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



жүктеу/скачать 0,53 Mb.
бет34/51
Дата30.10.2019
өлшемі0,53 Mb.
#50838
түріРуководство
1   ...   30   31   32   33   34   35   36   37   ...   51
Байланысты:
Рахимжанова 0кл


57


actions, and making common sounds for them.

Then say the words and ask the students to say the words carrying out the actions and making sounds individually.

Draw their attention to the pictures of the exercise; tell them to name the vehicles.
Exercise 2. Listen and learn.

Ask the learners to follow the speech bubbles, listen and repeat.

Introduce the colours red/ green/yellow/blue by showing them the cards.

Track 32

Slowy: I have a car. It’s yellow.

Foxy: I have a scooter. It’s red.

Wolfy: I have a bike. It’s blue.

Digger: I have a car. It’s green.

Exercise 3. Name the colours.

Tell the students to name the colours. First ask them to say single colour words, then produce word combination, e.g.: a yellow car, etc. Then encourage them to produce the sentence patterns, like: It’s a car/ It’s a blue car.
Dynamic pause.
This is mama, kind and dear (Point to the thumb). This is papa, standing near (Point to the pointer finger). This is brother, see how tall! (Point to the middle finger).

This is sister, not so tall (Point to the ring finger).

This is baby, sweet and small (Point to the little finger).

These are the family one and all” (Wiggle all fingers).


Exercise 4. Say: I have a car/bike/scooter. It’s red/yellow/green/blue.
Explain the task to the students and encourage them to

describe the pictures.

Students’ answers.
Activity book
Exercise 1. Trace, listen and colour the picture.

Ask the children to take crayons or colour pencils and

colour the pictures as they listen to the information.
Make pause to allow them to colour the pictures. After

they complete tell them to name the objects. E.g.: It’s a

blue scooter.

Teacher:



  1. It`s a scooter. It`s yellow. 2. It`s a bike. It`s green. 3. It`s a car. It`s blue.

You can find extra ideas for making a paper car: www.wikihow.com › ... › Paper Craft › Origami https://www.youtube.com /watch




58


Exercise 2.Listen, match and colour the picture.

The learners listen to the teacher and colour the object in accordance to the teacher’s text. Teacher`s text:




  1. I have a car. It`s green. 2. I have a bike. It’s red. 3. I have a scooter. It’s blue. 4. I have a car. It’s yellow.

Project 2.

Suggest the students making a paper car. It would be desirable to involve parents into this activity. Encourage children to colour their paper car and describe it.


Alternative project
Project Making the Car Origami Style
Step 1. Use a square piece of paper. Fold down the top of a regular sheet of paper to form a triangle, then cut that piece off. You’ll be left with a square sheet of paper. If you use origami paper, place it on the table with the back side facing up.

Step 2. Fold the top edge down to meet the bottom edge, make a crease in the middle of the paper, and then unfold to put it back in its original position.

Step 3. Divide the paper into thirds in your head. Fold the top third of the paper down. Then, fold the bottom third of the paper up.

Step 4. Form the corners of each flap. Fold up the edge of the bottom left corner of the top to the right to make a triangle fold. Crease the paper. Do the same with the bottom right corner, except fold it up to the left. Repeat the process with the top corners of the bottom fold. The bottom and top should mirror each other.

Step 5. Fold the tips of the triangles. Fold the upper tips down and the lower tips up. Doing this will round the corners to create the wheels.

Step 6. Fold the whole paper in half along the first crease. You now have the body of the car.

Step 7. Find the top right corner of the paper. Push the corner down to make a pocket fold. The pocket fold that you just made creates the trunk of the car. A pocket fold is a “mountain” fold combined with two “flat” folds. “Flat” folds simply unfold the paper and return to its previous state.
Step 8. Examine the front half of the paper car. This section will become the windshield. Use scissors to cut a slit in the paper at the point where you want to put the windshield. Cut to the right and at a slight angle so that the windshield will slope like it does on a car.

Step 9. Make the hood of the car. Push it down on the


59




piece you cut until it tucks into the slit you made in the







previous step.







Step 10. Finish the car. You can draw windows, if you







wish. Feel free to add other details such as lights and







doors, too.













End of the

End of the lesson:




lesson

At the end of the lesson ask the learners to summarize







their activity at the lesson. Elicit their answers via




5 minutes

supportive questions: e.g.:







What colours did we learn today?







What vehicles do you know and can name in English?







Then encourage them to say all the words as the whole







group, 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 more motivated to acquire







the language.















Unit 5. Where do the

School: #




roads go?







Lesson 2. I can…
















Date:

Surname /name of the teacher:













Group:

Number of attendees:

Number of absent learners:



Aims of the

0.L5 begin to recognize simple sounds of phonemes.




lesson:

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







routine spoken slowly and distinctly.







0.L3 begin to recognize with the considerable support simple greetings.







0.S3 pronounce the basic words and expressions with some mistakes.







0.S1 begin to make the basic personal statements.







0.UE3 begin to use a few colours.




Objectives of the

The learners will be able to:




lesson







 recognize simple sounds of phonemes.







 recognize simple short instructions for basic classroom routines spoken







slowly and distinctly.







 recognize and exchange with the considerable support simple greetings.







 pronounce basic words and expressions with some mistakes.







 make the basic personal statements.







 use the colours “red”, “blue”, “green”, “yellow”.







The majority of the learners will be able to:







 recognize simple sounds of phonemes.







 recognize and carry out simple short instructions for the basic classroom




60
routine.


  • recognize and exchange simple greetings.

  • pronounce the basic words and expressions with few mistakes.

  • make the basic personal statements.

  • use a few colours “red”, “blue”, “green”, “yellow”.






 exchange greetings.




 carry out instructions for classroom routine.




 pronounce the basic words and expressions without mistakes.




 make the basic personal statement.

Background

This is the second lesson of the unit, the children know, recognize and

knowledge

exchange simple greetings, can use the verb “to have” and know the topic




vocabulary.




Plan








































Scheduled

Scheduled activity




Resources

time































Beginning

Warm up:




You can use the

of the lesson

To develop correct pronunciation, we recommend




following resources for




playing tongue-twisters with learners for the sounds [ȷ],




tongue - twisters:

5 minutes

[r].




https://learnenglishkids.b




[r]




ritishcouncil.org/ru/tong







Red lorry, yellow lorry




ue-twisters










[ȷ]




www.download-




Yellow leather, yellow feather,




esl.com/tonguetwisters/..




Yellow leather, yellow feather,




./easyt.




Yellow leather, yellow feather.



















To warm up the children show them the flashcards and



















make them carry out the vehicle-type actions: ride a



















scooter, ride a bike, drive a car. Students should name



















the vehicles and the actions.
















Main part of

Exercise 1. Look and learn.
















the lesson

Tell the students to follow the sentence patterns in the



















pictures, listen to the teacher and repeat. Explain the
















25 minutes

meaning of the verb “can”. To practise these patterns,



















ask the students questions like “Do you have a scooter?



















Can you ride a scooter?”, etc. Students should give



















short answers: “Yes/no”.



















For the further practice of the verb “can” play a game



















“Follow the actions”. Tell the students to make a circle.



















The teacher shows one action, e.g. dance and says, “I



















can dance”. Children should copy the action, say it



















aloud and then the students in turns show different



















actions, showing and saying the previous ones and then



















adding new ones.



















Possible actions: jump, clap your hands, stamp your



















feet, sing, ride a bike, ride a scooter, drive a car, draw a



















picture, etc.















61

Exercise 2. Look at the pictures and listen.



Ask the learners to look at the pictures, listen and repeat. Pause at each picture. Make the learners follow the words and repeat. Draw the students’ attention to the educational aspect of this task. Ask them to explain what was wrong with the boaster boy. Encourage the students to share their ideas. Elicit their answers.


жүктеу/скачать 0,53 Mb.

Достарыңызбен бөлісу:
1   ...   30   31   32   33   34   35   36   37   ...   51



©engime.org 2024
әкімшілігінің қараңыз
    Басты бет