Руководство для педагогов предшкольных групп и классов по Типовой учебной программе дошкольного воспитания и обучения



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Plan 
Scheduled 
time 
Scheduled activity 
Resources 
Beginning 
of the lesson 
 
5 minutes 
 
Warm up: 
Start the class by greeting the children and practise 
greeting forms by singing “The Hello Song” (Track 3).  
After that introduce the objectives and topic of the 
lesson.  
For drills in pronunciation of the sounds [ð], [s], [θ], [h] 
play the following tongue-twisters:  
[ð] 
 
This and that, 
This and that,  
that and this and this. 
[s] 
I saw his six sisters singing at six. 
[θ] 
Three thin panthers in the bathroom. 
[h] 
Hello, happy Harry, how are you? 
 
 
 
 
You can use the 
following resources for 
tongue –twisters: 
https://learnenglishkids.b
ritishcouncil.org/ru/tong
ue-twisters
 
www.download-
esl.com/tonguetwisters/..
./easyt.
 
Main part of 
the lesson 
 
 
 
Exercise 1.Listen and learn.  
Play the audio and ask the students to follow the 
pictures. Ask the students if they can guess the meaning 
of the question, How are you? and the response I’m 
fine, thank you. Elicit the students’ answers. Introduce 
 
 
 
 
 


40 
 
 
 
 
15 minutes 
 
 
 
 
 
 
 
 
10 minutes 
 
them the word here by miming or by giving the 
opposite there. E.g.: Dana, come here, please. Timur, 
please, sit down there. 
Play the audio once again and make the students repeat 
following the words in the pictures. 
Track 22. 
Slowy: Hi, this is my friend. 
Foxy: What’s your name? – 
Daisy: I’m Daisy. 
Wolfy: How are you Daisy?  
Daisy: I’m fine, thank you. 
Slowy: Daisy, sit down here.   
Daisy: Thank you, Slowy.  
 
Exercise 2. Listen to your teacher, repeat and say.  
Draw the students’ attention to the pictures. Say the 
phrases slowly and distinctly.  
Teacher: This is my friend, Wolfy. 
This is my friend, Daisy.  
The encourage them to complete the pictures 3 and 4.  
The students’ answers: 
This is my friend, Digger. This is my friend, Slowy. 
 
Dynamic pause 
Here is the bee hive, (Make a fist, with your thumb 
enclosed). 
Where are the bees? (Shrug shoulders). 
Hidden away where nobody sees. (Place the other hand 
over the “hive” as if to hide it). 
Watch and you’ll see them come out of the hive. 
(Closely watch the “hive”). 
One, two, three, four, five. (One finger, beginning with 
the thumb, comes out on each count).  
“Buzz-z-z-z-z-z” (Flutter fingers and fly away).  
 
Exercise 3. Pairwork. Act out the dialogue. 
Explain the task to the children. Organize pairwork. By 
this time, the children should already be able to have 
and maintain the dialogue. Give them some time for the 
preparation and after that ask a few pairs to roleplay the 
dialogue in front of the whole class. Pay the children’s 
attention to the intonation.  
 
Activity book 
Exercise 1. Draw your friend and speak about him/her. 
Suggest the children drawing their friends and then 
present their work to the class. Encourage the children 
to use not just the names and age but also a physical 
description (tall/not tall)  
Check students’ answers. 
 
 
 
 
 
 
 
 
 
 
 
 
You can use the 
following resources for 
rhymes and songs which 
can be used for dynamic 
pauses:  
www.esl4kids.net/fingerp
lays.html
 
bogglesworldesl.com/kid
s.../rhymes.htm
 
www.songsforteaching.c
om/nurseryrhymes.htm
 
 
 


41 
 
Exercise 2. Listen to your teacher and put the right 
sticker in the box. 
Instruct the children to listen to the information and 
then put the relevant sticker in the correct place.  
Teacher:  
1.  Hello, how are you, Digger?  
- I’m fine, thank you.  
2. Hello, how are you, Slowy?  
- I’m fine, thank you.  
3. Hello, how are you, Foxy? 
- I’m fine, thank you.  
4. Hello, how are you, Daisy? 
-I’m fine, thank you.  
End of the 
lesson 
 
5 minutes 
 


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