Technological map of the lesson "Family" in the 2nd grade in the educational
subject "English language" according to TMC "English language" under
edited by Yu.A. Komarova, I.V. Larionova, J. Perret
English teacher
FULL NAME. Vaskova O.G.
Thing : English language
Lesson topic : Family
Lesson type : a lesson in consolidating knowledge
The purpose of the lesson : formation of communicative competences of students
Technology: Collaborative learning technology
Subject: development of dialogic speech skills, expansion of vocabulary, development of the ability to understand foreign speech and respond to it, activate lexical and grammatical stock in speech.Meta-subject: the development of creative thinking, the development of logical thinking, the development of memory, ingenuity, ingenuity, the ability to adequately consciously build a speech statement, the ability to work according to a model, the ability to work with different components of the teaching materials.
Personal: the development of politeness, culture of behavior, the ability to work in pairs, the ability to plan and coordinate joint activities, the ability to listen to the interlocutor and conduct a dialogue.
Materials and equipment: textbook and workbook "English", audio supplement to the textbook, projector, computer, cards with pictures of family members, question words (where is,whereare…), handouts for self-assessment of students, slides on the theme of the apartment.
Meta-subject relations
Forms of work
Resources
The world
Phonetic and lexical warm-up
Frontal survey
group work
Independent work
Textbook "English language" edited by Yu.A. Komarova, I.V. Larionova, J. Perret
Workbook
Handout
Organizational and motivational(1 min.)
Preparing students for work in the classroom; Ensuring a favorable microclimate
Greetings from students and teachers; Checking the readiness of students for the lesson; Creating positive motivation in the classroom; Reflection of the emotional state.
Regulatory:
Formation of volitional self-regulation, the ability to set yourself up for work, the ability to control your readiness for the lesson.
Communicative:
The ability to enter into a mini-dialogue, in accordance with a given speech situation
Personal :
Acceptance of one's role as a student, observance of certain rules of conduct at the organizational stage.
Greeting, listening comprehension and understanding of the speech of the teacher, classmates.
The teacher greets the students: Good morning!I'm glad to see you!
Students greet the teacher
Goodmorning!
Attention activation.
Updating knowledge (4 min.)
Introduction to learning activities. Repetition of the studied material and development of oral speech frontally.
1. Fixing the rules for reading letter combinations
p. 59 ex.1
2. Strengthen skills, ask and answer questions about family members and their whereabouts
Where is mum?
Where is dad?...
Cognitive:
Ability to navigate in the system of knowledge.
Communicative:
We form the ability to listen and understand others; we form the ability to formulate our thoughts orally, the ability to interact with the team.
Regulatory:
The ability to maintain a learning goal, monitoring and evaluating one's own actions, as well as the actions of classmates.
Recognition, reading previously studied vocabulary on the topic.
1. The teacher organizes the repetition of reading rules:
Open you books at page 59, ex.1.
Read the words one by one.
Now read the sentences in ex.2.
2. The teacher organizes the repetition of the grammar rule of the previous lesson:
Let's talk about: Where are the stars?
Where is Eddie?
Where is your family?
Students read the words and sentences from the exercises.
Students answer the questions:
1. Theyareinthebox?
2. Are they in the kitchen?
3. Are they in the bathroom?
Motivation for communicative activity.
Statement of the educational problem (3 min.)
(3 min.)
(3 min.)
Creation of a problem situation. Fixing a new learning task.
In pairs, students complete the task on the location of family members: Where is your sister?Whereisyourbrother?...
Control is carried out by performing the same task at the blackboard of one of the pairs of students. Childrensubstantiateminechoice: She is in the…, He is in the…
With the help of leading questions, teachers determine the learning task: to learn to talk about family members, their location.
Cognitive:
Building a logical chain of reasoning, the ability to draw conclusions on an educational problem, navigate the system of one's knowledge, formulate and formulate a problem.
Personal:
Formation of interest in a foreign language.
Communicative:
Ability to plan cooperation with peers and the teacher.
Regulatory:
We form the ability to maintain the learning goal, work according to the proposed plan,
Teacher:
1) Where is your mom?
2) Where is your dad?
3) Where is your sister?
4) Where is your brother?
Open your notebook and write the date and the theme.
Now look at the blackboard (on the board is an exercise from the workbook p. 43, No. 13), take sentences.
Write three sentences. You have got three minutes.
The teacher collects work for control.
students:
She is in the bathroom?
He is in the bathroom?
She is in the living room?
He is in the kitchen?
About where family members are
Students write down the date and topic of the lesson in their notebooks. The students do the exercise orally.
Students complete the assignment in writing.
Discovery of new knowledge and its application in practice (10 min.)
(3 min.)
(3 min.)
Together with students, find a solution to a problematic issue and apply the knowledge gained in practice.
Introduction of new vocabulary on the topic of the lesson:
1. Viewing slides on the topic "Family" p. 63, matching pictures with the names of family members.
2. Performing an exercise from the textbook (p. 63, No. 10). Students find the words they heard.
3. Game, physical. pause"Redtrain".
4. DoingstructuresWhere is...? Where are…?
5. Performing the textbook exercise (p. 63, No. 11) to apply new knowledge. Work in pairs.
Cognitive:
The development of guesses on family members, to build a speech statement in oral form, the ability to act according to the model.
Communicative:
Ability to listen to the interlocutor and conduct a dialogue.
Regulatory:
Monitor and evaluate your actions and the actions of others.
Acquaintance with new vocabulary / structure and repetition of the learned.
Development of listening, reading, speaking, writing skills based on a sample.
1. The teacher shows pictures of family members (mom, dad ...)
2. A game - physical. pause. "Red Train"
3. Teacher:
Sit down and open your books at page 63 ex. ten
Listen and find family members.
The teacher controls understanding.
4. The teacher organizes the exercise p. 63, No. 11tellme? wherearethemembersoffamily
Students guess who they belong to.
Students choose cards with family members, question words. Slides on the topic "Home" are shown.
Those who chose family members get up as a train, then those who chose a picture with question words. A student with a picture of question words talks about where family members are (he is in the bathroom)
The students listen to the recording and point to the pictures of the family members in question.
studentsperforman exercise:
They are in the living room
He is in the bathroom
She is in the bedroom
The development of language conjecture
Incorporating new knowledge into the system (5 min.)
Students are invited to complete the task on the location of family members (p. 63, no. 12)
Cognitive:
The ability to extract the necessary information from the text
Communicative:
Ability to work in pairs, the ability to listen to the interlocutor and conduct a dialogue
Regulatory:
Monitor and evaluate your actions and the actions of others.
Personal:
Development of cooperation skills with adults and peers in different social situations
Repetition of the studied vocabulary on the topic "Family", "Home", interrogative words.
Reading aloud a short text based on the studied language material.
Compliance with the norms of pronunciation of rhythmic and intonational features is approved
lih and question-
lny offers.
The teacher organizes the exercise p.63, №12 Where are they?
Students read the riddles and guess them.
Reflection (2 min.)
Generalization and conclusions on the educational topic.
Summing up the lesson and self-reflection of students:
1. Self-assessment of students' activities at different stages of the lesson.
2. Self-assessment of the emotional state.
Cognitive:
Ability to navigate your knowledge system
Communicative:
Ability to express thoughts clearly and concisely
Regulatory:
We form the ability to carry out cognitive and personal reflection, act in accordance with the plan, self-regulation, self-esteem.
Teacher:
What new did you learn?
What have you learned?
Students:
Learned new words
Learned how to build sentences and talk about where family members are
Homework briefing (3 min.)
Completing the exercise from the workbook (p. 47, no. 10)
Regulatory:
self control
Personal:
Formation of understanding of the need to do homework.
Consolidation of the vocabulary learned in the lesson.
The teacher gives homework:
Workbook p.47, No. 10
Come up with a riddle about where one of the family members is
Technological map for the English lesson in grade 5 on the topic "My weekend". UMK Biboletova M.Z.
Author: Albrekht Ksenia Nikolaevna, English teacher, MBOU "Secondary School No. 30 named after N.N. Kolokoltsov", Kaltan, Malinovka villageDescription: the lesson summary is presented in the form of a technological map according to the Federal State Educational Standard.
Thing: English language
Related lesson:"My Weekend"
Lesson type: lesson on updating knowledge and skills (repetition lesson)
Lesson Objectives: Formation of communicative competence within the framework of the theme "London", "Siberia"; creation of conditions for the development of skills and abilities of oral and written speech; contribute to the development of a positive interest in the subject being studied. The development of the personality of students on the basis of the assimilation of subject knowledge and UUD.
Lesson objectives:
- Personal:
1) show interest in the topic of the lesson
2) to instill the skills of collective learning activities (the ability to cooperate: plan and implement joint activities);
3) to cultivate a respectful attitude and interest in the language being studied and the country of the language being studied;
4) to cultivate goodwill towards speech partners, the ability to work in a group.
- Metasubject:
UUD development:
regulatory:
1) teach yourself to set goals;
2) to teach to control activities in the process of achieving results;
3) to form the skill of adequate self-assessment.
Cognitive:
1) the ability to work independently, rationally using their work;
2) to reproduce from memory the information necessary to solve the educational problem;
3) consciously and voluntarily build a message in oral and written form;
4) carry out semantic reading; construction of reasoning;
Communicative:
1) plan educational cooperation with the teacher and peers;
2) build statements that are understandable for the partner;
3) ask questions; ask for help; create your problems.
- Subject:
- to form communicative and language competencies on the topic of the lesson:
speaking:
- briefly speak on this topic, using the studied speech material in accordance with the communicative task; speak logically and coherently;
listening:
- partially understand the speech of the teacher and classmates;
Language tools:
graphics, spelling:
8) use a dictionary to clarify the spelling of words;
phonetic side of speech:
9) correctly pronounce sentences in terms of their rhythmic and intonational features;
lexical side of speech:
10) to recognize and use in speech in accordance with the communicative task the main meanings of the studied lexical units in communication situations within the subject;
grammatical side of speech:
12) learn the functional and formal features of the studied grammatical phenomena (the aspectual-temporal forms of verbs, nouns, articles).
Equipment: UMK M.Z. Bibolite: textbook, workbook, MP3 application, Professor Higgins CD, projector, interactive whiteboard
Download Technological map for an English lesson in grade 5 on the topic "My weekend"
Sorokoladova Vera Yurievna
Educational institution: MOU "Lyceum No. 3 named after P.A. Stolypin, Rtishchevo, Saratov Region"
Brief job description: Repetition of the use of modal verbs in oral and written speech on three topics "Rules at school", "Household duties", "Internet safety rules". Creating mini-projects in the lesson on these topics.
Khaibullova Razilya Ravilevna
Educational institution: MAOU Gymnasium No. 77 Naberezhnye Chelny
Brief job description: Technological map of an open lesson in English on the topic "Healthy Eating". Familiarization with the grammatical rule "Possessive clauses of the condition with the conjunction unless". Familiarization with phrasal verbs to make, to do
Eremeeva Charina Afanasievna
Educational institution: Municipal budgetary educational institution "Tokkinskaya school - boarding school of secondary general
Brief job description: In this cycle of lessons, students work on a project in groups. The main stages of work are: preparation of the project, its defense and evaluation. The preparation of the project is carried out from the very first lesson of the cycle. You can introduce the names of the projects to the students in the first lesson so that they can build up the material gradually. Each group chooses a topic that they like best or suggest another. Roles are assigned, the layout of the project is outlined, and work begins. The defense of the project can take two lessons, it is necessary to give each group an opportunity to present their project. Students themselves choose the form of presentation of projects. It is desirable that all students from the group take part in the presentation. Evaluation of the project. Students can decide on their own criteria for grading projects. There should be discussion about the content and form of the submitted work, as well as the role of each student in presenting the project. Of the best projects, an exhibition can be organized in order to familiarize other students, teachers, and parents with it.
05.12.2013
TECHNOLOGICAL CARD OF THE LESSON
by academic discipline
"Foreign Language (English)"
for the profession 230103.04 "Software and hardware installer"
Lesson topic:
"Mass media"
Class type:Combined
The duration of the lesson is 90 minutes.
Zharova Victoria Alexandrovna
- Lesson topic:"MEDIA"
Section 3. Socio-cultural
Topic 37. Mass media
Topic 38. TV news
- Lesson type: combined lesson
- Class type: practical lesson
- Target: creation of conditions for improving lexical speaking skills for the formation of UUD students.
- Characteristics of the level of development of educational material: 1. Introductory (have an idea); 2. Reproductive (performing activities according to a model, instructions or guidance)
- Formation of UUD:
- personal UUD: to establish a connection between the purpose of the activity and its result; navigate social roles and interpersonal relationships.
- regulatory UUD: exercise self-regulation and self-control; evaluate the correctness of the implementation of the educational task, the possibility of its solution; together with the teacher and classmates to evaluate the activities in the classroom; highlight and realize what has already been learned and what still needs to be learned; predict.
- cognitive UUD: general education: - search and selection of the necessary information; structuring knowledge; reflection of the methods and conditions of action, control and evaluation of the process and results of activities; semantic reading with an understanding of the main content of what was read and reading with the extraction of the necessary information (viewing reading); modeling; conscious and arbitrary construction of a speech statement using a support; conscious and arbitrary construction of a dialogical speech statement using a plan.
brain teaser: - synthesis - the compilation of a whole from parts and vice versa;
- subject skills: The ability to correctly understand the meaning of lexical units (LU) on the topic. Ability to use LU in a given situation. The ability to build short statements using supports. Ability to write dialogues on the topic. The ability to make a monologue statement on a given situation.
- communicative UUD: be able to express their thoughts with sufficient completeness and accuracy in accordance with the tasks and conditions of communication; plan educational cooperation with a native language teacher; possession of monologue and dialogic speech; work in pairs and groups in accordance with the norms of communication, mutual understanding, rules of conduct and etiquette.
- Formation OK:
OK 1. Understand the essence and social significance of your future profession, show a steady interest in it.
OK 2. Organize their own activities, choose standard methods and methods for performing professional tasks, evaluate their effectiveness and quality.
OK 3. Make decisions in standard and non-standard situations and bear responsibility for them.
OK 4. Search and use the information necessary for the effective implementation of professional tasks, professional and personal development.
OK 6. Work in a team and team, communicate effectively with colleagues, management, consumers.
OK 7. Take responsibility for the work of team members (subordinates), the result of completing tasks.
OK 8. Independently determine the tasks of professional and personal development, engage in self-education, consciously plan advanced training.
Forms and methods of control and evaluation.Observation for the activities of the student in the process of mastering the educational program; criteria assessment.
- Basic concepts: Vocabulary on the topic “Media”
- Interdisciplinary connections: The realization of the set goals of the lesson is facilitated by the knowledge of students obtained in the classes of literature and the Russian language
- Resources: handouts, pictures of Radio, TV, Internet and Press;
- Forms of study: Frontal, individual, work in pairs, group
- Logistics and technical support: Computer, speakers, handouts
Didactic tasks of the stages of the lesson
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Stageslessons |
Stage time (min) |
Didactic tasks |
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1. Organizational moment |
Preparing students for work in the classroom: development at a personally significant level of internal readiness to fulfill the regulatory requirements of educational activities. Introduction to the language environment, creating a favorable atmosphere, communication of the lesson plan |
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2. Checking homework |
Reflection on the previous task (Test 1), work on the bugs. |
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3. Phonetic charging |
Setting the goal of the lesson, the message of the topic. Activation of lexical units. Readiness for active assimilation of knowledge. Improving pronunciation skills. |
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4. Voice charging |
Activation of lexical units and grammatical structures on the topic. |
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Improving reading and translation skills with an understanding of the main content of the reading |
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Organization of auditing, improvement of relevant skills. |
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Improving reading and translation skills with the extraction of the necessary information (viewing reading). |
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Training of dialogic speech skills using speech supports. |
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Consolidation of lexical units |
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10. Reflection |
Analysis and evaluation of the success of achieving the goal; identifying the quality and level of mastery of knowledge. |
Study Technology
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Lesson stages |
Formed Skills |
Teacher activity |
Student activities |
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1. Organizational moment |
Personal: - Regulatory: Cognitive: Communicative: -
listen to and understand the speech of the teacher; |
Greets students, creates an atmosphere of foreign language communication, noting those present. Good morning, dear students. I'm glad to see you. Sit down, please. Provides lesson plan. Today our lesson will be divided into 2 parts. First we will check your Test #1 and make My Mistake-Correction. Then we will talk about TV and the Internet. |
They greet the teacher, answer questions, join in speech activity. |
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2. Checking homework |
Meta-subject outcomes (MEA): Regulatory:- exercise self-regulation and self-control. Cognitive: Communicative: -
listen to and understand the speech of the teacher; |
Offers to work on the mistakes on Test No. 1 (“English language” A.N. Golubev, Test 1). Shows a summary of errors, explains errors. - Let’s check your answers in Test 1. Those who have any mistakes make My Mistake-Correction in a copybook. |
In turn, they read the tasks of Test 1 in which they made mistakes, understand what they were and choose the correct answers. Those who made mistakes write the correct version in a notebook and remember it. |
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3. Phonetic charging |
Meta-subject outcomes (MEA): Regulatory: Cognitive: Support use; Conscious and arbitrary construction of speech utterance. Communicative: Construction of a speech statement; Subject Results:
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Shows students pictures of the media and asks them to guess the names of the words on the board and understand what the topic will be today. Explains how to ask the question “What is this?” and how to answer it. Asks questions to students. Look at the blackboard. What is it? This is a … What is it? What is it? What's the topic today? Yes, the topic is Mass Media. We are going to learn how to speak about Mass-Media. |
Students guess the words, determine the topic, read the words aloud in chorus, repeating after the teacher, trying to remember them; then they individually reproduce the answers to the teacher's question using speech supports. |
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4. Voice charging |
Regulatory: Exercise self-regulation and self-control. Cognitive: Support use; Conscious and arbitrary construction of speech utterance. Communicative: The ability to express one's thoughts with sufficient completeness and accuracy in accordance with the tasks and conditions of communication. Subject Results: The ability to correctly understand the meaning of lexical units on the topic; |
Invites students to choose their favorite number, according to which they will perform the next task. Explains how to ask the question “What is your favorite number?” and how to answer it. Asks questions to students. Now, pick your favorite number. What is your favorite number? What is your favorite number? What is your favorite number? |
Choose a favorite number by reproducing phrases using speech props. |
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5. Improving reading skills |
Meta-subject outcomes (MEA): Regulatory: Predict Cognitive: - use of support; Communicative: Subject Results: The ability to correctly understand the meaning of lexical units on the topic; |
Demonstrates new lexical units, explains their meaning, prepares students to reproduce them by reading them in chorus Annex 2 Look at the exercise number 2, please. Here you can see some new words. I`ll read these words to you and you should repeat them after me. According to your favorite number you have to read and translate sentence in the text from the exercise number 3. Asks to find the continuation of the sentence from the text. Appendix 4 Complete the sentences from the exercise number 4. |
They try to determine the meaning of words, remember them, rehearse and reproduce. They read and translate the text, reproducing the used LE Reproducing continuations from the text |
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6. Improving listening skills |
Meta-subject outcomes (MEA): Regulatory: To exercise self-regulation and self-control; predict Cognitive: Conscious and arbitrary construction of a speech statement using a support. Communicative: Planning educational cooperation with the teacher; Subject Results: The ability to correctly understand the meaning of lexical units on the topic; |
Offers to match words with theirvalue. After listening to short passages in English, determine whether it is correct or not. Presents texts. Appendix 5
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Listen to excerpts, understanding the meaning of texts, match words with meaning. |
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7. Improving reading skills |
Meta-subject outcomes (MEA): Regulatory: To exercise self-regulation and self-control; predict Cognitive: - use of support; Search and selection of necessary information; Conscious and arbitrary construction of a speech statement using a support. Communicative: Planning educational cooperation with the teacher; Subject Results: The ability to correctly understand the meaning of lexical units on the topic; |
Consolidating the studied topic offers to solve a crossword puzzle Page 5 Solve the crossword using the words in a table. |
Solve a crossword puzzle, read the correct options |
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8. Improving the skills of dialogic speech |
Meta-subject outcomes (MEA): Personal: - navigate social roles and interpersonal relationships; Regulatory: To exercise self-regulation and self-control; Cognitive: Support use; Search and selection of necessary information; knowledge structuring Modeling Conscious and arbitrary construction of a dialogical speech statement using a plan. Communicative: -
listen and understand the speech of others; Subject Results: Ability to write dialogues on the topic. |
Invites students to divide into pairs and each give reasons for the harm and benefits of television, using phrases and a sample Apps 7 Make up a dialogue with your partner about advantages and disadvantages of TV using the phrases from the exercise number 7 |
Working in pairs, make up a dialogue according to the plan. Rehearse and reproduce dialogues, evaluate each other. |
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9. Improving writing skills |
Meta-subject outcomes (MEA): Regulatory: To exercise self-regulation and self-control; Cognitive: Search and selection of necessary information; knowledge structuring Synthesis - drawing up a whole from parts; Communicative: - be able to express their thoughts with sufficient completeness and accuracy in accordance with the tasks and conditions of communication. Subject Results: The ability to correctly understand the meaning of lexical units on the topic. Ability to use LU in a given situation. |
Invites students to memorize and reproduce in writing words on the board on the topic of the lesson, using Annex 8 Write 5 words on the blackboard from the exercise number 8 |
Remember and reproduce on the board words related to the topic of the lesson. |
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10. Reflection |
Meta-subject outcomes (MEA): Personal: Establish a relationship between the purpose of the activity and its result. Regulatory: exercise self-control; Cognitive: Structuring knowledge Reflection of methods and conditions of action, control and evaluation of the process and results of activities Conscious and arbitrary construction of speech utterance. Communicative: - be able to express their thoughts with sufficient completeness and accuracy. |
Asks students to express their opinion about the stages of the lesson, point out the difficulties that have arisen, summarizes the results of the lesson, evaluates the work of students in the lesson, stimulates further work. What did we do today? What did we do for this? Could it have been done differently? What did we do well? What haven't we been able to do yet? Where can we use this skill? Give yourself a mark on a 10-point system. Announces homework: answer test questions, determine your type of viewer and translate the resulting answer in writing. Your home-work is exercise 9. Answer the questions and find our what kind of viewer you are. Translate you answer. I "m quite satisfied with your work at the lesson. I"m pleased with your answers. Thank you for today's lesson. |
They express their own opinion, analyze their own achievements and difficulties, write down their homework, ask questions. |
Technological map of the English lesson according to the Federal State Educational Standard.
Lesson outline
Lesson topic: Cows are funny
Thing: English language
Pedagogical tasks: development and consolidation reading with detailed reading comprehension, by ear, talking about animals on this topic " Cows are funny!”
Planned results of education: reproduction in your own words of rules, concepts, algorithms, performing actions according to a model, algorithm.
subject : the ability to predict the result and put forward a hypothesis, independently formulating the topic of the lesson, making adjustments to the lesson plan; acquisition of initial communication skills in oral and written form with native speakers of a foreign language based on their speech capabilities and needs; mastering the rules of verbal and non-verbal behavior; mastering the initial linguistic concepts necessary for mastering oral and written speech in a foreign language at an elementary level, expanding the linguistic horizons; the formation of a friendly attitude and tolerance towards native speakers of another language on the basis of acquaintance with the life of their peers in other countries, with children's folklore and accessible samples of children's fiction.
Metasubject: Learning a subject is understood as methods of activity applicable both within the framework of the educational process and in solving problems in real life situations, mastered by students on the basis of one, several or all subjects, which include:
a) mastering by students of universal learning activities (cognitive, regulatory, communicative) that ensure the mastery of key competencies that form the basis of the ability to learn;
b) the development of interdisciplinary concepts by students.
cognitive: comprehension of the personal significance of the purpose of the lesson and actualization of life experience; perception and analysis of the message and their most important components - texts, use sign-symbolic means, including mastering the action of modeling, as well as a wide range of logical actions and operations, including general methods of solving problems.
Regulatory: mastering the methods of all types of educational activities aimed at organizing one's work in an educational institution and outside it, including the ability to accept and maintain the educational goal and task, plan its implementation (including internally), control and evaluate one's actions, make appropriate adjustments in their implementation.
Communicative: the ability to take into account the position of the interlocutor (partner), organize and implement cooperation and cooperation with the teacher and peers, adequately perceive and transmit information , to display the subject content and conditions of activity in messages, the most important components of which are texts.
Personal: awareness of the algorithm of their action; mastering a subject is understood as a system of value relations of students - to themselves, to other participants in the educational process, to the educational process itself and its results, formed in the educational process; the formation of the internal position of the student, adequate motivation for educational activities, including educational and cognitive motives, orientation towards moral norms and their implementation, the ability to moral decentration.
Intersubject communications: - Painting
Forms of work: individual, frontal, in pairs
Lesson type: The lesson of the primary presentation of new knowledge.
| The purpose of the lesson | Primary assimilation of new subject knowledge, skills and abilities. |
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| Tasks | Tutorials: Introduce students to the names of body parts, teach to describe animals; develop skills in listening, reading and speaking. To form the skills of introductory, studying and search reading. Developing:- develop skills and abilities in all types of speech activity Develop skills to systematize knowledge and fill out the form on their basis. Educational: To cultivate a sense of respect for the interlocutor, an individual culture of communication. |
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| Planned result | Item Skills Request necessary information about someone or something; Exchange opinions about what you have read or seen, arguing your point of view. Guess the meaning of some words from the context; - "bypass" unfamiliar words that do not interfere with the understanding of the main content of the text; Ask again to clarify the content with the help of appropriate clichés like: “Excuse me?” etc. Answer in writing questions on the read text (based on the text, illustration); | Metasubject outcomes Expansion of the general linguistic outlook; Development of cognitive, emotional and volitional spheres; formation of motivation for learning a foreign language; Mastering the ability to coordinate work with different components of the educational and methodological set (textbook, audio CD, workbook, reference materials, etc.). Personal Education of industriousness, creative and responsible attitude to learning, work; skills of cooperation in the process of educational and play activities with peers and adults; formation of a value attitude to health and a healthy lifestyle. Regulatory - implementation of regulatory actions of self-observation, self-control, self-assessment in the process of communicative activity in a foreign language; - the formation of the ability to independently control their time and manage it. Communicative Organization and planning of educational cooperation with the teacher and peers, - construction of oral statements, in accordance with the communicative task; - take into account different opinions and interests and justify their own position; The ability to accept and maintain the goals and objectives of educational activities, the search for means of its implementation. - consciously build a speech statement in accordance with communicative tasks; - recognize simple word-formation elements; cognitive- Language and speech-thinking abilities - building logical reasoning, including the establishment of cause-and-effect relationships; Students will have the opportunity to learn:- - the problem, to argue its relevance; - to look for the most effective means of achieving the task; |
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| Basic concepts | Lexical units - Active: head, legs, body, tail, thin, fat, short, long, cow, sheep, mouth, nose, ears, eyes, big, small, train, It's got a big mouth! Passive: get on, track, What's the matter? Come on! |
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| Intersubject communications | Forms of work | Resources |
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| Lesson "Drawing" | Frontal Individual | UMK "Spotlight" workbooks related pictures new word cards cards for individual work DVD disc, letter cards flowers for reflection, a picture of a vase. |
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| Teacher activity | Student activities |
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| Cognitive | Communicative | Regulatory |
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| Actions taken | Actions taken | Formed ways of activity | Actions taken | Formed ways of activity |
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| Stage 1 – organizational Target: psychologically prepare students for learning activities Homework control |
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| Greeting students “Good afternoon, kids! I'm glad to see you. How are you? Sit down, please! ”; What is the date today? What is the weather like today? It "scold. Who is absent today? I'm your English teacher today.Are you ready to start our lesson? Let's do it! | _____________ | Good morning teacher! Glad to see you too. Today is the 27th of January. ........ isabsent. | listen, respond and respond to the cue adequately to the speech situation. | Acceptance of a signal to start learning activities. | Psychological readiness for the transition from rest to learning activities. use speech to regulate their actions. |
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| Asks the student to discuss homework assignments and voice it. | Get acquainted with the work of their classmates | Read and listen | Discuss, Interact with the teacher during the survey, carried out in the frontal mode | Make a joint decision | Awareness and self-control of the fulfillment or non-fulfillment of d / z. |
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| Stage 2 - Speech workout Target: Prepare the speech apparatus for work and remember the vocabulary of the previous lesson |
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| Organizes activities to repeat previously studied lexical units and speech structures teapot with cup, cup with lid pimp cap, pimp with a hole. A strong wind is blowing outside [v] [v] [v] [v]. A mosquito [z] [z] [z] [z] flew by. Bees buzzed somewhere nearby [ð] [ð] [ð] [ð] A snake crawled on the ground [ʃ] [ʃ] [ʃ] [ʃ] | Remember the pronunciation of sounds. | Extract the information you need from what you hear | Students repeat after the teacher | repeat after the teacher phonetically correct English sounds | exercise self-control of correct pronunciation. | Attention to what is being said |
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| Stage 3 - motivational. Setting goals and objectives of the lesson. Target: Inclusion in educational activities at a personally significant level |
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| Creates a problem situation that will push students to formulate the purpose of the lesson. (using native language if necessary) T.: Look at the blackboard, please. What can you see here? What are we going to do today? | Formulate WHAT YOU NEED TO KNOW | Answering leading questions, they themselves draw conclusions about the purpose of the lesson. | Interact with the teacher during a conversation carried out in frontal mode | Listen to the interlocutor, build clear statements for the interlocutor, formulate their own opinion and position. | They make decisions and make independent choices in educational and cognitive activities. Evaluate the field of their ignorance, set learning goals and objectives (with the help of a teacher, they determine what else needs to be learned on this topic) | Be able to plan your activities in accordance with the target setting. |
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| Stage 4 - Primary consolidation of knowledge. (in a familiar situation - typical; in a changed situation - constructive) Target: Primary systematization of acquired knowledge |
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| Teacher activity | Student activities |
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| Cognitive | Communicative | Regulatory |
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| Actions taken | Formed ways of activity | Actions taken | Formed ways of activity | Actions taken | Formed ways of activity |
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| Offers to study the drawing and guess the meaning of new words to clarify the topic of the lesson | Study the illustration and make guesses about the meaning of new words | Draw logical conclusions about what they see | Interact with classmates during group discussion and search for an answer | Listen to the interlocutor, make a joint decision | Express their own point of view, come to a consensus. | Independently activate thought processes, control the correctness of the comparison of information, correct. |
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| The teacher reads the title of the paragraph and asks the students to remember the animals they can name in English (bird, frog, fish, chimp, horse, bear). The teacher attaches one picture from the handout (small nose, big ears, small head, big eyes, thin legs, fat body, short tail, long tail) on the board. Pointing to each picture, the teacher says and writes the corresponding pair of words. Students listen and repeat in chorus and individually. The teacher takes pictures off the board and distributes them to the students. Students go to the board, stick pictures next to the corresponding words and name them. To form the pronunciation skills of new words; - Turn on to listenDVDdisk, look at the screen. Open your books on page 74, No. 1 Look at the pictures and translate. What's the Russian for… | acquire speech skills in using new LUs (head, legs, body, tail, thin, fat, short, long, cow, sheep, mouth, nose, ears, eyes, big, small, train.) Repeat aloud with visual support. Children open the textbook on page 74, No. 1. Children translate words. | Update new LUs based on the learning situation and personal experience. | Listen to the teacher and each other to reproduce and perceive the necessary information and maintain an educational and business conversation. | To form skills of cooperation in different situations of joint activity; | Express their own point of view | Accept and save the learning goal and objectives. |
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| Formation of writing skills in English words. Open your dictionaries. Write down the new words. The beautifully. I post pictures, new words with transcription and translation. | Students write new words in a dictionary. | Acquisition of written skills in the use of new LU, use sign-symbolic means, including models as a model for writing | Adequately perceive the suggestions of the teacher to correct the mistakes made. | ||||||||||||
| with. 74, ex. 2. The teacher introduces the words cow and sheep using visual aids. Then, pointing to a drawing depicting a cow's head, the teacher says: It's a cow. It's got a big mouth! Students listen and repeat in chorus and individually. Then the students work in pairs, talking about the animals shown in the pictures in exercise. 1. Answer: It's got a small nose! It's got big ears! It's got a small head! It's got big eyes! It's got thin legs! It's got a fat body! It's got a short tail! It's got a long tail! | work in pairs talking about animals | Strengthen speech skills in the use of new LU | Build collaborative speaking skills | ||||||||||||
| with. 74, ex. 3. The teacher asks students to look at a drawing of an unusual animal and says that it is an animal from another planet. Students are asked to describe the animal using the vocabulary of ex. 1. First, the teacher asks the students to read the sample, and then helps them to make similar sentences. The exercise is performed orally. | Self-study | Share results Sample answers: Poggo has got big ears. Poggo has got a long tail. Poggo has got thin legs. Poggo has got big eyes. Poggo has got a small body. | They listen to the interlocutor, voice their own opinion, come to certain conclusions. | They voice the results in order of priority, Evaluate your results. | Control the time available for work. |
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| Dynamic pause change in learning activities in the classroom. It's time to have a rest. stand up! clap! clap! Arms up! clap! clap! Step! Step! Arms down! clap! clap! Smile to a friend. Please sit down! | dynamic break watch and repeat after the teacher | repeat the verbs of motion learned in the previous lessons. | Interact with the teacher | Understand the speech of the teacher by ear and reproduce actions, verbs of movement. | Perform learning activities in a materialized form. | ||||||||||
| Stage 5 – creative application of knowledge in a new situation (problem task) Target: Independent application of acquired knowledge |
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| with. 74, ex. 4. The teacher distributes sheets of paper to the students, asks them to draw an unusual animal in 1 minute, give it a name and describe it to their desk mate. The teacher may then ask some students to describe their animal to the class. For example: Student 1: This is Razzy. It's got... | Perform the task - draw, describe verbally | Achieve the goal at the expense of their own resources of fantasy, memory, thinking. | Interact with the interlocutor and the teacher | Listen to the interlocutor, build statements that are understandable to the interlocutor, form the skills of speaking cooperation | Perform learning activities. | reproduction and application of existing knowledge. |
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| Listening and reading p. 75, ex. 5. Open your workbooks on page , Ex..5. For example: Teacher (pointing to picture 1): Where are they? Teacher (pointing to picture 2): Look! cows! | The students look at the pictures illustrating the dialogue and answer the teacher's questions. Students: In Snowdonia. | Consciously and arbitrarily use new LUs when completing a task. | develop collaboration skills. | Be active in interaction to solve cognitive problems. | Perform learning activities. | control the correctness of the comparison of information, correct. |
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| The teacher invites students to listen to the story dialogue, following the pictures, and then checks how they understood the text. With the help of a picture, he explains the meaning of the word track. During the second listening, students follow the text and repeat after the characters in pauses. The teacher pays attention to the correct pronunciation and intonation. Help each other(help a friend a friend) Check your work. (Please check the work) Who decides.(who did it) Well, clap your hands Answer: The sheep's got a fat body and thin legs. Then the students read the dialogue in roles. | students follow the text and repeat after the characters in pauses. Read to yourself, correct mistakes, answer. | To update the LU based on the learning situation and personal experience. Systematize and differentiate the acquired knowledge. Independent generalization of the received information. The choice of the necessary methods of action for the implementation of the communicative task.) | Use visual aids to complete tasks. | Use speech, reference and visual aids to complete the task. | Perform learning activities. Control the correctness | (Control your own time, the correct execution of the task.) Activate your own thought processes |
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| stage 6 - information about homework, briefing on its implementation Target: Further independent application of acquired knowledge |
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| Explains homework Textbook p. 74, exercise 1; with. 75, ex. 5. Workbook: p. 38, ex. one. | Visual familiarization with the content of homework and instructions for implementation. | Determine the scope of the acquired knowledge | Discuss, ask questions | Preparation for independent statement and performance of a task in view. | Independently determine the degree of complexity of the task and the necessary assistance. | Readiness for independent actions to reproduce and apply the acquired knowledge. |
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| Stage 7 - reflection (summarizing the lesson) Target: Correlation of the set tasks with the achieved result, setting further goals. |
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| Teacher activity | Student activities |
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| Cognitive | Communicative | Regulatory |
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| Actions taken | Formed ways of activity | Actions taken | Formed ways of activity | Actions taken | Formed ways of activity |
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| Asks students to choose sentence endings NOWIKNOW… NOW I CAN… | Choose the end of the phrase in accordance with their own internal assessment. | Analyze the results of your own activities. Identify existing gaps in the acquired knowledge, formulate further goals based on them. | They broadcast an assessment of the results of their own activities. | Express your own opinion, listen to others. | Compare the previously set goal with the result of the activity. | Keep the learning task, exercise self-control and self-assessment. |
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