Методическая разработка урока английского языка с детьми младшего школьного возраста с анализом (на английском языке)
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английский язык
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03.03.2018
Методическая разработка урока английского языка с детьми младшего школьного возраста
Lesson plan
Course book - V. Evans, J. Dooley, N.Bykova. Spotlight 3. – M.-Express Publishing\Prosveshcheniye Publishers, 2014
Module 5 “Furry friends”
Lesson - 9 a
Aim: By the end of the lesson the children will be able to describe the picture of an imaginary animal.
Skills: listening, reading and speaking
New language: active (head, legs, body, tail, thin, fat, short, long, “has got”, “It’s got a …”)
Revision: mouth, nose, ears, big, small, words naming animals.
урок_анализ.docx
Кузьмин Сергей Александрович, 212-120-531
Методическая разработка урока английского языка с детьми младшего школьного возраста
Lesson plan
Course book V. Evans, J. Dooley, N.Bykova. Spotlight 3. – M.Express Publishing\Prosveshcheniye Publishers, 2014
Module 5 “Furry friends”
Lesson 9 a
Aim: By the end of the lesson the children will be able to describe the picture of an imaginary animal.
Skills: listening, reading and speaking
New language: active (head, legs, body, tail, thin, fat, short, long, “has got”, “It’s got a …”)
Revision: mouth, nose, ears, big, small, words naming animals
Stage
Aim
Teacher does (says)
Pupils do
Introductio
Greetings. Introduction of a new
Greets the pupils. Introduces
Greet the teacher.
Notes
If necessary, the
teacher may use L1
Listen to what they will
learn in this module
Name the animals (e.g.
a bird, a frog, a chimp)
n
(2 min)
Warmup
(3 min)
Introducing
the new
words
(matching)
(10 min)
module
a new module page.
To revise the names of animals
To introduce the new words and
do some exercises with them (to
develop listening skills)
Introduces the topic of the
lesson (“Funny cows!”) and
asks the pupils to name the
animals they remember
Using flashcards the teacher
name the words (small nose,
big ears, small head, big
eyes, thin legs, fat body,
short tail, long tail) and
writes them on the white
board.
Pupils listen to the
teacher and repeat the
words (listen to get the
main idea)
Pupils may repeat the
words in chorus or one
by one
Removes the flashcards from
the board, gives them to
children, asks them to match
Match the cars to the
words written on the
board.
This task can be done
in the form of a
competition Кузьмин Сергей Александрович, 212-120-531
the cars to the words written
on the board.
Asks the pupils to open their
books and find ex. 1 p. 73.
Plays the tape, asks the
pupils to repeat.
Shows the picture and says
“It’s a cow. It’s got a big
mouth!” Asks pupils to
repeat, then make their own
sentences (ex.1,2 p. 74)
Show the picture of an
imaginary animal, asks to
read the example (Poggo has
got a big head!) and describe
the animal.
Open the books, listen
for detail and repeat
Appendix 1
Listen, repeat, make
their own sentences.
Look at the picture,
read the example,
describe the animal.
Children work in
pairs.
(Example: “It’s a
chimp. It’s got big
ears”)
Appendix 2
Appendix 3
Asks pupils to divide into
groups, gives out crayons
and paper sheets, asks them
to draw an imaginary animal
and describe it to the class
Fills in the evaluation chart
for activities
(Appendix 5)
Divide into groups, to
draw an imaginary
animal and describe it
to the class
Appendix 4
After work the display
is made.
Fills in progress report
After the lesson pupils
cards
(Appendix 6)
put progress report
cards in their
portfolios
To introduce the new grammar
and use it (to develop listening,
reading, speaking skills)
To describe an imaginary
animal using the example (to
develop reading, speaking
skills)
To describe an imaginary
animal (to develop speaking
skills, to personalise)
To evaluate the work
Appendix 1
Introducing
the new
grammar
(case study)
(10 min)
Using the
new words
grammar in
and
new
situation
(10 min)
Production
(7 min)
Assessment.
Reflection.
(3 min) Кузьмин Сергей Александрович, 212-120-531
Appendix 3
Appendix 2 Кузьмин Сергей Александрович, 212-120-531
Appendix4
Appendix 5 Кузьмин Сергей Александрович, 212-120-531
Appendix 6 Кузьмин Сергей Александрович, 212-120-531
Post – lesson reflection note
This lesson was taught with the pupils of the 3rd class. There are 16 pupils in the class of ages 89. Speaking about learning
styles of the pupils we can group them into 3 types of learners: visual (those who are good at drawing, arts and crafts),
interpersonal (they are best in mixing with others, understanding others, leading) and logical (they prefer exploring patterns,
logic).
Most of the pupils are interested in learning English, have a positive attitude to English classes and are very creative.
In my work with the class I use the coursebook of V. Evans, J. Dooley, N.Bykova. Spotlight 3. – M.Express
Publishing\Prosveshcheniye Publishers, 2014. This course suits my pupils as it matches their learning styles. The materials for
the lesson were taken from Module 5 “Furry friends”, Lesson 9 a. It was the first lesson on the module. That’s why more time Кузьмин Сергей Александрович, 212-120-531
was taken to introducing new vocabulary and grammar structures (head, legs, body, tail, thin, fat, short, long, “has got”, “It’s got
a …”) and revising already known words (mouth, nose, ears, big, small, words naming animals).
The presentation stage began with revising words naming animals introducing new vocabulary. I tried to organize the stage so
as to respond to the abilities of all the pupils visual learners (flash cards, words written on the board), auditory learners (tape –
recording), kinaesthetic learners (put the cards next to the written words).
At the practice stage I offered my pupils a series of exercises to develop their reading and speaking skills. They matched words
and pictures, made sentences, discussed in pairs, drew pictures, described the picture according to the example.
At the production stage the students made a miniproject in groups, so everyone could find the task possible for his\her learning
style (drawing, making sentences, presenting).
Analysing the results I can say that we reached the aim of the lesson to describe the picture of an imaginary animal. 90% of
pupils productively used new words and grammar structures in their descriptions. In the progress report cards 85% of pupils
noted that they can identify animal body parts and describe the animal as very well,10% as OK and 5% as not very well. Besides,
I think that the exercises were relevant to learners’ needs. They were fun, interesting, motivating and meaningful.
Методическая разработка урока английского языка с детьми младшего школьного возраста с анализом (на английском языке)
Методическая разработка урока английского языка с детьми младшего школьного возраста с анализом (на английском языке)
Методическая разработка урока английского языка с детьми младшего школьного возраста с анализом (на английском языке)
Методическая разработка урока английского языка с детьми младшего школьного возраста с анализом (на английском языке)
Методическая разработка урока английского языка с детьми младшего школьного возраста с анализом (на английском языке)
Методическая разработка урока английского языка с детьми младшего школьного возраста с анализом (на английском языке)
Методическая разработка урока английского языка с детьми младшего школьного возраста с анализом (на английском языке)
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