0.L1 begin to recognize simple short instructions for the basic

classroom routines spoken slowly and distinctly.

0.L2 begin to recognize with considerable supporta few basic

personal questions spoken slowly and distinctly.

0.L4 begin to recognize the basic intonation distinguishing

questions from statements.

0.L5 begin to recognize simple sounds of phonemes

0.S1 begin to make basic personal statements.

0.S3 pronounce basic words and expressions with some

mistakes.

0.S4 respond to the very basic supported personal questions

using short answers.

Lesson objectives

The learners will be able to:

recognize with the considerable support and exchange short simple

greetings.

recognize with the considerable support a few basic personal questions

spoken slowly and distinctly.

pronounce the basic words and expressions with some mistakes.

The majority of the learners will be able to:

exchange short simple greetings.

respond to the very basic supported personal questions using short answers.

make basic personal statements.

Some of the learners will be able to:

make the basic personal statements unsupported and without mistakes.

Assessment criteria

learners will have succeeded in this class if they:

1. Name 4 school things correctly

2.Say sounds [ei], [d], [k], [s], [ǝ], [ tʃ]:correctly

3.Name numbers 1-10

Language objective

A book, a pen, a pencil, a bag

It is a….

Letter G g

Values links

Respect and cooperation by:

1. Listening to the teacher

2. Listening to each other

3. Take turns

Encourage each other

Cross-curricular links

Russian language and literature (naming things in Russian and English) lifelong learning, math

Previous learning

My school

Plan

Planned timings

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

Resources

Start

5 minutes

Warm up:

Ask the learners to clap their hands to the beat as they

chant The Hello song.

Introduce the topic and the objectives of the lesson.

For the phonetic drill play the following tongue twisters

for the sounds [ei], [d], [k], [s], [ tʃ]:

[ei]

The rain in Spain falls mainly on the plain.

[d]

Dazzling dinosaurs dance, dance, dance.

[tʃ]

New cheese, blue cheese, chew cheese please.

[s]

Sal sang seven silly songs.

As a variation, you can play the game “Echo”. The

teacher pronounces sounds one by one clearly, and

learners should repeat after the teacher, but not loudly.

E.g.: [ei, ei, ei, ei], etc. It is possible to practise not only

sounds, but words.

tongue –twisters:

http://www.schooljokes.c

om/tongue_twisters/index

.shtml

http://www.whereincity.c

om/contributions/tonguetwisters/

7.htm

Middle

10 minutes

5 minutes

Exercise 1.Learn the new words.

Direct the learners’ attention to the classroom objects in

the pictures. Say each word slowly, distinctly, pointing

to the picture. Make sure that the learners follow the

words in the pictures. Encourage them to repeat after

you.

For better memorizing, ask the children to show

classroom objects, which you name. When you are sure

that they can distinguish them, ask them to show and

name the object, using the structure It’s a ….

Exercise 2. Say the chant.

It is desirable to show the objects/flashcards while

saying the chant.

A pen, a book, a pencil.

A bag and a pencil case.

A chair and my desk.

Dynamic pause.

Use this rhyme for the dynamic pause during a few

lessons so that the learners will be able to remember the

words and movements.

One, one, one (children show their index fingers)

I can run! (children jog)

Two, two, two (children show two fingers)

I can jump too! (children hop)

Three, three, three (children show three fingers)

Look at me! (children freeze in a funny posture)

Exercise 3. Listen and learn.

Introduce the structure “Is it a …”? Tell them to listen

and repeat. After they listen, show them the flashcards,

ask them questions. E.g.: “Is it a book? Is it a bag? Is it

number 4?” They should give answers as the whole

group: Yes, it is. /“No, it isn’t”.

Track 18.

Is it a book? No, it isn’t.

Is it a pencil case? Yes, it is.

Exercise 4. Listen to your teacher and answer the

questions.

Direct the students’ attention to the pictures. Tell them

to respond to the questions.

Teacher:

1. Is it a book? Is it a pen?

2. Is it a pencil case?

3. Is it a bag? Is it a book?

4. Is it a pen? Is it a bag?

5. Is it a pencil case? Is it a chair?

6. Is it a desk?

Exercise 5. Ask and answer: Yes, it is. /No, it isn’t.

The children should practise asking each other and

responding using the given models. Organize pair

work. Then ask one or two students to think of any

object and make others to guess it.

Activity book

Exercise 1. Colour and name the objects.

Ask the children to take their colour pencils and colour

the classroom objects in the pictures. After they finish,

they should name the objects.

Exercise 2. Guess, answer the questions and match the

pictures.

Explain the task. Give them some time to study and

match the pictures individually and then organize group

work.

End

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 the new words did we learn today?

Which objects do we use at the lessons?

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.

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

More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support

By means of oral formative assessment – students work in pairs making dialogs – teacher monitors for assessment

• Work with the SMART board not more than 10 minutes

• Monitor classroom space when students start moving around

• Make short breaks while writing

• Use water based markers

Use safe, odour free glue

Reflection

Were the lesson objectives/learning objectives realistic?

Did all the learners achieve the lesson objectives/ learning objectives? If not, why?

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?