My toys! Poznajemy nazwy zabawek. Scenariusz lekcji języka angielskiego w I klasie z wykorzystaniem teorii inteligencji wielorakich

Lesson plan

I. Lesson title (based on the coursebook New English Adventure 1)
My toys! Poznajemy nazwy zabawek.

II. Objectives
- to revise colours
- to learn the names of toys
- to learn a chant

III. Level: Elementary

IV. Time: 45 min.

V. Overview

1. This lesson is designed for students from the first grade of primary school. There are 12 students in the group. They have been learning English for one year. They are very energetic and love moving around and touching things.

2. Learners will
- Revise colours and numbers
- Learn and practise new words connected with toys (a boat, a ball, a kite, a teddy bear, a doll, a yo-yo, a car, a train)
- Listen to and learn a chant
- Practise saying full sentences, e.g. It’s a teddy bear.
- Draw pictures

3. Students already know colours and numbers from 1 to 10. They also know the structure: It’s a ..... . They understand and can answer questions like: What’s this? What colour is it? How many?

4. Aids: blackboard, coursebook, CD, CD player, flashcards, realia: toys;
Methods: the Total Physical Response, the Audiolingual Method, The Natural Approach

VI. Stages of the lesson

1. Greetings:
- teacher and students greet themselves
- teacher checks the attendance
2. Warm-up
The teacher puts flashcards with colours in different places in the classroom. Children are asked to make a circle, walk around and clap their hands. From time to time, the teacher calls out the name of a colour and when the students hear it, they are supposed to run to the right flashcard and say the name in chorus. After that, the teacher says: Let’s walk! and they form a circle again and continue walking until they hear the name of another colour. The activity continues for a few minutes.
Bodily-Kinaesthetic Intelligence, Linguistic Intelligence

3. Presentation

The teacher shows children a box with toys inside. The teacher says: Look! What have I got? Teacher encourages children to guess what’s in the box. Then she takes out the toys from the box one by one and presents to the students. The teacher asks children to repeat the words chorally and then individually and then to say full sentences, e.g. It’s a doll. It’s a teddy bear.
The teacher holds up the toys and asks questions: What’s this? Is it a doll/a ball? What colour is the doll?

Linguistic Intelligence

4. Practice

The box is closed but there is a hole on the top. The teacher asks children to come to the box and reach one toy inside the box, to feel it and say what it is. Then children take the toy out and check if they guessed the name of the toy correctly.

Bodily-Kinaesthetic Intelligence, Linguistic Intelligence

The teacher asks children to open the books on page 20 and look at the picture. The teacher asks children if they know the characters on that page. If they don’t know, the teacher gives the characters’ names. The teacher asks children different questions about the picture, e.g. What can you see? Can you see a dinosaur? What colour is the dinosaur? How many toys can you see? (The teacher encourages children to count them aloud). What is missing?

Linguistic Intelligence, Logical-Mathematical Intelligence

The teacher tells children that they are going to listen to a chant about the toys. They are supposed to listen to it and point to different toys as they hear their names. The teacher says: Listen and point, she plays the recording and also points to the pictures as they listen to the chant. The teacher plays the recording once again and encourages students to chant. She plays the recording several times.

Musical Intelligence

The teacher gives six students flashcards with the toys from the chant. They have to stand in a line with the flashcards in the order they appear in the recording. The teacher plays the recording once again and children check if they stand in the correct order.

Bodily-Kinaesthetic Intelligence, Musical Intelligence

5. Production

The teacher puts flashcards on the blackboard and describes the toys, e.g. What’s this? It’s yellow and purple and children have to say which toy it is.

Linguistic Intelligence

The teacher puts the flashcards on the desk, chooses one of them and without showing the picture pretends that she plays with the chosen toy and asks students to guess what it is. The student who first guesses the name of the toy comes to the front of the classroom and mimes another toy. The procedure continues several times.

Bodily-Kinaesthetic Intelligence, Linguistic Intelligence

The teacher asks children to draw all the toys they have learnt and then to come to the front of the class and present their pictures and say what toys they have, e.g. It’s a car. It’s a train, etc.

Intrapersonal Intelligence, Spatial Intelligence, Linguistic Intelligence,

6. Homework

Activity Book, page 20-21, ex. 2,4