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Subject: English Grade: 1






Contents

 

Long term plan 3

Medium term plans 6

Unit 1: All about me 6

Unit 2: My school 14

Unit 3: My family and friends 21

Unit 4: The world around us 29

Unit 5: Travel 35

Unit 6: Traditions and folklore 41

Unit 7: Food and drink 47

Unit 8: Health and body 53

Suggested Vocabulary list for Grade 1 60 Short term plan (Lesson plan) 62

 

 

 


Long term plan

Subject: English Grade: 1

Term 1 Term 2 Term 3 Term 4
1 All about me 3 My family and friends 5 Travel     7 Food and drink
Greetings and names Colours 1 to 20 Family and friends In my house Days of the week Getting to school This is the way... Where is it? The big red bus Things I like Hot or cold Animals like Nice or nasty
2 My school 4 The world around us 6 Traditions and folklore 8 Health and body
Classroom objects Initial letters Classroom routines Describing things Animals Hot and cold In Kazakhstan Happy Birthday Springtime in Kazakhstan Hats and masks Story time Hands and Head Let’s move Making a puppet A special dance
Listening:
Listening activities are the primary focus of class work in Term 1 as learners listen to Teacher model names, short greeting phrases, basic colours, numbers 1 to 20 and words relating to the classroom environment and routines. Learners listen and repeat, follow simple Teacher instructions, perform total physical response routines and listen to simple songs. · The listening learning objective focus in Term 1 is very much on objectives 1.L1 and 1.L3. · The themes for Term 1 work relate to basic greetings and introductions and those that are already familiar to learners from their school context: counting, colouring, following songs and simple classroom routines. Listening continues to be a primary driver of the work done in Term 2 As well as listening to songs, Teacher instructions and Teacher modelling words and phrases, in Term 2 students are involved in listening to and participating in simple question and answer exchanges and exchanges in which learners confirm or correct in response to what others say. · As well as learning objectives 1.L1 1.L3, objectives 1.L2 and 1.L4 form an important focus of listening work in Term 2. · The themes are more wide-ranging with contexts outside the immediate classroom environment and linking to cross curricular themes of kinship, the geography of Kazakhstan and cultural identity. All Listening objectives: 1.L1, 1.L2, 1.L3 1.L4 and 1.L5 feature in Term 3 work as learners are engaged with listening in tasks involving slightly more complex instructional sequences, songs, more varied question tasks and listening to stories in English for the first time. Teacher continues to be the main source of input in all listening activity except song. What may seem quite challenging themes for learners of this age are made accessible by approaching them through craft, song, sense, movement and simple narrative activities. All Listening objectives feature in Term 4 work and Teacher input continues to be primary source of listening input except for song. There is a much greater emphasis on understanding questions and active listening in question exchanges 1.L2, 1.L4. Learners also listen to recorded short exchanges for the first time exercising a new dimension of understanding in English and other activities require learners to listen and give an emotive response. The themes rework the language of colours, verbs of movement, animals, and also introduce new areas of vocabulary [food and parts of the face/body]. This final term of the year has elements [dance, song, shadow puppet narrative] that could be built into an end of year performance.
Speaking
Simple speaking activities complement the primary focus on Listening in Term 1. Learners are involved in activities such as listen and say, introducing themselves and others and saying words, names and numbers in response to prompts and in a variety of types of game.   · The Speaking learning objective focus in Term 1 is primarily on objectives: 1.S1, 1.S3 and 1.S6. Speaking continues to feature with listening in Term 2 as the primary means of exploring new English words and structures. The fact that learning contexts relate more to the outside world than the immediate classroom context means learning objective 1.S5 [Learners responding to aural and visual prompts] features a lot more in Term 2, alongside objectives 1.S1 and 1.S3. All speaking learning objectives 1.S1, 1.S2, 1.S3, 1.S4, 1.S5 and 1.S6 are covered in the work of Term 3 but 1.S3 relating to pronouncing words intelligibly features prominently as learners meet a lot of new lexis. Learners are also involved in asking questions, giving short answers to questions and responding to prompts relating to narratives for the first time. There are extensive speaking focuses in Term 4 work as learners learn language to make different kinds of statements/questions about likes and dislikes 1.S1, 1.S2. Work on questions and short answers is extended but learners also engage with new types of speaking activity: using emotive words to show approval or dislike, giving longer descriptions, participating in a short narrative performance and sounding words to movement in a dance routine.
Reading:
There is only one focus on Reading in Term 1 as the primary thrust of work is that learners become familiar with English sounds through listening and speaking before moving on to looking at how the sounds of English are represented in print. It is important for learners however to develop a keen early interest in English words that they may see around them in their environment so there is one focus here on initial letter consonant sound pictures [1.R1].   Reading features slightly more in Term 2 than it did in Term 1 as activities extend work on recognition of initial consonant sound pictures to animal names and international words students are likely to see In their environment. Activities involving the recognition of whole common international words also feature   · Reading learning objective focus in Term 2 is on 1.R1 and 1.R3 In Term 3 there is a limited but important focus on recognising and remembering the written form of ‘whole’ words 1.R3. Display of things that learners make such as cards and badges which include words and iconic phrases e.g. Happy Birthday will add to the store of English words that learners regularly see and recognise in their environment and are an important early foundation for later ‘sight-word’ work in literacy focuses. As in Term 1, there is important focus on initial letter consonants.
Use of English:
The Use of English work in Term 1 is all embedded in listening and speaking focuses. Learners learn to use certain personal pronouns, demonstratives, possessive adjectives, colour adjectives, articles a/an and cardinal numbers 1 – 20 as part of wider speaking and listening activities. Teacher engages learners with such language through drilling items as part of phrases rather than stopping to isolate and explain differences. · The Use of English learning objectives touched upon in Term 1 are: 1.UE1 1.UE2 1.UE3 1.UE4 1.UE6 1.UE8 The Use of English focus in Term 2 provides learners with more opportunities to experience pattern/structure differences as they relate to singular/plural forms, verb to be /pronoun agreement and the structure there is/there are. There is still no overt teaching of rule or pattern but such structural differences, together with the use of interrogative pronouns in question tasks, feature more often as the central focus of activities. · Key learning objectives in Term 2 are: 1.UE1 I.UE3 1.UE7 1.UE11: As well as revisiting areas of Use of English from previous units, learners experience new areas of structure in Term 3: new interrogative forms 1.UE5, prepositions of movement and place 1.UE14 and present simple forms 1.UE9. Learners are involved in simple exchanges using short forms, forming questions in a class survey activity and responding to different types of questions [where, how interrogatives, do auxiliary questions and questions with verb ‘to be’]. There is a more limited range of Use of English focuses in Term 4 as learners work to consolidate key areas looked at in previous terms. Work is also extended in the area plural forms 1.UE1 where learners practice s plural forms and learn a few more irregular forms. As in previous terms, the language focus is largely embedded in ongoing language activity where the primary focus is on using structures in the making of meaning rather than an overt focus on form.

Notes:

A unit is a body of lessons which covers a defined topic.

W = whole class

G = group work

P = pair work

I = individual work

E = learner experiment

D = teacher demonstration f = supports formative assessment


Medium term plans

 

English Primary Grade 1
Unit 1: All about me
Recommended prior knowledge
Recognition of the names of some world-renowned US/English characters. Some familiarity with simple +/- arithmetic operations.
Context
This opening unit of work is very much about getting learners used to the idea of participating in English through listening, speaking and singing and making them aware of English words/names they may already know. Learners learn a number of songs for greetings, colours and numbers in this unit and learners can be encouraged to sing along at home to these songs where Teachers provide media links for learners and parents. The cross curricular links in this unit are learning the colours of the rainbow and performing simple addition and subtraction operations.
Outline
All learning in this unit is activity-based and focused exclusively on Listening and Speaking with the aim of getting learners used to English sounds. There is no overt focus on grammar but certain grammar focuses are embedded within activities. Learners learn to recognise and use a variety of simple English words, phrases and names through meaningful and affective Teacher-Learner and Learner-Learner interactions which are fostered through activities such as circle participation, learning and performing songs, colouring, quizzes, counting and memory, touch, movement and team games. For learners’ safety teachers should pay attention to general safety rules (“Art and Craft Safety Guide” developed by U.S. Consumer Product Safety Commission) It is recommended to take 8 hours to cover this Unit.
Key learning objectives 1.L1 recognise short basic instructions for a limited range of classroom routines spoken slowly and distinctly 1.L3 recognise with support common names and names of places; recognise the spoken form of a limited range of everyday and classroom words 1.L9recognise the names of letters of the alphabet 1.S1 make basic personal statements about people, objects and classroom routines 1.S3 pronounce familiar words and expressions intelligibly 1.S6 make introductions and requests in basic interactions with others 1.UE2 use cardinal numbers 1 - 20 to count 1.UE3 use basic adjectives to describe people and things 1.UE6 use demonstrative pronouns this, these that, those to indicate things

 

 

Learning objectives Suggested teaching activities Teaching notes Learning resources
    1.L3 recognise with support common names and names of places; recognise the spoken form of a limited range of everyday and classroom words   1.S1 make basic personal statements about people, objects and classroom routines   1.UE6 use demonstrative pronouns this, these that, those to indicate things     1.S6 make introductions and requests in basic interactions with others     1.L3 recognise with support common names and names of places; recognise the spoken form of a limited range of everyday and classroom words Greetings and names 1 (W) Teacher and learners stand in circle. Teacher models / gestures: Hello I’m... Teacher indicates learners in turn to say Hello, I’m …   (W) Teacher and learners in circle. Teacher models/gestures Hello, I’m... [indicating person to right] This is...Teacher indicates learners in turn to continue.     (G) Learners form smaller circles and continue saying Hello I’m…. and introducing learner to right This is… (W) Teacher gives out picture cards to learners. Teacher models for learners to assume identity on card. Teacher indicates learners in turn to say Hello I’m... Whole circle replies How are you…? ‘I’m fine...   (W)Listening to and singing along with a simple Hello song. (D) Teacher pre-teaches key words from song with simple gestures.       Ensure that throughout activities in this opening section all Teacher/Learner language is accompanied by contingent gesture or action [pointing to self/others, waving, handshakes etc.]     Could be done in chair circle and learners sit down when successfully introduced themselves and someone else.   Listen and point and Song activity from the course book (1A) can be used to consolidate this activity.   Try and identify a bank of anglophone characters [celebrities, cartoon characters] known to most learners with short simple names [short consonant-vowel-consonant first names will serve well for later letter activities]     Song versions with lyrics accompanying animation can be used but the reading of these should form no part of the activity. Learners learn the song from aural memory alone. Teacher helps students recognise the intonation in questions and statements.   Alternative: Play " Ball Pass" and say names Take a soft ball and pass it to your nearest student, saying " Pass". Have each student pass the ball around the circle. Next, hold the ball and say your name. Have each student say their name as they pass the ball to each other. Make sure they pass, not throw, roll, etc. If a student doesn't pass make sure s/he does it again until done properly.       Primary Colours Starter, Hicks and Littlejohn (CUP 2002)     Primary Colours Starter, Hicks and Littlejohn (CUP 2002)     Primary Colours for Kazakhstan, Hicks and Littlejohn (CUP 2012)[1] Translations by N.Mukhamedjanova and B. Berdimbetova       Hello song https://www.youtube.com/watch? v=hqx2phxn_cM
    1.S3 pronounce familiar words and expressions intelligibly   1.S1 make basic personal statements about people, objects and classroom routines     1.S6 make introductions and requests in basic interactions with others   1.S3 pronounce familiar words and expressions intelligibly   Greetings and names 2 (W) Teacher models My name is… His/Hername is. Teacher introduces self and then names of projected images. Teacher indicates learners in turn to introduce self and then name two projected images of well-known people/characters.   (G)In circles of 5 - 8 learners. Each learner has at least two images of different identities. Learners take turns to say as many names as they can remember after identities are flashed for a few seconds His name / Her name is... Game can continue by getting students of same sex to swap one or more of their identity cards. (D) Teacher models with one learner Nice to meet you, Good Bye (Bye!) [handshake and wave]. (P) (f) Learners each given picture identity and practice introduction sequence in closed pairs / then for whole class. (W) Reprise of same, extended or different simple Hello song.       Nominate a learner and ask them to stand up for the duration of their turn. My name is… Her name is... His name is... Recycle some pictures from activity above in projections.     Ask learners to choose an identity and flash the image of their chosen identity before turning card over and holding to their chest. Get one or two learners to try and say as many names as they can remember before repeating the process with different learners.   Use large gestures to accompany each part of exchange and encourage learner modelling to do so.     Monitor and note where students are having problems with individual sounds, blends and/or linking of words.   Use song to recap/reinforce key words.   The song (1B) can be used to consolidate greeting phrases   Alternative: Introduce glove puppet - greetings and introductions activity Get hold of a glove puppet and put it in a bag before class. Bring out the bag, open it enough to see in and shout into the bag " Hello! ". Then move your ear to the opening to listen - nothing. Go to each student and encourage them to shout " Hello" into the bag - each time nothing happens. Finally, get all the students together to shout " Hello! " at the same time. This time the puppet wakes up and jumps out of the bag! Then model the role play with the puppet: Teacher: " Hello", What's your name? " Puppet: " My name is...". Then move onto the first student and say " Hello". Encourage him/her to say hello back. Let the students touch, cuddle and stroke the puppet. Next, the puppet asks each student: " What's your (his/her) name? ". Learners answer " My (his/her) name is..." Finally, go around saying " Goodbye" and " See you" before going back into the bag and back to sleep.     Activities 1 and 2 (1B) can be used to support this activity: Primary Colours Starter, Hicks and Littlejohn (CUP 2002)   PC 1B   Primary Colours Starter, Hicks and Littlejohn (CUP 2002)    
    1.UE3 use basic adjectives to describe people and things     1.L3 recognise with support common names and names of places; recognise the spoken form of a limited range of everyday and classroom words   1.L9recognise the names of letters of the alphabet   1.S3 pronounce familiar words and expressions intelligibly   1.UE6 use demonstrative pronouns this, these that, those to indicate things   1.S1 make basic personal statements about people, objects and classroom routines Colours (D)Teacherpresents names of colours through short visual presentation. (P) Learners listen to sounds and tick the colours the sounds make them think of – then say the colours in feedback. Teacher walks along and says " I spy with my little eye something that begins with letter O [orange], " or "... something that begins with letter B [blue]." (W) Learners listen to the Rainbow song and order colour cards according to the order they are heard in the lyrics.   (W) Learners learn and sing along to an animation of the Rainbow song.     (I) Blindfold activity involving dressed/costumed stuffed toys. Blindfolded learner given three of five stuffed toys that the whole class has seen and has to point and say the colours of different items on them e.g. pointing to a panda’s ear, learner says This is black. (P) (f) Colouring / colour quiz. Learners given worksheet with the outline of recognisable objects e.g. Kazakh flag, traffic lights, zebra, ladybird and have to agree with another student what colour to colour things. In feedback learners say colours.     Use a presentation animation which repeats words and gives learners plenty of opportunities to produce words.   Play sounds like a crackling fire, lapping waves, police siren, elephants, opening bars of Kazakh anthem etc. Learners have a grid of colours and tick the ones they think of. Play sounds again [in feedback and get learners to shout out colour names]. Learners will have fun guessing what it is you see. Take turns guessing what the other sees.   Show black and white image of a rainbow.   Give learners in pairs a set of colour cards [colours of rainbow and a few distractors]   As they listen get learners to put colours of rainbow in order.   Play the song a number of times with/without animation. Then get learners to sing along with Teacher as Teacher uses colour cards stuck on board as prompts.   Bring in colourful stuffed toys as visual and tactile aids [clearly indefinable coloured parts e.g. hat, feet, trousers etc.] Keep team scores for correct colour details.   Use a visual presentation of objects complete with colours for feedback.   Alternative 1: ‘Touching game.’ The class is divided into two equal teams. Colour flashcards are placed on the blackboard. I shout out a colour say for example, red and a member of each team has to run to the board and touch it. The first student to touch the colour first earns a point for their team. The team with the most points wins and receives a prize.   Alternative 2: Play " Colour Stand Up and Jump" Give out all of the coloured papers, 1 colour per student. Tell your students to sit down. Say a colour (e.g. " red") and the students holding that colour have to quickly stand up, jump and then sit down. Start off slowly and get faster and faster.   Color song. Collection Vol.1 www.busybeavers.com   Colours www.youtube.com/watch? v+S24hZC-ednk   www.learningchocolate.com     Rainbow song https://www.youtube.com/watch? v=uTDJiPdz3L0     file: ///C: /Users/User/Downloads/colors-lesson-plan.pdf    
    1.L3 recognise with support common names and names of places; recognise the spoken form of a limited range of everyday and classroom words   1.UE2 use cardinal numbers 1 - 20 to count   1.L1 recognise short basic instructions for a limited range of classroom routines spoken slowly and distinctly   1.S3 pronounce familiar words and expressions intelligibly     1 - 20 (W)Listening to and watching an animation of the song Ten Little Numbers. (W)Singing along to the song and then practising counting on fingers. (D)Teacherdemonstrates simple plus / minus sums producing written numerical answers. (P)Teachergives learners range of simple sums to write down numerical answer to. (W)A blindfold memory number/colour activity, played with the class divided into two teams. Before being blindfolded learners survey a board with number [1-10] shapes on it – each number is a different colour. Blindfolded learners find a number and say number and colour e.g. blackeight. (I) (f)Learners given a worksheet with a range of jumbled numbers 1-10 to colour according to Teacher’s instructions. D]Teacher models and drills numbers 11 -20 using flashcards and underlining numbers on board 14 16 17 18 19 which add teen to known number   [P] Learners write down ten numbers between 1-20 in a random sequence. Learners say numbers for another learner to write down and then read back in sequence. [I] Listening to children in short dialogues and circling the correct number [1 – 20] in response to a question [I] [f]Listening to instructions to colour numbers on a row grid 1 - 20   [P]Listening and playing a game of ‘half’ bingo. Give each pair of learners a bingo card with numbers 1-20 on it. Call out numbers which are double the numbers learners have on their cards. Learners cross numbers which they are half the value of the number they hear.     Work with a set of number flashcards [numerals]. Learners use fingers to count as Teacher says numbers as a warmer to the song.   Sing along to song animation two or three times and then see if learners can sing song with just the music.   Moveable units/counters on the board can be used to demonstrate addition and subtraction processes.   Sums given orally for comprehension with learners writing down the answers to demonstrate understanding of what is heard.   Get one learner from each team to try and win as many points for the team as they can. Then change learners and one or two of the numbers and begin again.     Give instructions such as: Colour 3 red... OK...3 is red. Give feedback by projecting numbers coloured the correct colours.   Alternative 1: Depending on the age of your class you can teach the numbers over a series of lessons. Play " Put in the box" Now get a big box of objects and make sure you have enough objects of each category for the numbers you are teaching (e.g. 3 plastic fruit, 3 cars, 3 pencils, etc.). Throw the objects all around the classroom. Then choose a student and say “Aidar, put three (pencils) in the box”. As the student picks up each object make sure everyone counts along (1… 2 … 3). Then have the student count the objects as s/he puts them in the box. Do this with everyone. Finally, for a bit of crazy fun, throw all the objects out and let everyone scramble to find, count and put all of their objects back in the box again (all at the same time!).   Write numerals 11 – 20 in sequence on a board underlining 14 16 17 18 19 to highlight pattern.   Model this task to the whole class with one learner at board.   Give learners simple 2 or 3 option multiple choice worksheet to complete.   The idea here is to simply reinforce the ‘counting’ pattern. Give instructions like: Find number sixteen. Colour it red. This is a challenging but fun game involving mental arithmetic. Explain to learners that they shout Bingo when they have crossed off all their numbers. Teacher needs to prepare a list of numbers that can be halved as well as a few odd ones that can’t to read out.       Math video for kids.mp4 Abacus for kids video- Turtle Diary/.com     www.learningchocolate.com     Ten Little Numbers song https://www.youtube.com/watch? v=BYIrkMV9uug   To reinforce work on numbers, the activity and song (1E) can be used: Primary Colours Starter, Hicks and Littlejohn (CUP 2002)     Printable Colouring numbers pages and other useful number tasks https://www.allkidsnetwork.com/coloring-pages/Numbers.html   www.dreamenglish.com     Simple 1 -20 counting presentation https://www.youtube.com/watch? v=6bQEpWAL7ps   Such short dialogues can be found in examples of Cambridge English Starters Listening Tests https://www.teachers.cambridgeesol.org/ts/exams/younglearnersandforschools/ylemovers/listening     at this site, in the section: Maths/The number system/Counting there are hundreds of tasks and worksheets for practicing numbers https://www.primaryresources.co.uk/maths/mathsB1.htm  

English Primary Grade 1
Unit 2: My school
Recommended prior knowledge
UE knowledge from Unit 1: This is…. It is… My ….is. Vocabulary knowledge from Unit 1, basic colours and numbers 1-20.
Context
Having learned in Unit 1 to say names, what things are and basic colours and numbers, this unit builds on that knowledge in encouraging learners to say things about their immediate classroom environment and understand and respond to basic instructions in that environment. It also introduces for the first time an awareness of letters as ‘sound pictures’ and gets learners used to the written shape of their first name in English. The cross-curricular dimension in this unit relates to links with early literacy in other subjects focusing on recognising letter shapes as sound pictures and forming letters of regular size and shape between lines.
Outline
This language from the previous unit is woven here with new forms [nouns and imperative forms] to allow learners to participate in a growing range of instructional activities in English. Basic awareness of English as a written code is raised for the first time through simple initial letter sound picture activities and the writing of learner names. The thrust of the unit is for learners to experience a clear sense of ‘can-do’ in English by understanding and responding to spoken language in total physical response, colouring and letter recognition and copying activities. For learners’ safety teachers should pay attention to general safety rules (“Art and Craft Safety Guide” developed by U.S. Consumer Product Safety Commission) It is recommended to take 8 hours to cover this Unit.
Key learning objectives 1.L1 recognise short basic instructions for a limited range of classroom routines spoken slowly and distinctly 1.L3 recognise with support common names and names of places; recognise the spoken form of a limited range of everyday and classroom words 1.L9recognise the names of letters of the alphabet 1.S1 make basic personal statements about people, objects and classroom routines 1.S3 pronounce familiar words and expressions intelligibly 1.UE1 use singular nouns, plural nouns – to talk about people and places 1.UE3 use basic adjectives to describe people and things 1.UE4 use determiners a, an, some, the, this, these to indicate what /where something is 1.UE6 use demonstrative pronouns this, these that, those to indicate things 1.UE8 use simple imperative forms [positive] for basic commands or instructions 1.UE13use can / can’t to describe ability 1.UE14 use basic prepositions of location and position e.g. in, at, next to, near, on, to describe where people and things are; use basic prepositions of time: on, to talk about days  

 

 

Learning objectives Suggested teaching activities Teaching notes Learning resources
    1.UE1 use singular nouns, plural nouns – to talk about people and places   1.UE14 use basic prepositions of location and position e.g. in, at, next to, near, on, to describe where people and things are; use basic prepositions of time: on to talk about days     1.UE6 use demonstrative pronouns this, these that, those to indicate things 1.S1 make basic personal statements about people, objects and classroom routines   1.UE1 use singular nouns, plural nouns – to talk about people and places 1.L9recognise the names of letters of the alphabet   1.UE4 use determiners a, an, some, the, this, these to indicate what /where something is 1.L1 recognise short basic instructions for a limited range of classroom routines spoken slowly and distinctly 1.S3 pronounce familiar words and expressions intelligibly     1.L3 recognise with support common names and names of places; recognise the spoken form of a limited range of everyday and classroom words     Classroom objects (D)Teacherpre-teaches using realia/visual aids: desk chair book pen bag teacher ruler rubber felt tip (W) Teacher uses visuals/flashcards to prompt learners to say the words. [W]Use a large scene card [projected] to show objects in the classroom. [G] [f] In groups of three give learners a scene card of a school and 10 object pictures. Give instructions to learners [repeated twice] to put objects in places on scene card. [D] Teacher presents initial letters [sounds] of classroom objects: D C B T R F N P. Learners cut out pictures of classroom objects and stick them in ABC books and overwrite letter.   [P] Learners given a scene card of a classroom with D – P objects highlighted and decide which one is which. e.g. That’s a desk.   (P) Teacher gives each pair of learners a set of flashcards. One learner holds up a flashcard. The other learner points/indicates and says This is my book etc. Learners then swap roles. (D)Teacherpre-teaches using realia / visual aids computer board door window (W)Teachergives learners worksheet with outline images of 10 items [new words above]. Learners listen and follow colouring instructions Colour the book red, OK? Colour the book red. (D)Teacher demonstrates using realia: open the door close the door open the book close the book open the window close the window open the bag close the bag point to *the door (D)Teacher demonstrates a mime gesture to go with each of the actions above. (W)Class is divided into two lines facing each other. Teacher gives random instructions, e.g. open the door and all learners perform the mime. Teacher gradually speeds up with instructions. (W) Listening to and learning a simple song about the classroom. (D) Teacher demonstrates simple routine actions to facilitate the giving of total physical response instruction sequences. open close stand up sit down go to find point to (I)/(P) (f)Teachergives instruction sequences using all language learnt so far first for individual learners to perform and then for pairs of learners to perform as part of a race.       Reinforces the use of this is and I’m in modelling these words.   Elicit words from learners and intermittently model and drill correct pronunciation for the different words.   Tell about items in the scene card to elicit names of classroom objects taught previously e.g. ‘The book is on the desk.’ Give learners time in groups to place the object before repeating the instruction. Give instructions like ‘ Put the pen in the bag.’   Monitor pair work and prompt learners with initial sounds where they cannot find words. Encourage learners to point to their own objects in this task.     Model and drill the pronunciation of these words, getting individual learners, groups and the whole class to pronounce them.   Repeat each instruction twice or more if most students are having problems performing the task.     Ensure that gestures for each different action are clearly distinct from each other and easy for learners to do.   Part of the aim of this activity is to enable students who do not understand immediately to participate by initially following other learners.   View this as a freer activity in which students just enjoy singing along and recognising some of the sounds and words they have already been introduced to. Demonstrate these actions with two learners at the front of the class [start on chairs] who listen and then copy your actions. A typical instruction sequence might be something like this: go to the door, open the door. close the door, go to the board, write your name, go to your desk, sit down     Alternative 1: Play " Classroom Objects" touch Have everyone stand up in the middle of the classroom. Teacher shouts out a word (e.g. " Touch the door! ") and everyone must run to the door and touch it. This should be a quick and exciting game. After a few rounds, feel free to add other words that have been covered in previous lessons.   Alternative 2: Do the " Colour the Room " poster Give out the worksheets of ‘Classroom objects’ and have each student colour them in. As students are working away, circulate and ask questions (e.g. What's this? What colour is this?). When finished, get each student to show the class their work, ask a question (e.g. what colour is the bookcase?)   Range of common object flashcards https://www.mes-english.com/flashcards/animals.php   To help with the introduction of new vocabulary and consolidate this work, activities 1, 2 and 3 (2A) can be used: Primary Colours Starter, Hicks and Littlejohn (CUP 2002)     Simple action flashcards https://www.englishraven.com/flashcardsactions.html   Songs and chants (2B and 2C) can be used to support this activity and Listen, Point and say, and Listen and match activities (2B) can be used to consolidate language: Primary Colours Starter, Hicks and Littlejohn (CUP 2002)    
  1.UE8 use simple imperative forms [positive] for basic commands or instructions   1.S3 pronounce familiar words and expressions intelligibly   1.L1 recognise short basic instructions for a limited range of classroom routines spoken slowly and distinctly 1.L3 recognise with support common names and names of places; recognise the spoken form of a limited range of everyday and classroom words   1.UE3 use basic adjectives to describe people and things   1.UE13use can / can’t to describe ability   Classroom routines (D) Teacher pre-teaches and models following action verbs with simple mime gesture listen read write sing say look (P)Learners in two lines facing their partner. One learner has set of flashcards above and says action verbs for the other learner to mime action. Learners then change roles. (G)In groups of 3 or 4 learners play ‘go fish’ with sets of jumbled ‘action’ flashcards. Each learner takes turns to turn over two cards. Learners win cards if they match and correctly name action: open close sit stand listen read write sing say look go find point [I]Listening and making actions according to teacher instructions. (W) (f)Two teams at board in lines. Learner at the head of the line has to be first to perform action Teacher says. Score a point for the winner of each round.   Teacher models use and meaning of can / can’t to talk about ability through video presentation and demonstration with learners at front of class.   Teacher asks a learner “Can you open the door? ” If the learner replies " Yes, I can " then say " Ok, go! " and the learner does the action. If the learner says " No, I can't»” Teacher says «Well, can you sing? ".       Ensure that the gestures are simple, clear and distinct from each other as these gestures should become a standard part of the instructional fabric of the Grade 1 classroom.   Make sure learners understand who they are paired with in the opposite line. Different learners will be talking simultaneously during this activity but this should add to the communicative timbre of the exchanges.   This is a simple memory game where, as cards are turned over, learners build up an idea of where a matching item might be. Learners can only win cards if they correctly say the action.     Ensure that you repeat key instructions e.g. Point to the red book. Write with black pen.     This should be done at speed. A fun simple way of reinforcing the language previously covered and an opportunity to assess the extent to which students are picking lexis up.   Use a video presentation, flashcards or slide presentation that recycles classroom routine verb vocabulary Alternative: Simon Says Ask everyone to stand up. Say ‘Everyone, stand up.’ Show them what you mean by standing up yourself and raising your arms. Then say ‘Everyone, sit down.’ and demonstrate in the same way as before. Continue this a few times before introducing new actions. These should be actions that they will need to perform throughout the year such as; ‘Put your hand up’ ‘Open your book’ ‘Close your book’ ‘Open your bag’ etc Then go back to the original ‘Stand up’ and ‘Sit down’ to introduce Simon Says. Say ‘Listen’ and put your hand to your ear to demonstrate this very useful instruction! ‘Simon says stand up’ then make a show of standing up. Say ‘Sit down’. When they start to sit down say ‘No, and signal for them to stay standing up. Then, while emphasizing the first two words say ‘Simon says sit down’ and actually do it yourself to demonstrate that it’s now OK for them to sit down too. Continue like this a few times before moving on to the other actions. To begin with you can do the actions at the same time and gradually they can do them from just hearing you say them. The objective here is not to get a winner but for all the children to get used to these instructions.     Action verbs www.kidsgoflash.com     Talking flashcards www.esl-kids.com     www.learningchocolate.com   Use the activities in 2C, 1 and 2 to reinforce this focus of instructions in the classroom: Primary Colours Starter, Hicks and Littlejohn (CUP 2002)     www.slideshare.net/yojelen/cancant    
    1.S1 make basic personal statements about people, objects and classroom routines   1.UE3 use basic adjectives to describe people and things   Describing things (D)Teacherdemonstrates big/small using projected visual images. Teacher models: ‘ It’s a big/small... ’ e.g. It’s a big chair. It’s a green chair. (W) Teacher nominates a learner to say what projected image is.   (G)Each group is given a bag and blindfold. In the bag are some ‘feely’ numbers, consonant letters [above] common objects [pen chair (toy} bag]. These items are different sizes [big or small].   Learners take turns to be blindfolded and pull out a few objects and say what they are e.g. It’s a big 3, It’s a small ‘p’ [sound]. It’s a big pen etc. (W) Teacher takes a full bag, pulls out an object and nominates a learner to say what it is (including colour or size) e.g. It’s a small /red pen. (I) (f) Two objects from the bags are placed in front of every Learner. Every learner stands. Teacher nominates one to begin. Learner says what objects are. If correct, sits down. If not, remains standing and passes object[s] he/she could not describe to next learner. Game continues until no one left standing.     Note that at this stage such activity is still done without asking questions. It’s done rather by eliciting using prompts and revealing parts of the target answer where learners are struggling.   Mix as much realia as you can in with number/letter shapes to provide variety but only of lexical items already known to students from units/lessons above.     Remember to consistent with letters. Learners do not know letter names yet [only letter sounds] and to slip into using letter names would be confusing.     This formative assessment strategy is similar to the idea of ‘exit passes’: you only get out if you can. Use ideas like this regularly as warmers and fillers to monitor progress.   Alternative: Introduce the adjectives First start by drawing two lines vertically down the board so you divide the board into three equal sections. Then do the following for each set of adjectives: big / small: in the first section draw an apple (as shown below). Elicit " apple" and write " an apple" under the picture. Then, in the second section, draw a really big apple – fill up the whole section. Teach / Elicit " big" and write " a big apple" under the picture. Finally, draw a really small apple in the last section, teach / elicit " small" and write " a small apple". Chorus each of the phrases three times. Then erase the pictures of the big and small apples. Invite one student up to the board and pointing in the middle section say " draw a big apple". Then invite another student up and say " draw a small apple" pointing at the last section. Give each student a round of applause.     Teacher clip [realia] https://www.youtube.com/watch? v=uQk3aCJayuY   Color song www.learningchocolate.com   Adjectives www.MagicPathshala.com     House song https://www.youtube.com/watch? v=jUNTMKpoLAI  

 

English Primary Grade 1
Unit 3: My family and friends
Recommended prior knowledge
Personal pronouns I am He/she/it is possessive adjectives my his her, numbers 1 – 10 to talk about age from Unit 1, initial consonant letters, adjectives big small from Unit 2
Context
In this unit learners are introduced to vocabulary through visuals and songs which relates to familiar environments beyond the classroom. Learners learn to make basic statements about themselves, their home, family and routines The emphasis in this unit shifts from instructional language activity towards making and responding to basic statements and responding to simple questions. The cross-curricular element in this unit relates to understanding and talking about kinship.
Outline
This unit involves learners making things which allow them to begin to talk about their wider environment of friends, family, home and school and home activities on different days of the week. The language of previous units is consolidated and reworked here and letter forming and recognition skills are extended. Learners are introduced to direct questions and confirming and correcting language exchanges for the first time. For learners’ safety teachers should pay attention to general safety rules (“Art and Craft Safety Guide” developed by U.S. Consumer Product Safety Commission) It is recommended to take 8 hours to cover this Unit.
Key learning objectives 1.L3 recognise with support common names and names of places; recognise the spoken form of a limited range of everyday and classroom words 1.L9recognise the names of letters of the alphabet 1.S1 make basic personal statements about people, objects and classroom routines 1.S3 pronounce familiar words and expressions intelligibly 1.S5 use words in short exchanges 1.R1 recognise sound and name the letters of the alphabet 1.R2recognise initial letters in names and places 1.UE1 use singular nouns, plural nouns – to talk about people and places 1.UE3 use basic adjectives to describe people and things 1.UE4 use determiners a, an, some, the, this, these to indicate what /where something is 1.UE7 use personal subject and object pronouns to give basic personal information 1.UE11 use there is / there are to make short statements and ask questions 1.UE14 use basic prepositions of location and position e.g. in, at, next to, near, on, to describe where people and things are; use basic prepositions of time: on to talk about days    

 

Learning objectives Suggested teaching activities Teaching notes Learning resources
  1.UE7 use personal subject and object pronouns to give basic personal information   1.S5 use words in short exchanges     1.S1 make basic personal statements about people, objects and classroom routines   1.S3 pronounce familiar words and expressions intelligibly     1.UE7 use personal subject and object pronouns to give basic personal information 1.UE1 use singular nouns, plural nouns – to talk about people and places     1.L3 recognise with support common names and names of places; recognise the spoken form of a limited range of everyday and classroom words   1.UE7 use personal subject and object pronouns to give basic personal information   1.S3 recognise and identify some familiar sight words from local environment   1.UE4 use determiners a, an, some, the, this, these to indicate what /where something is   1.S1 make basic personal statements about people, objects and classroom routines 1.S3 pronounce familiar words and expressions intelligibly Family and friends (D)Teacher demonstrates with a small circle of learners: I’m… You are… She is.... He is… and Yes that’s right / No.... (W)Teacherpre-teaches boy/girl. Teacher projects visual of children [boys and girls] of different sizes, wearing age badges, with initial letter for name etc. Teacher elicits agreement or correction from different learners around the class. (G)Learners put on name badges from previous lesson and stand in circle [5-6 learners]. One learner starts to make statements about others [name, age, size, boy/girl etc.] in the group [others agree or correct]. When a learner corrects, it’s then their turn to make the next statement.   (W)All learners stand in large circle. One learner, in middle, is blindfolded. Teacher nominates one or two learners to say something in a funny voice e.g. I’m BIG and learner in middle has to point and say: You’re...[learner’s name].   Once learners are used to the activity have several learners saying things at the same time. (D)Teacherdemonstrates personal pronoun ‘they’ referencing to learners in class and classroom objects e.g. They’re 7 [2 learners] They’re red [2bags] They’re friends [3 learners] and pre-teaches brother, sister, friend. (I) Learners listen to Teacher describing and identify who brothers and sisters are on a worksheet – matching by drawing lines [Characters on worksheet all wearing T-shirts with first letter of their name on].   In feedback, project image to board and ask learners to identify characters. She is his sister. He is his brother. (D) Teacher models. That’s right, they’re brothers etc. (D)Teacheruses own family silhouette picture [made earlier] to demonstrate what to do in next activity and pre-teach mum, dad, granny, granddad, dog, cat, car, house and reinforce brother and sister. (G)(I)Learners work within their groups to make a family silhouette picture. Each group is given four silhouette sheets [showing adults, children, babies] [houses flats cars] [different dogs and cats]. Learners cut out images and stick on card to make a silhouette image of their family.   (G)Learners practice telling other members in the group about their family pointing to images in picture. This is my mum. Her name is... etc. (W) (f) Teacher nominates learners to come to front to introduce their family through their picture. (W) Listening and singing along to an animated song about family.     After modelling yes that’s right / no a few times, Teacher encourages learners to take on this role in response to prompts.     Initially point clearly to characters e.g. This boy Tom is 10 but gradually require learners to rely more on your language to make connections: Rick is a girl.   Make it clear to learners through modelling and examples that this activity relies as much on saying what is not true as what is true.   The use of funny voices in such activities is an important part of children exploring the affective dimensions of language. If learners are slow to get started with this encourage them to mimic the voices you make.     Try to be consistent in the use of spoken contracted forms with subject pronouns and forms of ‘be’ to get learners used to one form [sound] at this stage.     Design a worksheet with cartoon figures with similarities/family traits.   Again, rather than asking questions, elicit answer by pointing to a character and beginning sentence ‘She.......’ that learners then complete.   Make/make-up a full silhouette picture that gives you plenty of detail to demonstrate/model from.   Encourage learners to share cut-out sheets and recycle images between groups where necessary.   Model again for each group to get learners started in describing silhouettes to each other.     Nominate a stronger learner first to model/reinforce for others what the activity involves and details to be described.   Play song through first and then focus learners on chorus line before playing again.     Alternative 1: Do " Teacher's Family Photos Time" activity If you can bring in photos of your family, this is a great activity to do. Also try to encourage your students to bring in photos of their family - you'll need to arrange this with the parents before the lesson. If you can't bring in photos, see the alternative below. Draw 7 squares on the top of your board in a row (see image below). Hold up a photo of yourself and ask " Who is this? ". Elicit that it is you, stick the photo inside the middle square and write your name under the photo. Next take out another photo (e.g. your father) and again ask " Who is this? ". Elicit and teach the family vocab and stick the photo in one of the squares and write the word (e.g. " father") under the photo. Do for all of the following: father, mother, brother, sister, grandfather, grandmother - you may not have some of these family members, but for the sake of this lesson, use photos of friends, etc., and pretend they are your brother, grandmother, etc.   Alternative 2: Make " My Family Tree" Posters Give out a piece of coloured construction paper / card to each student. They are each going to make a family tree poster of their family. Begin by demonstrating the activity - with a green and brown crayon draw a large tree, filling up the whole piece of paper. At the top write in large letters " My family". Then, either stick your photos family photos onto the tree or draw pictures of your family (grandparents at the top, next your parents and you and your siblings at the bottom). Finally, under each family member photo/picture write the vocab (grandfather, mother, etc.). Now get your students to do the same. If they brought in photos they can use them on their poster - if not, encourage them to draw pictures of their family members. Students can copy the words from your poster (display it clearly). Finally, have each student pin their poster to the walls of the classroom. Ask each student questions (e.g. Is that you mother? What is your brother's name? How old is your sister?).  
    Cartoon family visual resources https://depositphotos.com/8094250/stock-illustration-cartoon-family-icon-set.html     Family Song https://www.youtube.com/watch? v=GiRUF7hvWuM  
  1.S3 pronounce familiar words and expressions intelligibly   1.UE11 use there is / there are to make short statements and ask questions 1.L3 recognise with support common names and names of places; recognise the spoken form of a limited range of everyday and classroom words 1.UE11 use there is / there are to make short statements and ask questions 1.S1 make basic personal statements about people, objects and classroom routines   1.UE3 use basic adjectives to describe people and things   1.UE11 use there is / there are to make short statements and ask questions     1.L9recognise the names of letters of the alphabet     In my house (D)Teacheruses visual of a house on board and elicits vocabulary items as they are added to picture. a door 3 windows a black cat 2 big red chairs mum and dad and a baby a small desk a TV. Use demonstration to model In this house There is There are (W)Nominate a pair of learners to come to board and give them above objects to place in house. Learners say what There is in house as they add images – possibly with help from rest of class. (I) Learners listen to Teacher describing what’s in a house and tick on a visual worksheet the things that are in the house and put a cross next to things that are not described. (P) Each learner is given a worksheet with two empty house outlines on it. In house A, learners are asked to draw eight things to describe in English to another learner e.g. a big window…two yellow bags. Learners take turns to describe what there is in their house A for the other learner to draw in their house B. Learners compare pictures when both have described their house. [W]Ask two learners to come to the board and when you say a house word, say letter name or sound initial letter, they show the initial letter. (D) Teacher models pronunciation and accompanying head gestures for yes and no.   (I) (f)Learnersare given a worksheet with numbers 1-8 written on it and next to each number are the words: yes / no. Teacher now asks eight is there / are there questions about learners’ home/family. Learners circle yes/no in response to the questions. e.g. Is there a computer in your house? Is there a baby in your house? Are there any cats in your house?   Note that nearly all the vocabulary here is recycled from previous units as the primary focus of this section is to focus on the new structure: There is / There are Again be consistent in your use of the contracted form: There’s.   Encourage learners to say words as they place objects in the house. You can change sets of images to extend this activity meaningfully.   Make sure that some of the things you describe differ in some detail [colour number size etc.] from what is represented on the worksheet.   Ensure that learners work independently without other learners seeing what they are doing. Also ensure that learners only draw initially in the one box. Give clear demonstration of what to do by modelling activity with a learner at the board. Giving exaggerated gestures of nodding and shaking head will help Learners remember words and phrases.   Learners may already be familiar with these words from signs or the school/ wider environment. Treat these words as sight words for learners to remember. There is no need to either sound or spell them at this stage/for this activity. In this activity learners are being asked to make the leap from the classroom world to say something real about their world [home/ house]. Use a blank visual to represent a house for this activity and emphasize your in the questions.     https://www.youtube.com/watch? v=jUNTMKpoLAI     To reinforce words relating to the home and objects in the home, activities from 4C can be used: Primary Colours Starter, Hicks and Littlejohn (CUP 2002)  
  1.UE14 use basic prepositions of location and position e.g. in, at, next to, near, on, to describe where people and things are; use basic prepositions of time: on to talk about days   1.L3 recognise with support common names and names of places; recognise the spoken form of a limited range of everyday and classroom words   1.R1 recognise sound and name the letters of the alphabet   1.R2recognise initial letters in names and places   1.S3 pronounce familiar words and expressions intelligibly     1.S1 make basic personal statements about people, objects and classroom routines   1.S3 pronounce familiar words and expressions intelligibly   1.UE14 use basic prepositions of location and position e.g. in, at, next to, near, on, to describe where people and things are; use basic prepositions of time: on to talk about days     For prepositions of location and yes/no question practice Teacher can use learners’ pictures of the rooms in their houses. Teacher invites a learner to the board, hangs his picture on the board and asks him to hide, for example, a pen in his room. He should put it in a difficult-to-find place (e.g. on a lamp, behind a curtain, etc.). Then Teacher asks yes/no questions to locate it (Is it on the desk?, Is it near the desk? Is it in the front half of the room? Is it under the chair? etc.). When Teacher finally finds it, a learner takes the questioner's role. Days of the week (W)Listening to and singing along to a ‘Days of the Week’ song. (W)Focusing on the initial letter sound of the days of the week. Learners practise overwriting capital letters M T W Th F S S [upper case letters] – initia

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