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30
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[d]
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tongue –twisters:
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Dazzling dinosaurs dance, dance, dance.
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http://www.schooljokes.c
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[tʃ]
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om/tongue_twisters/index
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New cheese, blue cheese, chew cheese please.
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.shtml
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[s]
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http://www.whereincity.c
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Sal sang seven silly songs.
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om/contributions/tongue-
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As a variation, you can play the game “Echo”. The
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twisters/7.htm
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teacher pronounces sounds one by one clearly, and
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learners should repeat after the teacher, but not loudly.
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E.g.: [ei, ei, ei, ei], etc. It is possible to practise not only
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sounds, but words.
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Main part of
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Exercise 1.Learn the new words.
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the lesson
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Direct the learners’ attention to the classroom objects in
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the pictures. Say each word slowly, distinctly, pointing
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to the picture. Make sure that the learners follow the
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words in the pictures. Encourage them to repeat after
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you.
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For better memorizing, ask the children to show
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classroom objects, which you name. When you are sure
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15 minutes
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that they can distinguish them, ask them to show and
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name the object, using the structure It’s a ….
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Exercise 2. Say the chant.
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It is desirable to show the objects/flashcards while
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saying the chant.
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A pen, a book, a pencil.
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A bag and a pencil case.
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A chair and my desk.
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Dynamic pause.
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Use this rhyme for the dynamic pause during a few
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lessons so that the learners will be able to remember the
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words and movements.
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One, one, one (children show their index fingers)
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10 minutes
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I can run! (children jog)
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Two, two, two (children show two fingers)
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I can jump too! (children hop)
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Three, three, three (children show three fingers)
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Look at me! (children freeze in a funny posture)
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Exercise 3. Listen and learn.
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Introduce the structure “Is it a …”? Tell them to listen
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and repeat. After they listen, show them the flashcards,
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ask them questions. E.g.: “Is it a book? Is it a bag? Is it
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number 4?” They should give answers as the whole
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group: Yes, it is. /“No, it isn’t”.
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Track 18.
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Is it a book? No, it isn’t.
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Is it a pencil case? Yes, it is.
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31
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Exercise 4. Listen to your teacher and answer the
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questions.
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Direct the students’ attention to the pictures. Tell them
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to respond to the questions.
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Teacher:
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1.
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Is it a book? Is it a pen?
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2.
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Is it a pencil case?
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3.
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Is it a bag? Is it a book?
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4.
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Is it a pen? Is it a bag?
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5.
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Is it a pencil case? Is it a chair?
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6.
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Is it a desk?
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Exercise 5. Ask and answer: Yes, it is. /No, it isn’t.
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The children should practise asking each other and
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responding using the given models. Organize pair
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work. Then ask one or two students to think of any
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object and make others to guess it.
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Activity book
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Exercise 1. Colour and name the objects.
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Ask the children to take their colour pencils and colour
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the classroom objects in the pictures. After they finish,
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they should name the objects.
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Exercise 2. Guess, answer the questions and match the
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pictures.
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Explain the task. Give them some time to study and
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match the pictures individually and then organize group
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work.
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End of the
|
End of the lesson:
|
|
lesson
|
At the end of the lesson ask the learners to summarize
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their
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activity at the lesson. Elicit their answers via
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5 minutes
|
supportive questions: e.g.:
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What the new words did we learn today?
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Which objects do we use at the lessons?
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Then encourage them to say all the words in chorus,
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you can say the words in Kazakh/Russian and they will
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give the English equivalents or show the flashcards and
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name the pictures.
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Keep encouraging the young learners for any success
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during the class/ whole course to make them feel more
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comfortable, confident and motivated to acquire the
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language.
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Достарыңызбен бөлісу: |
