"All about me" технологическая карта для предшколы

Unit of a long term plan Unit 1: All about me

All about me

School: №10

Date:

Teacher name: Iskakova K.S.

CLASS: 0

Number present:

absent:

Lesson title

All about me2

Learning objectives(s) that this lesson is contributing to (link to the Subject programme)

0.L3 begin to recognize with the considerable support simple

greetings.

0.L2 begin to recognize with the considerable support a few

basic personal questions spoken slowly and distinctly.

0.S4 respond to the very basic supported personal questions

using short answers.

0.S6exchange short simple greetings..

Lesson objectives

The learners will be able to:

recognize, with the considerable support, the simple greetings.

recognize, with the considerable support a basic personal question

“What’s your name?” spoken slowly and distinctly.

respond to this personal question using answers “I’m … .”

exchange short simple greetings.

The majority of the learners will be able to:

recognize with support simple greetings.

recognize simple short instructions for the basic classroom routines spoken

slowly and distinctly.

exchange short simple greetings.

respond to this personal question using answers “My name is…/I’m … .”

Some of the learners will be able to:

say the words and expressions without difficulties and mistakes

Assessment criteria

learners will have succeeded in this class if they:

1. Name 10 numerals correctly

2. Say sounds [h], [t], [s], [w]correctly

Language objective

The learners know simple greetings like Hello, children/ girls and

boys/goodbye; expression What is your name?:

Values links

Respect and cooperation by:

1. Listening to the teacher

2. Listening to each other

3. Take turns

Encourage each other

Cross-curricular links

Russian language and literature (naming things in Russian and English) lifelong learning, math

Previous learning

All about me

Plan

Planned timings

Planned activities (replace the notes below with your planned activities)

Resources

Start

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.

To develop the correct pronunciation, we recommend

playing tongue-twisters for the sounds [h], [t], [s], [w]

etc.

Ask the children to name the characters, which they

learned at the previous lesson.

https://learnenglishkid

s.britishcouncil.org/ru/

tongue-twisters

Middle

Exercise 1.Listen and complete the dialogues.

Play the track two-three times and ask the learners to

look at the pictures and repeat the phrases to the first

two pictures. Then encourage them to complete the rest

of the dialogues following the given samples. To check

them play the track. Ask the children to roleplay this

dialogue.

Track 4.

Teacher: What’s your name?

Foxy: I’m Foxy.

Teacher: What`s your name?

Digger: I’m Digger.

Text of the students:

Teacher: What’s your name?

Wolf: I’m Wolfy.

Teacher: What’s your name?

Turtle: I’m Slowy.

After completing this exercise ask each learner “What

is your name?”

Exercise 2. Listen and repeat.

To practise these speech patterns ask the learners to

listen to the poem. After they have listened, ask them to

repeat it. While repeating encourage learners to clap

and chant.

Track 5.

Hello, hello!

What’s your name?

What’s your name?

My name is Wolfy.

That`s my name

Exercise 3. Learn the rhyme and recite it with your

name.

Encourage children to recite the poem to each other by

saying their own names. First organize pairwork and

then they can walk along the classroom and recite it.

Invite children to clap and chant using the class names.

Exercise 4. Pairwork. Ask and answer.

Children in pairs should practise building their skills to

ask and respond using the given model in the book.

Remind them to use the names of the characters.

Activity book

Exercise 1. Match and answer. What’s your name?

Direct the learners’ attention to the task of this exercise.

Explain the task. Then check their answers. Sample

answers: Picture 1. My name is Digger. Picture 2. My

name is Slowy. Picture 3. My name is Wolfy. Picture 4.

My name is Foxy.

Exercise 2. Colour and say their names.

Suggest the children drawing the characters they like

from the pictures given to them. Direct them to draw

the pictures and name them. Ask them to say what their

favourite cartoons/tales are. Who are their favourite

characters? Why?

Keys: Ariel, Mowgli, Shrek, Aladdin, Sponge Bob,

Masha.

www.agendaweb.org/s

ongs/english-songsfor-

k.

www.dreamenglish.co

m/

https://www.youtube.c

om/playlist?list.

https://www.youtube.c

om/watch?v=lsq5ZjzL

_9M

End

End of the lesson:

At the end of the lesson ask the learners to summarize

their activity at the lesson. Elicit their answers via

supportive questions: e.g.:

What the new words did we learn today?

Which word/words do we say when we see each other?

What do we say when we meet each other for the first

time?

How do we respond to this question?

Do you remember the helpers/characters who will

accompany us during the whole year? What are their

names?

Then encourage them to say all the words in chorus,

you can say the words in Kazakh/Russian and they will

give the English equivalents or show the flashcards and

name the pictures.

Sing the song 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 more motivated to acquire

the language.

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check learners’ learning?

Health and safety check

More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support

By means of oral formative assessment – students work in pairs making dialogs – teacher monitors for assessment

• Work with the SMART board not more than 10 minutes

• Monitor classroom space when students start moving around

• Make short breaks while writing

• Use water based markers

Use safe, odour free glue

Reflection

Were the lesson objectives/learning objectives realistic?

Did all the learners achieve the lesson objectives/ learning objectives? If not, why?

Did my planned differentiation work well?

Did I stick to timings?

What changes did I make from my plan and why?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

Summary evaluation

What two things went really well (consider both teaching and learning)?

1:

2:

What two things would have improved the lesson (consider both teaching and learning)?

1:

2:

What have I learned from this lesson about the class or individuals that will inform my next lesson?