Методическая
разработка урока английского языка с детьми младшего школьного возраста.
Course-book: “Spotlight 3” by Virginia Evans, Jenny Dooley, Nadezhda Bykova, Marina Pospelova. Unit 9. Lesson 1.
Aim: By the end of the lesson the children will be
able to describe the imaginary pet.
Skills: receptive (listening) and productive
(speaking).
New Language: colours, parts of the body, “It has got
long legs…”/ ”Its tail is long…” structures.
Lesson Plan
Time
|
Activity
|
Teacher
does/ says:
|
Pupils
say/ do:
|
Comments
|
5 min.
|
Warm-up.
Revising parts of the body and colours.
|
Teacher names
a part of the body and its colour (a blue head, a pink nose, a red mouth).
|
The pupils
have self-made flashcards covering all the necessary colours. They take the
right card and put it on the right part of the body.
|
The pupils
can do this standing up.
|
10 min.
|
Pre-story.
Introducing the topic (“Poggo’s friend”). Introducing the unknown words
(lonely, unhappy, to create, to imagine).
Predicting
the story.
Giving
instructions.
|
Teacher shows
a picture of Poggo (Spotlight 3: p.74 ex.3) and asks: Is it a head? Is it big
or small? Is it a tail? Is it long or short? What is it? etc.
Teacher says:
You are going to listen to the story about Poggo’s friend. What will be in
the story? What do you think you’ll have to do?
Teacher
explains the activity: listen to the story, draw and colour Poggo’s friend.
|
The pupils
say what animal has such long legs/ big ears as Poggo’s.
The pupils
say the words/ phrases connected with Poggo and his friend.
Two pupils
give out coloured pencils and blank sheets.
|
Bring in a
big picture of Poggo.
Collect what
pupils say on the board and ask them to predict the plot.
When pencils
are given out, revise colours again.
|
10 min.
|
While-story.
Developing listening skills: for gist, for detail.
|
Teacher tells
the story about Poggo’s friend with miming and gestures so that the pupils can
understand the plot.
Then teacher
keeps telling the story giving instructions for drawing and colouring Poggo’s
friend.
|
The pupils
listen to the first part of the story to get the main idea (listening for
gist).
Then they
listen to the second part of the story (listening for detail), they draw and
colour Poggo’s friend (the imaginary pet) following the instructions.
|
Check that the
pupils understand the plot and the instructions.
|
15 min.
|
Post-story.
Checking understanding
Developing
speaking skills
Personalizing
|
Teacher asks
the pupils to show their drawings to their classmates and compare them.
Teacher asks
the pupils to name the imaginary pet. Then teacher tells the pupils to ask
questions about the imaginary pet (“What colour is its head?” and so on).
Finally, teacher asks the pupils to describe Poggo’s friend. (“It has got a
big head. Its head is brown…”)
Teacher asks
the pupils if they have friends and what person can be “a really good
friend”.
|
The pupils compare
their drawings and see if they are alike.
The pupils
try to come up with a name for the imaginary pet, ask question about it and
describe it.
The pupils answer
the questions and try to explain to each other why it’s so important to have
friends.
|
Go around the
classroom and look at the pupils’ drawings
Walk around
the classroom and correct the pupils’ mistakes.
Help the
pupils to shape ideas. Use L1 if necessary.
|
The lesson based on developing listening and speaking skills
was held in third grade class (children aged 8 to 10). The pupils are very
energetic, active, demonstrating positive motivation for learning English. In
terms of learning styles most of the pupils are mixed style learners as they feel
equally comfortable with different types of activities.
The text used for listening is about Poggo, the main
character of Module 5 in Spotlight 3 Student Book (p.74 ex.3), who looks
unusual and feels so lonely and unhappy without a friend. He needs help. Poggo
describes his imaginary friend (the imaginary pet). Children have to draw and
colour it in order to help Poggo, to make him happy.
The pre-stage was organized effectively, the children
revised all the necessary words and phrases, described Poggo’s appearance and
got all the stationary and tools required. The while-stage was quite
challenging as they had not only to draw the imaginary pet (to understand what
parts of the body it has), but also to colour it. However, they coped with the
task successfully and found it quite useful. The post-stage was the hardest
part of the lesson as the children had to overcome the language barrier and found
it difficult to express their thoughts in English. At the same time, they liked
it as they had an opportunity to use English as a means of communication. It’s
important for them to realize that English is not only one of the subjects they
study at school, but also a way of communication, a means of expressing their
thoughts and ideas. When they feel able to use it in real life situations, it
encourages them to work harder.
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