Unit: 1

Hello English!

Teacher’s name:

Date:

Class:

Number present:

Number absent:

Theme of the lesson

Hello English! Alphabet.

Learning objective (s)

3.3.1.1 recognise sounds and name the letters of the alphabet;

3.3.3.1 understand short, simple instructions used in familiar everyday contexts.

Lesson objectives

• pronounce the letters of the alphabet correctly

• practise the lower and upper cases of the letters of the alphabet

• practise the names and sounds of the letters of the alphabet

Plan

Stages of the lesson

Teacher’s activities

Students’ activities

Assessment

Resources

Greeting

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

“Saying hello!” Students are suggested a video “How to say hello in different languages”. Students listen to and compare English “Hello”; then each student shares a farewell he/she memorized and says this farewell to a peer and/or a teacher.

Greeting

Learners listen to and compare

video

https://www.youtube.com/watch?v=IDovNibBLd0

Warm-up

Presentation

Practice

Ending the lesson

Feedback

Brainstorming.

• Introduce the letters of the alphabet
  by holding up each flashcard, saying
  the corresponding letter and getting
  Ss to repeat.

• Stick the flashcards of the letters of
  the alphabet on the board as you
  say them.

Oral

Assessment

Flashcards

Activity1. Listen and Say.

• Ask Ss to open their books to pp. 6-7

• Explain to Ss that they have to listen to the letters of the English alphabet, point to each letter and say the letter and the sound.

• Play the recording and get Ss to repeat, while pointing to the letters.

• Point out to Ss that under each letter its corresponding pronunciation is provided

Value: Honesty: Being truthful about what they know and checking sources (dictionary) for accuracy.

Students to listen to the letters of the English alphabet and say the letter and the sound.

Verbal Assessment

The ABC Song

https://youtu.be/75p-N9YKqNo?si=N5jgNJCuNdonQ5zu

Activity 2. Circle the letters.

• Explain to Ss that they have to circle the same letters as the letters shown in the first column each time.

• Have Ss compare their answers in pairs first, then check as a class.

Value: Respect for Knowledge – Using grammar correctly shows respect for languag

Keys:

A, A a, a D, D d, d C, C c, c .

Z – z O – o R – r M – m

Peer

Assessment

Handouts

Activity 3. Matching the letters.

• Explain to Ss that they have to look at the capital letter and match it with the corresponding lower-case letter.

• Have Ss compare their answers in pairs first, then check as a class.

Value: Perseverance – Checking answers teaches students to correct mistakes without giving up.

Key:

B – b G – g K – k E – e

N – n V – v S – s Y – y

Peer

Assessment

Worksheets https://www.superteacherworksheets.com/full-letters-alphabet.html

Game: “Mixed-up letters”

• Divide Ss into two teams. Tell Ss to come to the front of the class and stand in two single file lines in front of the board.

• Stick two sets of the flashcards for the alphabet on the board in mixed-up order.

• Ask a S from each team to come up and arrange the flashcards in the correct alphabetical order. The S who does this the fastest earns a point for his/her team.

• Shuffle the cards again and repeat a few more times. The team to earn the most points wins the game.

Students come up and arrange the flashcards in the correct alphabetical order

Peer

Assessment

Flashcards

Formative Assessment

• Have SA ‘write’ one of the letters of the alphabet on SB’s back with his/ her index finger. SB has to guess the letter and say it aloud.

Descriptor:

A learner:

• correctly pronounces the letters

of the alphabet

• circles the letters correctly

• matches and writes the missing letters

Descriptor:

Learner:

• Guesses the letter correctly -1

• Pronounces the letter correctly- 1

• Writes the missing letters-1

Reflection.

• T he smiley faces are on the board. (happy, sad, angry, etc)

• Teacher suggests to choose any smiley face.

Homework

Workbook: Ss look at the capital and lower-case letters, trace them and write them.

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

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

-through questioning and the redirecting of questioning in feedback activities

-through observation in group and end performance activities

-through formative task

-White board and video are used no more than 10 minutes

-Use water-based pens

-Health promoting techniques

-Breaks and physical activities used.

-Points from Safety rules used at this lesson.

REFLECTION

Answer the most relevant questions to reflect on your lesson.

Were the lesson objectives/learning objectives realistic?

What did the learners learn? What did/didn’t you like? What was difficult?

Unit: 1

Hello English!

Teacher’s name:

Date:

Class:

Number present:

Number absent:

Theme of the lesson

Greetings and names: What's Your Name?

Learning objective (s)

3.1.2.1 recognise familiar words with visual support;

3.2.2.1 use isolated words and basic expressions to provide personal information;

3.5.1.8 use personal subject and object pronouns in a limited range of familiar topics.

Lesson objectives

• identify the greetings and greet someone

• practice asking and answering about one’s name

• introduce oneself

Plan

Stages of the lesson

Teacher’s activities

Students’ activities

Assessment

Resources

Greeting

Greet students; students respond to greeting and take their places. Hello, boys and girls! How are you?

Warm-up

Demonstration (acting).

• Enter the classroom and say, Hello/ Hi, while waving. After you’ve done this a couple of times, invite Ss to wave hello back to you.

• Turn your back to the Ss as if you are walking away and say, Goodbye/Bye-bye. Encourage Ss to repeat and do the same.

• Alternatively, hold up each flashcard, say the corresponding word and get Ss to repeat.

Students act out and repeat.

Flashcards

Presentation

Practice

Ending the lesson

Feedback

Activity 1. Conveying the meaning of new words.

• Have Ss look at the pictures in the vocabulary section. Play the recording a few times and have Ss point to the corresponding pictures
  and repeat.

• Say the greetings again in random order and have Ss point and repeat.

Values Link to Birtutas Tarbiye. Accuracy & Diligence – Careful sentence completion encourages neatness and attention to detail.

Activity 2. Listen, point and sing.

• Draw Ss’ attention to the pictures in activity 2 and ask them what they see (one boy waving hello and another boy pointing to a small
  whiteboard with his name written on it).

• Point to the boy holding the whiteboard and ask Ss what the boy’s name is (Tai).

• Explain to Ss that they are going to listen to a song with the title What’s Your Name? Ask them to guess what they think it is about
  (greetings and introducing oneself).

• Play the song once and have Ss listen to the song. Play the song a second time and have Ss point to the corresponding pictures.

• Play the song again and encourage Ss to sing along and wave Hello/ Hi and Goodbye/Bye-bye when mentioned in the song.

Values Link to Birtutas Tarbiye. Respect for Knowledge – Using grammar correctly shows respect for language and communication.

Activity 3. Listen and number.

• Point to the first picture and ask Ss to guess what the boy is saying. Repeat the same procedure with the rest of the pictures.

• Explain to Ss that they have to listen to the recording and put the pictures in the correct order (1-3). Play the recording and have Ss complete the activity.

• Have Ss compare their answers in pairs first, then check as a class

Values Link to Birtutas Tarbiye. Perseverance – Checking answers teaches students to correct mistakes without giving up.

Students look at the pictures in the vocabulary section, say the greetings and repeat.

Listening transcript
1. Boy 1: Goodbye.
2. Boy 2: Hello! I’m Talgat.
3. Girl 1: What’s your name?
Girl 2: My name is Kate.
a. 2 b. 3 c. 1

KEY: 1. I'm 2. You're 3. What's

Oral Assessment

Verbal Assessment

Peer

Assessment

Self- Assessment

Pictures

Waving Song - Hello and Goodbye

https://youtu.be /Rlc4GL3v29w? si=y5QO05 E2C6LgpFH0

CD

Handouts

Formation Assessment.

• Ask Ss to look at the boys in the activity and tell you what they are doing. (They are introducing themselves.)

• Divide Ss into pairs and explain that they have to ask for each other's name and answer as in the example.

• Go round the class helping Ss if necessary.

• Have some pairs of Ss come to the front of the class and present their exchanges.

Descriptor:

A learner:

• introduces themselves using key words

• asks and answers the questions as in the example.

• presents their exchanges

Students work in pairs to ask for each other's name and answer as in the example.

Peer

Assessment

Key

Words

Pictures

Reflection.

• Tell one of the pupils to turn his/her back to the other pupil. Then ask the other pupil to draw a shape on the pupil’s back using his/her finger, but without saying what it is.

Homework

Workbook: Activity 3 and 4

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

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

-through questioning and the redirecting of questioning in feedback activities

-through observation in group and end performance activities

-through formative task

-White board and video is used no more than 10 minutes

-Use water based pens

-Health promoting techniques

-Breaks and physical activities used.

-Points from Safety rules used at this lesson

REFLECTION

Answer the most relevant questions to reflect on your lesson.

Were the lesson objectives/learning objectives realistic?

What did the learners learn? What did/didn’t you like? What was difficult?

Unit: 1

Hello English!

Teacher’s name:

Date:

Class:

Number present:

Number absent:

Theme of the lesson

Best friends. Greetings and names.

Learning objective (s)

3.1.3.1 understand a range of short classroom instructions;

3.2.3.1 respond to basic questions with single words or short responses.

3.5.1.2 use the verb to be for presenting personal information and describe people and things

Lesson objectives

• identify and follow simple instructions

• ask and answer about one’s well-being

• introduce a friend

Plan

Stages of the lesson

Teacher’s activities

Students’ activities

Assessment

Resources

Greeting

Greet students; students respond to greeting and take their places. Hello, boys and girls! How are you?

Warm-up

Presentation

Practice

Ending the lesson

Feedback

Mime.

• Invite two Ss to the front of the class. Point to one S and say his/ her name, then point to the S next to him/her and say, friend. Ask Ss to repeat.

• Mime that you are trying to listen to something and say, Listen! Have Ss repeat and mime that they are trying to listen as well.

• Follow the same procedure with Look and Come here. Alternatively, stick the flashcards for the lesson on the board, point to each one, say the word/phrase and have Ss repeat after you.

Students present the understanding.

Oral Assessment

Flashcards

Activity1. Listen, point and say.

• Have Ss look at the pictures in the vocabulary section. Play the recording a few times and have Ss point to the corresponding pictures and repeat.

• Say the words/phrase again in random order and have Ss point and repeat.

Values Link to Birtutas Tarbiye. Respect for Knowledge – Understanding different uses of one word shows careful and deep learning.

Activity 2. Look at the pictures and answer: What has Mia got in her bag? Then listen and read.

• Ask them to tell you who they think the boys, the girl and the monster in the pictures are. (The boys, the girl and the monster are the main characters of the book.)

• Look at the third and fourth frames and
  say what she has got in her bag. (She has got a green monster toy.)

• Ask Ss to tell you what they think is happening.

Values Link to Birtutas Tarbiye Respect for Knowledge – Understanding different uses of one word shows careful and deep learning.

Sing the Hello Song!

• Pupils’ books closed. Present/Revise the names of the characters. Hold up the cover of your book.

• Activity 3. Listen and put a ✔ or an ✘,

• Explain to Ss that they are going to listen to the recording and they have to put a ✔ or an ✘, according to what they hear.

• Play the recording twice and have Ss do the activity. Have Ss compare their answers in pairs first, then check as a class.

Values Link to Birtutas Tarbiye. Perseverance & Effort – Students must pay attention to grammar rules to use “enough” correctly

Students look at the pictures in the vocabulary section and point to the corresponding pictures and repeat.

Suggested answer:

1. What are the main characters’ names? (Tom, Leo and Mia),

2. What is Mia holding in frame 4? (Zippy.),

3. What colour is Zippy? (Green.)

Listening transcript

1. Boy 1: Look!

2. Boy 2: Listen!

3. Man: Come here

Keys:

1. What's

2. He's

3. She's

Verbal Assessment

Oral Assessment

Self-Assessment

Textbook

CD

Worksheets

Dialogue

Hello song!

https://youtu.be/Gm_hYf3KDEU?si=JHCstLVJNTeQWTay

Handouts

CD

FORMAIVE ASSESSMENT

Students work with their partners to ask each of them about their well-being and that they have to answer accordingly describe abilities looking at the pictures.

Descriptor:

A learner

• asks and answers the questions about well-being

• pronounces words and expressions clearly

Students work with their partners

Oral Assessment

Picture

Reflection.

Say one of the words from the lesson. Ask a pupil to draw it on the board. Ask the rest of the class for verification.

Homework

Workbook: Activity 1 and 2

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

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

-through questioning and the redirecting of questioning in feedback activities

-through observation in group and end performance activities

-through formative task

-White board and video are used no more than 10 minutes

-Use water-based pens

-Health promoting techniques

-Breaks and physical activities used.

-Points from Safety rules used at this lesson.

REFLECTION

Answer the most relevant questions to reflect on your lesson.

Were the lesson objectives/learning objectives realistic?

What did the learners learn? What did/didn’t you like? What was difficult?

Unit: 1

Hello English!

Teacher’s name:

Date:

Class:

Number present:

Number absent:

Theme of the lesson

Comic: About me.

Learning objective (s)

3.3.2.2 deduce the meaning of a word in a picture or icon on a limited range of topics;

3.5.1.3 use cardinal numbers 1-10; 11 - 20; 21 – 100;

Lesson objectives

• introduce the numbers 1-10

• practice asking and answering about one’s age

Plan

Stages of the lesson

Teacher’s activities

Students’ activities

Assessment

Resources

Greeting

Greet students; students respond to greeting and take their places. Hello, boys and girls! How are you?

Warm-up

Presentation

Practice

Ending the lesson

Feedback

Brainstorming.

• Count on your fingers from one to ten and have Ss repeat and count on their fingers too. Alternatively, hold up each flashcard, say the corresponding word and get Ss to repeat.

Students point and repeat

Pictures

Activity1. Listen, point and sing. Play "The Numbers Song"

• Have Ss look at the numbers in the vocabulary section. Play the recording a few times and have Ss point to the corresponding numbers and repeat.

• Say the numbers again in random order and have Ss point and repeat.

Values Link to Birtutas Tarbiye. Cooperation & Respect: Comparing answers in pairs encourages listening and compromise.

.

Verbal Assessment

Flashcards

Play "The Numbers Song"

Activity2. Guessing and Predicting.

• Draw Ss’ attention to the presentation and ask them if they recognise the fairy tale. Read the title a couple of times.

• Think is happening in the story. (Snow White is in the forest when she notices some apples on the ground. She starts putting them in her basket while following the trail they had initially formed, only to find out that the dwarves have a birthday surprise for her. ….

Values Link to Birtutas Tarbiye. Perseverance: Learning new word forms shows effort in improving vocabulary.

Activity 3. Listen and tick (✔)

• Explain to Ss that they have to listen to the recording and they have to tick (✔) the corresponding picture, according to what they hear. Point out that the first one is an example.

• Play the recording twice and have Ss do the activity.

• Have Ss compare their answers in pairs first, then check as a class.

Game: “Quick numbers”.

• Explain to Ss that they are going to play a game

• Divide Ss into two teams and ask them to come to the board and form two lines.

• Give the first S in each team a marker.

• Explain to Ss that you are going to call out a number up to ten, e.g. two. The two Ss have to draw two lines on the board as quickly as possible. The S who draws the correct number of lines first wins a point for his/her team

• Continue the game with the rest of the Ss. The team with the most points wins.

Values Link to Birtutas Tarbiye. Confidence: Sharing answers aloud helps build courage to speak up.

FORMAIVE ASSESSMENT

• Point out the party hat on the left of the picture and explain to Ss that they have to write how old they are in the space provided, and then ask and answer in pairs about their age.

Descriptor:

A learner:

• writes the age correctly in the space provided

• asks and answers about the age clearly

• pronounces words and expressions clearly

Suggested Answer:

1. How many apples has Snow White got? (Ten.) (pointing to the dwarf she’s talking to in frame 4)

2. How old is

he? (He’s six.) (pointing to the two dwarves that are talking)

3. How old are they? (They're seven.)

Listening transcript:

Man: 1. One, two three. 2. One, two, three, four, five, six, seven, eight.

3. One, two, three, four, five. 4. One, two, three, four.

1. a 2. b 3. a 4. b

Keys:

1. seven 2. ten 3. four

Peer Assessment

Self- Assessment

Verbal Assessment

Handouts

Pictures

CD

Worksheets

https://learnenglish kids.british council.org/print-make/worksheets /numbers

CD

Handouts

Worksheets

Handouts

Self-assessment.

Ask the pupils which is their favourite number (from 1 to 10). Ask them to write it on a piece of paper. Then ask them to decorate their paper with items denoting that number.

Feedback

piece of paper

Homework

Workbook: Activity 1and 2

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

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

-through questioning and the redirecting of questioning in feedback activities

-through observation in group and end performance activities

-through formative task

-White board and video are used no more than 10 minutes

-Use water-based pens

-Health promoting techniques

-Breaks and physical activities used.

-Points from Safety rules used at this lesson.

REFLECTION

Answer the most relevant questions to reflect on your lesson.

Were the lesson objectives/learning objectives realistic?

What did the learners learn? What did/didn’t you like? What was difficult?

Unit: 1

Hello English!

Teacher’s name:

Date:

Class:

Number present:

Number absent:

Theme of the lesson

Play and Write: About me.

Learning objective (s)

3.1.1.1 recognise the sounds of phonemes and phoneme blends in words;

3.2.1.1 pronounce various sounds of phonemes and phoneme blends using appropriate stress, rhythm, and intonation;

3.1.2.1 recognise familiar words with visual support;

Lesson objectives

• practise the pronunciation of the letter a (/æ/)

• identify the different flags of countries

• talk about countries

Plan

Stages of the lesson

Teacher’s activities

Students’ activities

Assessment

Resources

Greeting

Greet students; students respond to greeting and take their places. Hello, boys and girls! How are you?

Warm-up

Presentation

Practice

Ending the lesson

Reflection

Predicting and Guessing.

• Stick the flashcards for the lesson on the board.

• Ask Ss if they recognise the three countries that correspond to each flag and elicit their answers.

• Point to each flashcard, say the name of each country and get Ss to repeat

Open Answer

Pictures

Activity1. Conveying the meaning of new words.

• Have Ss look at the pictures in the vocabulary section. Play the recording a few times, and have Ss point to the corresponding pictures and repeat.

• Say the countries again in random order and have Ss point and repeat.

Values Link to Birtutas Tarbiye. Honesty: Encourage students to give genuine answers based on their own knowledge/experience.

Activity2. “A Guessing Game”

• Divide Ss into pairs and explain to them that SA chooses one picture, but does not reveal it to SB. SA describes the child/children depicted on the chosen picture, by mentioning the age he/she is / they are and the country he/she is / they are from. SB tries to find out which picture SA has chosen by saying the child’s/children’s name(s).

• Explain to Ss that the numbers on the children's clothes indicate their age. Go round the classroom making sure that Ss are carrying out the activity satisfactorily.

• Choose a few pairs of Ss to play the game in front of the class

Values Link to Birtutas Tarbiye. Honesty: Encourage students to give genuine answers based on their own knowledge/experience.

Activity 3. Practice the Pronunciation.

• Draw Ss’ attention to the sentence practising the /ӕ / sound in the Student's Book.

• Explain to Ss that they are going to listen to the sentence, followed by the individual sounds of the letters in each word below and then the word itself.

Values Link to Birtutas Tarbiye. Respect & Inspiration: Students learn about role models and why people admire them.

Sing A Song : “Counting By Tens Song”

Students look at the pictures and repeat and say.

SA: describes the child/children depicted on the chosen picture, by mentioning the age he/she is / they are and the country he/she is / they are from.

SB: tries to find out which picture SA has chosen by saying the child’s /children’s name(s).

Listening transcript:

Woman:

A cat with a hat in a van.

/k/, /ӕ/, /t/, cat

/h/, /ӕ/, /t/, hat

/v/, /ӕ/, /n/, van

Oral Assessment

Peer Assessment

Verbal Assessment

Key Words

Pictures

Pictures

CD

Listening transcript

Counting By Tens Song

https://youtu.be/ uYRTtwZGwj8? si= Be4wj4EOe NzPSg5w

Formative Assessment

• Explain to Ss that they are going to do a project and present it. Explain to Ss that they have to complete the sentences about themselves. When they have completed the sentences, they have to draw or stick pictures of themselves.

• When Ss have finished, have them present their projects to the rest of the class.

• Then divide Ss into pairs and have
  them ask and answer questions depending on what they have written about in their projects, as in the example.

Descriptor:

A learner:

• completes the sentences about himself /herself.

• uses writing the tips

• presents the information to the rest of
  the class.

• asks and answers questions clearly

KEY
1. How old is Darina? (She’s eight.)

2. Where is she from? (She’s from Kazakhstan.)

Students do the project and present

it. And then ask and answer with his/her partner.

Verbal Assessment

Peer Assessment

Pictures

Handouts

Project work

Self-assessment.

Ask learners to speak one or two sentences to summarise what they know about the topic.

Self-assessment.

Homework

Workbook: Activity 1and 2

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

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

-through questioning and the redirecting of questioning in feedback activities

-through observation in group and end performance activities

-through formative task

-White board and video are used no more than 10 minutes

-Use water-based pens

-Health promoting techniques

-Breaks and physical activities used.

-Points from Safety rules used at this lesson.

REFLECTION

Answer the most relevant questions to reflect on your lesson.

Were the lesson objectives/learning objectives realistic?

What did the learners learn? What did/didn’t you like? What was difficult?

Unit: 1

Hello English!

Teacher’s name:

Date:

Class:

Number present:

Number absent:

Theme of the lesson

CLIL1: Flags.

Learning objective (s)

3.1.2.1 recognise familiar words with visual support;

3.3.2.2 deduce the meaning of a word in a picture or icon on a limited range of topics;

Lesson objectives

• provide Ss with cross-curricular information on geography and art

• introduce the colour

Plan

Stages of the lesson

Teacher’s activities

Students’ activities

Assessment

Resources

Greeting

Greet students; students respond to greeting and take their places. Hello, boys and girls! How are you?

Warm-up

Presentation

Practice

Ending the lesson

Feedback

Recognition exercise.

• Hold up the red object you have brought to class, point to it and say, red.

• Ask Ss to find red objects that they might own and hold them up for the rest of the class to see. Repeat the same procedure for the rest of the colours. Hold up the flashcard for flag, say the corresponding word and get Ss to repeat

Students find red objects that they might own and hold them up for the rest of the class to see.

Objects

Activity1. Conveying the meaning of new words.

• Have Ss look at the pictures in the vocabulary section. Play the recording a few times, and have Ss point to the corresponding pictures and repeat.

• Say the words again in random order and have Ss point and repeat.

Values Link to Birtutas Tarbiye. Confidence – Sharing answers helps build self-assurance.

Play "Color Stand Up and Jump"

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

Values Link to Birtutas Tarbiye. Responsibility – Students work alone and take ownership of their answers.

Activity 2. Matching activity.

• Tell Ss to look at the activity, and
  explain to them that they have to refer to activity 2 and match each child to the colours of his/her flag.

• Have Ss compare their answers in pairs first, then check as a class.

Play a Game: “Alphabet chant”

• Play the ‘Alphabet chant’ once and ask Ss to listen to it carefully.

Play the chant again and encourage Ss to sing along.

• Ss can ‘write’ the letters in the air or point to the corresponding letters of the alphabet while singing the chant.

Values Link to Birtutas Tarbiye

Respect – While checking answers, students listen to and respect others’ responses.

Students look at the pictures in the vocabulary section.

KEY
1.blue, yellow
2. red, blue, white
3. red, yellow

Verbal Assessment

Oral Assessment

Self-Assessment

Handouts

Key Words

Pictures

Worksheets

https://www. thegamegal. com/2010/11/ 27/alphabet-chant/

Formative Assessment.

• Stick the flashcards for the colours on the board and have Ss stand in a line.

• Explain to Ss that, one by one, they have to point to a flashcard and say the corresponding colour, e.g. blue.

Descriptor:

A learner:

• points to a flashcard correctly

• determines the corresponding colour

Handouts

Self-Assessment.

• Can you say 1-10 in English?

• Can you name three colours?

Homework

Workbook: Activity 1and 2

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

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

-through questioning and the redirecting of questioning in feedback activities

-through observation in group and end performance activities

-through formative task

-White board and video are used no more than 10 minutes

-Use water-based pens

-Health promoting techniques

-Breaks and physical activities used.

-Points from Safety rules used at this lesson.

REFLECTION

Answer the most relevant questions to reflect on your lesson.

Were the lesson objectives/learning objectives realistic?

What did the learners learn? What did/didn’t you like? What was difficult?

Unit: 1

Hello English!

Teacher’s name:

Date:

Class:

Number present:

Number absent:

Theme of the lesson

Culture page1. Summative Assessment for the unit 1

Learning objective (s)

3.1.3.1 understand a range of short classroom instructions;

3.3.3.1 understand short, simple instructions used in familiar everyday contexts.

Lesson objectives

• revise and consolidate vocabulary and structures presented in previous lessons

• revise and consolidate the letters of the alphabet

Plan

Stages of the lesson

Teacher’s activities

Students’ activities

Assessment

Resources

Greeting

Greet students; students respond to greeting and take their places. Hello, boys and girls! How are you?

Warm-up

Practice

Ending the lesson

Reflection

Group Work. Asking and answering questions.

• Have Ss stand in a circle in the middle of the class. Stand next to a S and greet him/her. Introduce yourself and then ask the S, What’s your name?

• Encourage the S to answer using the structure I’m… / My name is…. Have the S ask the S next to him/her the same question.

• Start again by asking How old are you?

• Repeat the same procedure with the rest of the questions, How are you? and Where are you from? and make sure all Ss participate

Open Answers

Verbal Assessment

Flashcards

Handouts

Activity 1. Read and circle a or b.

• Draw Ss’ attention to activity 2
  and explain to Ss that they have to
  read the questions and circle a or b
  accordingly.

Values Link to Birtutas Tarbiye. Respect – While checking answers, students listen to and respect others’ responses.

Activity 2. Look and complete.

• Ss have to complete the wagons of the train by writing in the missing letters.

• Point out to Ss that the letters must be in order.

• Have Ss compare their answers in pairs first, then check as a class.

Values Link to Birtutas Tarbiye. Respect for Knowledge – Understanding different uses of one word shows careful and deep learning.

Activity 3. The missing letters.

• Ask Ss to complete the flower chain by writing the missing letters of the alphabet in the lowercase.

• Point out that the letters have to be in order. Have Ss compare their answers in pairs first, then check as a class.

Play a game. “Spelling Bee”

• Explain to Ss that they are going to play a game.

• Divide Ss into pairs.

• SA chooses one of the numbers/ colours from the activity (two, five, blue, red) and tells SB to spell the word, as in the example.

• If SB spells it correctly, he/she gets a point.

• Ss take turns.

• While Ss are playing the game, go round the class and monitor the Ss.

Values Link to Birtutas Tarbiye. Respect for Knowledge – Understanding different uses of one word shows careful and deep learning.

.

KEY

1.a 2. a 3. b 4. b

KEY

B, D, F, G, H, J, K, M, O, P, Q,

S, T, V, W, X, Z

KEY

b, d, e, g, h, j, l, m, o, q, s, u, v, x, z

SB: to spell the word, as in the example.

If SB: spells it correctly, he/she gets a point.

Self-Assessment

Peer Assessment

Reference resources

Handouts

Self-reflection.

Ask students to think about a couple of things they have learned/remembered at the lesson and share their ideas with the class (with great teacher support)

Homework

Workbook: Activity 1 and 2

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

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

-through questioning and the redirecting of questioning in feedback activities

-through observation in group and end performance activities

-through formative task

-White board and video are used no more than 10 minutes

-Use water-based pens

-Health promoting techniques

-Breaks and physical activities used.

-Points from Safety rules used at this lesson.

REFLECTION

Answer the most relevant questions to reflect on your lesson.

Were the lesson objectives/learning objectives realistic?

What did the learners learn? What did/didn’t you like? What was difficult?

Unit: 1

Hello English!

Teacher’s name:

Date:

Class:

Number present:

Number absent:

Theme of the lesson

Unit revision1

Learning objective (s)

3.1.4.1 understand basic personal questions.

3.4.1.1 spell accurately a few high-frequency words;

3.4.2.2 use words and short simple phrases to complete a written text at a sentence level.

Lesson objectives

• revise and consolidate vocabulary and structures presented in previous lesson

• give Ss the opportunity to develop higher-order thinking skills by engaging them in activities involving classification

Plan

Stages of the lesson

Teacher’s activities

Students’ activities

Assessment

Resources

Greeting

Greet students; students respond to greeting and take their places. Hello, boys and girls! How are you?

Warm-up

Practice

Reflection

Brainstorming.

• Stick some of the flashcards from previous lessons in the module on the board (4-5 flashcards each time).

• Tell Ss to memorise them. Ask Ss to close their eyes and hide one of the flashcards. When Ss open their eyes, they must try to remember which one is missing.

• Memorise the order of the flashcards. When they close their eyes, change the order. S must try to remember the order the flashcards were originally in.

Students memorise some of the flashcards from previous lessons, close eyes and try to remember which one is missing.

Oral

Assessment

Flashcards from previous lessons in the module on the board

Activity 1. Look and write.

• Draw Ss’ attention to the activity and explain that they have to write the corresponding word/phrase under each picture using the words/ phrase in the box.

• Have Ss compare their answers in pairs first, then check as a class.

Values Link to Birtutas Tarbiye. Respect for Knowledge – Understanding different uses of one word shows careful and deep learning.

Activity 2. Listen and match.

• Draw Ss’ attention to the activity.

• Explain to Ss that they have to listen to the recording carefully and match the names to the numbers according to what they hear. Play the recording twice and have Ss do the activity. Check Ss' answers.

Values Link to Birtutas Tarbiye. Accuracy & Diligence – Careful sentence completion encourages neatness and attention to detail.

Listening transcript

1. Man 1: Hi! What’s your name?

Boy 1: I’m Jim.

Man 1: How old are you, Jim?

Boy 1: I’m nine.

2. Man 2: Hello. What’s your name?

Girl: Lucy.

Man 2: How old are you, Lucy?

Girl: I’m eight.

3. Woman: Hello. What’s your name?

Boy 2: I’m Gary.

Woman: How old are you, Gary?

Boy 2: Seven. I’m seven.

Activity 3. Read and write am/is/are.

• Explain to Ss that they have to read

the sentences and complete them with am/is/are.

Values Link to Birtutas Tarbiye. Honesty & accuracy: Students learn to support answers with evidence from the text (not just guessing).

Key

1. Hello 2. Goodbye 3. Look

4. Listen 5. Come here

Students listen to the recording carefully and match the names to the numbers according to what they hear

Key

1. 9 2. 8 3. 7

Key

1. is, is 2. am 3. are 4. is, is

Key:

1. c 2. e 3. b 4. a 5. f 6. d

Verbal

Assessment

Self-assessment

Self-assessment

Handouts

CD

Dialogue

Worksheets

Self-assessment.

Students give feedback to each other.

This might be done in oral form.

Students reflect on their learning:

• What has been learned?

• What remained unclear?

• What is necessary to work?

Self-assessment.

Homework

Workbook: Activity 1and 2

Additional Information

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