lesson
|
|
recognize simple sounds of phonemes.
|
|
|
|
|
|
|
|
recognize and do simple short instructions for the basic classroom
|
|
|
routines spoken slowly and distinctly.
|
|
|
|
|
|
|
|
recognize and exchange with the considerable support simple greetings.
|
|
|
pronounce the basic words and expressions with some mistakes.
|
|
|
The majority of the learners will be able to:
|
|
|
|
|
|
|
|
recognize simple sounds of phonemes.
|
|
|
|
|
|
|
|
recognize and do simple short instructions for the basic classroom
|
|
|
routine.
|
|
|
|
|
|
|
|
recognize and exchange simple greetings.
|
|
|
|
|
|
|
|
pronounce the basic words and expressions with few mistakes.
|
|
|
make the basic personal statements.
|
|
|
|
|
|
|
|
use a few colours.
|
|
|
|
|
|
|
|
Some of the learners will be able to:
|
|
|
|
|
|
|
|
do simple short instructions for the basic classroom routine.
|
|
|
exchange greetings.
|
|
|
|
|
|
|
|
pronounce the basic words and expressions without mistakes.
|
|
|
make the basic personal statements.
|
|
|
|
|
|
|
|
use a few colours.
|
|
|
|
|
|
Beginning
|
Warm up:
|
|
You can use the
|
of the lesson
|
To develop correct pronunciation, we recommend
|
|
following resources for
|
|
playing tongue-twisters for the sounds [ȷ], [r].
|
|
tongue-twisters:
|
5 minutes
|
[r]
|
|
https://learnenglishkids.b
|
|
Red lorry, yellow lorry
|
|
ritishcouncil.org/ru/tong
|
|
|
[ȷ]
|
|
ue-twisters
|
|
|
|
Yellow leather, yellow feather,
|
|
www.download-
|
|
Yellow leather, yellow feather,
|
|
esl.com/tonguetwisters/..
|
|
Yellow leather, yellow feather.
|
|
./easyt.
|
|
To warm up the learners ask them to make a list of their
|
|
|
|
|
|
|
possessions. Give them a set of cards. First organize
|
|
|
|
|
|
|
pair work. Then encourage the students to put the cards
|
|
|
|
|
|
|
on the board and speak about them. E.g.: I have a cat. I
|
|
|
|
|
|
|
have a dog.
|
|
|
|
|
|
|
|
|
|
|
|
|
Main part of
|
Exercise 1.Learn the new words.
|
|
|
|
|
|
the lesson
|
To introduce the new vocabulary, use the flashcards.
|
|
|
|
|
|
|
First pronounce single words a scooter/ a bike/a car.
|
|
|
|
|
|
|
Make the students repeat them. Then carry out these
|
|
|
|
|
|
15 minutes
|
vehicle-type actions by making specific sounds. e.g.:
|
|
|
|
|
|
|
ride a scooter, ride a bike, drive a car.
|
|
|
|
|
|
|
Encourage the children to carry out the actions with
|
|
|
|
|
|
|
you. Show them the cards in order and say word after
|
|
|
|
|
|
|
word. Make them pronounce the words carrying out the
|
|
|
|
|
|