Методическая разработка урока английского языка с детьми младшего школьного возраста.

I. Lesson Plan

    Course-book  “Welcome 1”by Virginia Evans-Elizabeth Gray, Unit 7 “You’ve got a happy face”, Lesson 2

    Aim: By the end of the lesson the pupils will be able to describe the monster.

    Skills: to develop listening and speaking skills

    New Language: happy/sad

    Revision: vocabulary – parts of the body, colours

                    grammar structures – He/She/It has got… He/She/It hasn’t got…

Stage	Aim	Teacher Does/Says	Pupils Do/Say	Comments
Warm-up	To revise parts of the body/colours	Says a colour :   ‘Green’   ‘Blue’   ‘Brown’    ‘Pink’    ‘White’    ‘Yellow’    ‘Black’    ‘Red’	Look at the picture of the monster and say the parts of its body with the colour: ‘Green body’ ‘Blue head’ ‘Brown legs’ ‘Pink hair’ ‘White arms’ ‘Yellow hands’ ‘Black feet and toes’ ‘Red fingers’	There is a picture of a big colour monster on the board.
Pre-stage	To introduce the topic To revise the grammar structures To introduce the new words	Refers to the verbs on the board. Asks : What will you do today? ‘Today you will play a game, listen to the instruction, draw your own monster and speak.’ Refers to the monster on the board. ‘Let’s play the game ‘YES/NO’! Says: ‘He has got four toes!’ ‘He has got a blue body!’ ‘My monster has got two legs!’ ‘My monster has got two fingers!’ ‘He has got two eyes!’ ‘He has got a small head!’ ‘He is sad!’(shows by mime) ‘Why do you think so?’	Choose the verbs ‘Play, draw, listen, speak’ Play the game ‘No! He hasn’t got four toes! He has got three toes!’ ‘No! He hasn’t got a blue body! He has got a green body!’ ‘Yes!’ ‘Yes!’ ‘No! He hasn’t got two eyes! He has got one eye!’ ‘No! He hasn’t got a small head! He has got a big head!’ ‘No!He is happy!’ ‘He has got a smile!’	There are some verbs written on the board (play, draw, cook, fly, listen, speak). Use the monster on the board.
PT pause Pre-stage	To rest To predict the task To give the instruction	Says the words : Head, shoulders, knees and toes, knees and toes… Says: ‘You are going to listen to the description of a monster. What will be in the description?’ Explains the activity: ‘Listen and draw a monster.’	Shows your parts of the body Say the words according with the description of the monster Do drawings on the sheets of paper according to the teacher’s instructions	Each time the teacher says faster and faster Teacher may write what pupils say on the board. Hand out the paper sheets
While-stage	To develop listening skills for detail.	Tells the description of the monster	Listen and draw the monster following instructions.
Post-stage	To check understanding To develop speaking To personalise	Says: ‘Compare your drawings in pairs.’ Says to give a name of your monster and describe it in pairs. Asks if pupils like to be artists that draw the same pictures. Displays pupils’ drawings on the board.	Compare their drawings Give descriptions. Give their opinions. Write their names.	Go around and see if drawings are the same. Organize some pairs. Show the display to the pupils in other classes.

Краткое описание документа:

Course-book:  “Welcome 1”by Virginia Evans-Elizabeth Gray (class 2), Unit 7 “You’ve got a happy face”, Lesson 2

    Aim: By the end of the lesson the pupils will be able to describe the monster.

    Skills: to develop listening and speaking skills

    New Language: happy/sad

    Revision: vocabulary – parts of the body, colours

                    grammar structures – He/She/It has got… He/She/It hasn’t got…

My young learners are eight years old. The leading learning styles in this age are different but most of pupils have visual and kinaesthetic learning styles. Thus, I tried to stimulate the children visually, orally and kinaesthetically at the lesson.