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Разработка урока "Что нужно для изучения английского языка" (4 класс)

Разработка урока по теме

Things We Need to Study English”


Lesson Specifics

Target age/level: 8th grade /intermediate

Theme: language and problem-oriented teaching

Time required: 1 period

Aims of lesson: 1) linguistic skills development

2) pre-course orientation

Objectives:1) a mingle activity with emphasis on oral fluency

2) general revision of the verb TO BE and PRESENT SIMPLE TENSE

3) acting solutions to the problems of choice and preferences


Classroom Techniques: 1) Oral Presentation

2) Variational Drill

3) Information Transfer

4) Communicative Game.


Materials Required: 1) handouts “Test: Are you able to follow orders?”

Things you need to study English”

Whom is this story about?”

Xs and Os game”

Feedback Quiz”

2) pictures “ School things”

3) audiocassette “Garolyn Graham: Grammarchants”

Equipment: ACR


Procedure

I. Warming-up

a) At the beginning of the very first lesson it’s advisable to explain to students the importance of being attentive, following instructions of their teacher. For this purpose 2-3 minutes is devoted to the TEST “ARE YOU ABLE TO FOLLOW ORDERS?” This test, at the same time, can serve as an ice-breaker due to its humorous conclusions.

TEST

ARE YOU ABLE TO FOLLOW ORDERS?

You have 3 minutes to complete this test.

  1. Before doing anything, read the whole task through.

  2. Write your name in BLOCK letters in the right upper comer of your task sheet.

  3. Circle your name.

  4. Draw five small boxes in the left bottom corner of your task sheet.

  5. Tick each box.

  6. Put your surname at the bottom of the page.

  7. Under your name (not surname) write your phone number, (if you have no phone number, write 1000, please)

  8. Pronounce this number loudly, so that everyone could hear you.

  9. Circle this number.

  10. Draw a triangle in the right bottom corner of your task sheet.

  11. Put any number from 1 to 9 in this triangle.

  12. Circle the word "triangle" in point 10 of this task.

  13. Say loudly '"I have almost finished", so that your teacher could hear you.

  14. Raise your hand.

  15. Now, as you have carefully read everything, do points 1 and 2 oniy.


b) To get acquainted with a new group and to define the level of a commmand of English of each student the following PERSONIFICATION TASK is suggested: “Imagine that you are one of these objects and show through your description of it your personality and the way you usually work and study.”

ABOUT WHOM IS THIS STORY?


I’m going to tell you a very short fairy-tale about Mr White. He lives on the edge of the blackboard in our classroom. His wife is Mrs White. If they don’t work hard they are very tall, but if they work hard they become smaller and smaller. When we study well they are our best friens, when we don’t study well enough they are our enemies.

  • When does Mr White get up?

  • How much time does he work every day?

  • Are (Were) you one of his friends?

  • What is his neighbour?

  • How long can he live?


c) Then the teacher begins the “teaching” part of the lesson with some questions logically leading to the theme and plan of it, e.g. “Can you guess about what are we going to speak today? Why did I give you these pictures just now? How can they be related to the topic of our lesson today?” Students answer these questions and formulatethe the topic and the main stages of their work. Then the teacher names the aims and explains THE PROCEDURE OF THE LESSON.

d)The goal of using GRAMMAR CHANTS is to start the lesson go and to refresh the routine procedure of grammar revision.



GRAMMAR CHANTS

Questions with the Verb To Be

Am I? Are you?

Is he? Is she?

We’re the Yes/No

questions

of the verb to be.

Where are you?

Where is he?

We’re the information

questions

of the verb to be.


Checklist

Are the lights on?

Yes, they are.

Is the blackboard clean?

Yes, it is

Is the chalk on the blackboard?

Yes, it is.

Are the students here?

Yes, they are.

Is the teacher here?

Yes, she is.

Is it time to begin?

Yes, it is.



II. Brain-storming

a) The teacher suggests reading the list of words which are connected to studying English and choosing those which (in their opinion) are really necessary for it, which they have already used or suppose to use at their new lessons.


THINGS YOU NEED TO STUDY ENGLISH

  • text-book

  • exercise-book

  • copy-book

  • pencil

  • pen

  • rubber

  • ruler

  • test-book

  • book in the original

  • computer

  • pencil-box

  • chalk

  • blackboard

  • desk

  • chair

  • duster

  • CD

  • cassette

  • TV set

  • VCR

  • tape recorder

  • walkman

  • computer

  • grammar table

  • reference book

  • English magazine

  • notebook

  • daybook

  • the Internet

  • bookcase

  • ball

  • marker pen

  • overhead projector

b) The LEXICAL GAME “Xs AND Os” is an unusual but motivating way to check how students have memorized the new words from the previous task.


ru …er

ru…er

wal..an

ch…k

ch…k

boo…ase

comp…er

dus..r

pe…il


c) The next task suggests using these words in the sentences of their own. They use some SKELETON SENTENCES given.

I can write with … . I draw with … . I always take … to school. We have … in our classroom. I keep my … in the … . I would like to buy … .


III. Speaking Activities

a) This kind of reading strategy gives a chance not only to read the text on the topic which summarizes the above-discussed ideas but at the same time to relax a little bit. It is a kind of LIMBERING-UP.

b) The next stage of the DISCUSSION GAME is to activate the words on the topic “Schooling” for future use. The teacher asks students to choose a person who will read the text out loud and ask the questions given below. The others must listen to it and answer the questions on the text “About whom is this story?” Students should ground their choice. They may not agree with one anther and insist on their point of veiw.


THINGS YOU NEED TO SUDY ENGLISH


If you want to study English you’ll certainly need a number of things.

At first you need to buy a copy-book or even several copy-books. Then of course you won’t do without a text-book. Sometimes students have two text-books or three text-books, it depends in what way and how long they are going to study English.

Very often at the end of your text-book you have a vocabulary where you can look up unknown Englsh words. But you may as well take down words in a separate copy-book and it’ll become your own vocabulary. Sometimes you’ll write dictations at the lesson of English. Then why not to write them in a special copy-book for dictaions?

It’s rather helpful to read English books in the original or you may try to read magazines in English. So the more Englsh books you read, the more English words you write in your copy-book, the more English words you have in your vocabulary the better you’ll know it!


c) The next activity of the VALUE CLARIFICATION TECHNIQUE deals with the work of the whole group. They need to sum up what has been done and said so far. In this activity it is recommended to stimulate students speaking by giving them an example e.g. “The most necessary thing at English is ...” or “I think everyone needs a copy-book and ... at the lesson.” It is very important that the students are gradually worked into speaking freely and on the spot. They are involved in it step by step beginning with short utterances and later with more or less long ones.



Reflection

At the end of the lesson the teacher asks students to give their own evaluation of the work done. The teacher also expresses his/her opinion and gives recommendations, estimate students’ work and tells what they are going to to at the next lesson. For it students work with “FEEDBACK QUIZ.”

Feedback Quiz


  1. By the end of my lesson you have

    1. had a sweet nap

    2. had a look at your new teacher

    3. got to know what things you’ll need at your lesson of English

    4. had a nice chat with your neighbour


  1. The topic of the lesson was connected with

    1. studying Geography

    2. studying Geography and English

    3. studying English

    4. nobody-knows-what-was-it-about

  1. Now you know that at the lesson of English you’ll need

    1. a sandwich and a bottle of coke

    2. a walkman not to fall asleep

    3. all the stationery you could only buy

    4. a book, a copy-book, a vocabulary and a pen

  1. My hand-outs were

    1. not-observable

    2. too complicated

    3. COOL!

    4. rather useful

  1. At the next lesson we’ll probably

    1. study Geography again

    2. study the topic “At the lesson of English”

    3. enjoy ourselves

d) go to the shop to buy a text-book in English


Разработка урока "Что нужно для изучения английского языка" (4 класс)
  • Иностранные языки
Описание:

На раннем этапе обучения важным моментом является создание устойчивой мотивации к изучению иностранного языка, то есть формирование у учащихся устойчивого интереса к и общению на иностранном языке. В связи с чем именно на раннем этапе изучения уроки иностранного языка должны быть как можно более яркими, необычными как по форме, так и по содержанию. 

Данная разработка содержит план-конспект урока английского языка (урок – закрепление лексического  материала по теме"Школа"). В данном уроке мной были использованы такие нестандартные приёмы работы с лексикой как как сказка от лица прдмета (школьного карандаша), лексические шанты, лексическая игра "Крестики-нолики" и др.

Автор Бирюкова Ольга Павловна
Дата добавления 10.01.2015
Раздел Иностранные языки
Подраздел
Просмотров 329
Номер материала 53487
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