Greetings and names 1 сынып сабақ жоспары

LESSON:1 Unit 1 All about me

Greetings and names

School: Shagan

Date:

Teacher name: Berkalieva P.A

CLASS: 1 b

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

1.L3 recognise with support simple greetings

recognise the spoken form of a limited range of basic and everyday classroom words

1.S1 make basic personal statements and simple statements about objects

1.S3 pronounce basic words and expressions intelligibly

1.S6 exchange simple greetings and say please, sorry and thank you

Lesson objectives

All learners will be able to:

• Say simple greeting "Hello"

• Introduce themselves

• Understand questions: What is your name? How are you?

• Use answers correctly: I am fine, thank you

• Introduce their friends His /Her name is.

Most learners will be able to:

• Listen and repeat, follow simple greeting

• Perform total physical response routines

• Understand simple songs.

Some learners will be able to:

• Recognise & say the names of each other

• Ask & answer the questions

Previous learning

Some Ss could know greeting phrases: Hello, Hi, How are you? What is your name? Nice to meet you, I'm fine, My name is …

Plan

Planned timings

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

Resources

5 minutes

ORGANISATION MOMENT:

Warm up activity

• Ask Ss what they say when they see someone they know.

• Elicit "Hello", "Hi" and ask Ss what other greetings they know.

• Tell Ss they have two minutes to greet as many of their classmates as possible - encourage them to use as many different greetings as possible.

Middle

25 minutes

End

5. minutes

MAIN:

• Ss listen to the song and sing along

• Play a game "Names". Ask the Ss to stand in a circle. Take the ball in your hand and say "My name is ______." Then throw the ball to a strong S. and encourage him/her to say "My name is ______." This S. then throws the ball to another S who does the same.

• T. adds one more phrase "What is your name?" and gives the ball to the next S. who is standing next to the T. Ss should answer the question saying "My name is ______." and give the ball to the next S. asking the question "What is your name?"

• T. models My name is… His /Her name is. T. introduces self and then names of projected images using pictures of a boy and a girl. T. shows the picture of a boy and says "His name is …" Ss should repeat after T. then T. shows the picture of a girl and says "Her name is …" and Ss should repeat after her\him. This activity should be done several times.

• Then T. demonstrates the phrases "How are you?" "I'm fine, thank you", "Nice to meet you" and gives the translation. T. says every phrase and Ss should repeat after her in chorus.

• T. divides Ss into two groups and makes two circles. One is big the second is smaller and inside the first circle. Ss who are inside do not move while Ss who are outside move around and say and ask "Hello, How are you? What is your name? Nice to meet you" Ss who are inside say and answer "Hello, I'm fine, My name is … Nice to meet you" Then Ss change, inside circle should ask "Hello, How are you? What is your name? Nice to meet you" outside circle should answer "Hello, I'm fine, My name is … Nice to meet you"

There smiley faces are on the board. (happy and sad) T. suggests choosing any smiley face. Ss will choose one and put on their desks.

Hello song

www.youtube.com /watch?v=hqx2phxn_cM

a ball

Picture of a boy and a girl

Written phrases

Hello, How are you?

What is your name?

Nice to meet you

I'm fine,

My name is …

Smiley faces

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?

Cross-curricular links

Health and safety check

ICT links

Values links

• more support can be given during elicitation, instruction and questioning phases of the lesson by nominating learners to answer items relating to more high frequency vocabulary to build confidence through participation.

• through questioning and the redirecting of questioning in feedback activities

• through observation

• when Students choose smiley faces Teacher can know how Students feel at the end of the lesson

• Cross-curricular link with world around us

• White board is used no more than 10 minutes

• When Students work in a circle, they will learn to be polite and respectful to the other's opinions.