Методическая разработка фрагмента урока английского языка с детьми младшего школьного возраста
Course Book: I. N. Vereshchagina “English 3”
Topic – “Pets and Other Animals”, lesson 6.
Aim: By the end of the lesson the children will be able to act the story, to know the main idea of the text.
Skills: to develop reading skills.
New Language: from\till.
Revision: animals, activities.
Says, “Let’s play the guessing game. Try to guess the animal.”
Ask questions about the animal’s colour, what it can do, where it lives.
The child who guesses the animal goes on the game.
Asks the children to remember any tales about animals.
Shows the picture of the elephant and asks what the students know about it.
Asks the children to open the books and look at the pictures in the text. Says, “What will the tale be about?”
Remember and name the tales, the main idea of them.
The students say what elephants can do, how they can help people, where they live, remember the tales about them.
The children express their predictions.
Bring in a picture of the elephant.
The teacher writes the ideas on the board.
Asks the children to read the story and be ready to answer the question, “Why did Gaston run away from his parents?”
Stops children’s attention at the new words, asks the children to guess the meaning.
Asks the children to find whose prediction about the plot of the story was right (close).
Asks about the main idea of the text, whether this idea is suitable for people.
Asks to correct the statements on the board.
The children read the story and find the answer (skimming).
Try to understand the meaning of the new words by the context.
Decide who guessed what the tale is about.
Give their opinion about the main idea, discusses it.
The children correct the statements and prove their words with the sentences from the text.
The teacher asks different students to read the text (one by one).
If the children don’t understand, the teacher uses the words in different sentences. It will help the students to guess the meaning.
The teacher opens the closed part of the board where the wrong statements are written and let the children correct the statements on the board.
Says, “Work in pairs and put the statements on the board in the logical order.”
Asks the pairs to walk around the classroom checking the other pairs.
Offers the children to perform the tale, names the characters and chooses the actors.
The children discuss the order of the sentences in pairs.
The students discuss the variants in different groups of four.
Stage the tale.
The teacher gives the sheets of paper to each pair.
The teacher monitors the work.
The teacher can change the roles (so that everyone can try his best in different parts).
Show the tale to the younger students.
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