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

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	them to use sentence patterns of the previous exercise.
	Students’ answers:
	Picture 1. This is my mother. She can drive a car.
	Picture 2. This is my grandfather. He can fly a plane.
	Picture 3. This is my father. He can drive a train.
	Picture 4. This is my brother. He can drive a bus.
	Exercise 4. Learn the rhyme.
	Encourage the children to show toys or cards while
	saying this rhyme.
	This is a bus
	And this is a plane.
	This is a car
	And this is a train.
	You can go with me.
	What a fun! Can you see?
	Activity book
	Exercise 1. Guess and draw a type of transport.
	Tell the students to take their colour pencils or crayons.
	They should guess and draw the correct vehicle. Ask
	them to name the vehicles.
	Exercise 2. Listen to your teacher and draw a line to the
	right picture.
	Tell the students to listen and then draw lines to the
	correct pictures.
	Teacher:
	1. Foxy can drive a bus.
	2. Wolfy can ride a bike.
	3. Slowy can drive a train.
	4. Digger can fly a plane.
	5. Daisy can drive a car.
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 new words did we learn today?
	What can your father/mother do?
	What can your grandfather/grandmother do?
	Then encourage them to say all the words as the group,
	you can say the words in Kazakh/Russian and they will
	give the English equivalents or show the flashcards and
	name the pictures.
	Say the rhyme of the lesson one more time.
	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.

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Unit 5. Where do the roads	School: #
go?
Lesson 4. Stop, Look,
Listen
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
		routines 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 phoneme.
				recognize simple short instructions for the basic classroom routines
		spoken slowly and distinctly.
				recognize and exchange with the considerable support simple
		greetings.
				pronounce words “go/stop/wait/look/listen” and expressions with
		some mistakes.
				make basic personal statements “I/he /she/we can …”.
				use the colours “red”, “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
		routines spoken slowly and distinctly.
		 recognize and exchange simple greetings.
				pronounce the words “go/stop/wait/look/listen” and expressions with few
		mistakes.
		 make the basic personal statements “I/he /she/we can …”.
		 use the colours “red”, “green”, “yellow”.
		Some of the learners will be able to:
		 say the words and expressions without difficulties and mistakes.
Background		This is the final lesson of this unit and the children may know the topic
knowledge		vocabulary and can use the words to make personal statements, like “I can
		ride a scooter/bike”, “My father can drive a car”.
Plan
Scheduled				Scheduled activity			Resources
time
Beginning	Warm up:
of the lesson	To warm up your students suggest them playing a game
	“Match the pictures”. Fix the pictures on the board in
5 minutes	two rows. The first row: a car, a bus, a scooter, a plane,
	a train, a bike.
	The second row: a helmet, a pilot, a small wheel, a