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Tracks for poltava
Tracks for poltava
Tracks for poltava
Tracks for poltava
Tracks for poltava
Tracks for poltava
Tracks for poltava
Tracks for poltava
Tracks for poltava
Tracks for poltava
Tracks for poltava
Tracks for poltava
Tracks for poltava
Tracks for poltava
Tracks for poltava
Tracks for poltava
Tracks for poltava
Tracks for poltava
Tracks for poltava
Tracks for poltava
Tracks for poltava
Tracks for poltava
Tracks for poltava
Tracks for poltava
Tracks for poltava
Tracks for poltava
Tracks for poltava
Tracks for poltava
Tracks for poltava
Tracks for poltava
Tracks for poltava
Tracks for poltava
Tracks for poltava
Tracks for poltava
Tracks for poltava
Tracks for poltava
Tracks for poltava
Tracks for poltava
Tracks for poltava
Tracks for poltava
Tracks for poltava
Tracks for poltava
Tracks for poltava
Tracks for poltava
Tracks for poltava
Tracks for poltava
Tracks for poltava
Tracks for poltava
Tracks for poltava
Tracks for poltava
Tracks for poltava
Tracks for poltava
Tracks for poltava
Tracks for poltava
Tracks for poltava
Tracks for poltava
Tracks for poltava
Tracks for poltava
Tracks for poltava
Tracks for poltava
Tracks for poltava
Tracks for poltava
Tracks for poltava
Tracks for poltava
Tracks for poltava
Tracks for poltava
Tracks for poltava
Tracks for poltava
Tracks for poltava
Tracks for poltava
Tracks for poltava
Tracks for poltava
Tracks for poltava
Tracks for poltava
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Tracks for poltava

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  • 1. When starting a journey The pessimist complains about the wind; The optimist expects it to change; The realist adjusts the sails.
  • 2. What 1. Build vocabulary base 2. Use the words confidently in their speech 3. Develop correct English pronunciation 4. Be able to write letters 5. Be eager to continue learning English in the 2nd form do we want them to do ?
  • 3. What’s the successful lesson in to a school?the
  • 4. For a teacher: Logical, easy to use, less preparation For a student: relevant, engaging and interesting Fits well with the ministry programme
  • 5. 3
  • 6. 1. Use an object if possible 2. Create a need for the word 3. Make sure students understand the meaning 4. Drill it sufficiently 5. Reinforce the meaning
  • 7. Say chants not words!
  • 8. Create your own chants! table chair pen pencil book rubber
  • 9. According to a recent survey the two categories of people who enjoy drilling the most are: 1) D_ N _ _ _TS 2) T_ _ C _ _RS
  • 10. According to a recent survey the two categories of people who enjoy drilling the most are: 1) DENTISTS 2) TEACHERS
  • 11. Drilling is fun!
  • 12. Drilling is fun!  Silent drilling table chair pen pencil book rubber
  • 13. Drilling is fun! 1. 2. 3. 4.
  • 14. Drilling is fun! 1. This is my desk. 1. 2. 3. 4. 5. 6.
  • 15. Drilling is fun! This is my _____. 1. 2. 3. 4. 5. 6.
  • 16. Drilling is fun! This is my _____. 1. 2. 3. 4. 5. 6.
  • 17. Drilling is fun! This is my _____. 1. 2. 3. 4. 5. 6.
  • 18. Drilling is fun! - What’s this? - This is my mouse!
  • 19. Drilling is fun!
  • 20. Drill it! 1. 2. 3. 4. /…aus/ 5. /m…/ 6.
  • 21. The idea is:
  • 22. So far: 1. Presentation in a meaningful context 2. Chants for immediate practice 3. Fun drilling 4. Speaking and listening practice
  • 23. How to make the most of it?
  • 24. Pre-listening stageListen and check / repeatPair practiceMemory game How to make the most of it?
  • 25. Task-based listening activity Speaking for production of new language
  • 26. Student-centred activities What colour is missing?
  • 27. Student-centred activities
  • 28. Student-centred activities 1. Show the card – do the action!
  • 29. Student-centred activities 1. Show the card – do the action! 2. Say the word – do the action!
  • 30. Student-centred activities 1. Show the card – do the action! 2. Say the word – do the action! What’s the colour? It’s green!
  • 31. Pair work • What’s this? • What’s number (one)? • Where is a (dog)?
  • 32. An integrated skills lesson Meaningful context Indirect drilling Consolidation game Speaking and listening practice
  • 33. Teaching to speak is a !
  • 34. Stir activities Settle activities
  • 35. &  Copying  Colouring  Listening Tracing  Speaking  Competitions  Lotto
  • 36. While planning a lesson: • What’s the aim of the activity? • Is it a stir or settle activity?
  • 37. settle stir settle settle stir Lesson plan stir WARMER Hello! How are you! I’m fine. Thank you!
  • 38. Activities for each learner: visual auditory tactile
  • 39. Listen, point and repeat Colour and play Chant Listen and match
  • 40. Listen, point and repeat Listen and sing Colour Play the game
  • 41. to move from ?
  • 42. Workbook for pre-literacy students 1.Motor skills development 2.Revision of numbers 3.Revision of colours 4.Speaking skills development How many?
  • 43. 1й клас 35 годин, відведених програмою на вивчення іноземної мови в 1-му класі, планується розділити на 2 півріччя – I півріччя – 16 годин для засвоєння основ фонологічного аспекту мови і 19 годин (II півріччя) на засвоєння звуко- буквених співвідношень. В обох випадках оволодіння звуковою та буквеною системами іноземної мови відбувається на основі виділених авторами комунікативних одиниць, які повністю відповідають тематиці ситуативного спілкування та реалізують мовленнєві функції, запропоновані програмою з іноземної мови для 1-го класу.
  • 44. Alphabet Fun
  • 45. 1. Write in the air
  • 46. 1. Write in the air 2. Write with a wet finger
  • 47. 1. Write in the air 2. Write with a wet finger 3. Find the letter in the words
  • 48. cat rabbit parrot pet
  • 49. 1. Write in the air 2. Write with a wet finger 3. Find the letter in the words 4. Trace on a piece of plastic
  • 50. 1. Write in the air 2. Write with a wet finger 3. Find the letter in the words 4. Trace on a piece of plastic 5. Throw the dice write the letter
  • 51. 1. 2. 3. 4. 5. 6. Throw the dice - write the letterSpell the animal !
  • 52. 1. Write in the air 2. Write with a wet finger 3. Find the letter in the words 4. Trace on a piece of plastic 5. Throw the dice write the letter 6. Build the word
  • 53. Build your word G H O C E P A T pet
  • 54. 1. Write in the air 2. Write with a wet finger 3. Find the letter in the words 4. Trace on a piece of plastic 5. Throw the dice write the letter 6. Build the word 7. Back writing
  • 55. “ Read” the letter
  • 56. “Back” writing
  • 57. •How long have you been teaching English? “Back” writing
  • 58. •Do you enjoy teaching very young learners? “Back” writing
  • 59. •What’s the youngest age you’ve taught? “Back” writing
  • 60. As much practice as you need! http://www.first-school.ws/theme/printables/word- searches/alphabet/index.htm http://www.handwritingforkids.com/handwrite/manuscri pt/alphabets/index.htm http://www.writingwizard.longcountdown.com/one- word_handwriting_worksheet_maker.html
  • 61. Free worksheets for every letter! http://www.first-school.ws/theme/printables/word- searches/alphabet/index.htm
  • 62. Alphabet Train http://www.first-school.ws/t/alphabet/handwriting/train-1-zb.htm
  • 63. Six-year-olds laugh on average ……..times a day. Adults laugh only ….……………… times a day. 300 from10 to 150
  • 64. One spread = one lessonFun for your pupils – less preparation for you!Ideal for 1 lesson per week!
  • 65. Teaching is the greatest act of optimism.

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