Разработка урока по английскому языку по теме "My school day"

·         Date:

·         Class: 6

·         Subject of the lesson: My school day

·         Grammar: Present Simple

·         Aim of the lesson: talking about school day, to develop pupils’ communicative skills and abilities using various kinds of activities, to train in speaking, reading, listening, to expand vocabulary, to enlarge pupils’ interest in learning foreign language, to revise the Present Simple.

·         Educational: the use of lexical units update on my school day, form the grammatical skills of education and the use of the present simple, to improve the practical skills of English on the subject of all kinds of speech activity, listening, speaking, reading, writing.( использование лексических единиц  по теме мой школьный день, сформировать грамматические навыки образования и использования настоящего простого времени, чтобы улучшить практические навыки английского языка по теме по всем видам речевой деятельности: аудирование, говорение, чтение, письмо.)

·         Developing: develop cognitive interest, to develop the skills of students to apply knowledge when performing creative tasks, to develop skills important to allocate, organize the material studied (развивать познавательный интерес, развивать умения учащихся применять знания при выполнении творческих заданий, развить навыки умения выделить, систематизировать изученный материал)

·         Bringing up: To bring up interest and positive attitude towards learning English, to form a sense of responsibility for the outcome of a collaborative effort, to promote the formation of units at the correct mode of the day. (Воспитывать интерес и положительное отношение к изучению английского языка, формировать чувство ответственности за результат коллективной работы, способствовать формированию подразделений на правильный режим дня)

·         The methods of the lesson: work in groups; work with cards, pictures, question-answers, listening;

·         The visual aids of the lesson: an interactive board, cards.

·         Using Technology: Critical thinking

·         Expected result: Pupils are able to read, listen, write and speak about their school day.

·         Plan of the lesson

Stages	Teacher’s activity	Pupil’s activity	Resourses	Time	Method
I.Preteaching	Good morning, boys and girls and our guests! I am glad to see you! Smile and wish each other good wishes. You will divide into 4 groups according to your colorful stickers The first group-in the morning (yellow) The second group- in the afternoon(green) The third group-in the evening(pink) The fourth group-every day(orange) So now let’s start our lesson. But before answer my questions. What month is it now? What day is it today? What date is it today? Who is absent today?	Good morning ! Good morning dear teacher! We are glad to see you. Pupils smile and wish each other good wishes. Pupils sit down into groups according to the colorful stickers.	Colorful stickers	2	Favorable psychological climate
a) Warm up	This poem will be helped you determine the topic of our lesson. Dear children, look at the interactive board and repeat the poem after me. Breakfast in the morning, Dinner in the day Tea comes after dinner Then it’s time to play. Supper in the evening When the sky is red. Then the day is over And we go to bed. Have you understood this poem? So, translate. Do you like to get up early? When do you go to bed? Boys and girls, how do you think what subject of the lesson today? Ok. It’s right. Today we will revise the present simple and read the text, listen the dialogue, do some exercise about school day.	Pupils look and repeat with teacher. Pupils answer the teacher’s questions. Pupils called the theme of the lesson.	At the interactive board	2	Critical thinking formative assessment
d) Grammar	Now we will do the task to consolidate the present simple. I will give you grammar task. Read the task. Open the brackets using the verbs in Present Simple. My working day (to begin) at six o'clock.  2. I (to get) up, (to switch) on the TV and (to brush) my teeth.  3. It (to take) me about twenty minutes. 4. I (to have) breakfast at seven o’clock.  5. I (to leave) home at half past seven. 6. I (to take) a bus to the institute.  7. It usually (to take) me about fifteen minutes to get there. 8. Classes (to begin) at eight.  9. We usually (to have) four classes a day. 10. I (to have) lunch at about 2 o’clock. Change copy-books and check the executed task. Answers begins get up, switch, brush. takes have leave take takes begin have have Write down your scores on the evaluation sheets.	Pupils do grammar exercise. Strong students act as consultants Students put down points on the evaluation sheets	At the cards	3	Critical thinking formative assessment
e) Reading	Open your books at page 73 ex. 4.  Read the task. Read the text and try to remember the time and the subjects. I will ask questions to determine whether students have understood the content of the text. What time does Bill get up in the morning on Monday? Bill gets up at 7.30. What time does Bill leave home? Bill leaves home at 8.15. Now each group will make up 2 questions. What time do lessons start? Lessons start at 9.15. What subject don’t they like? They don’t like French. What subject do they have at 9.50? At 9.50 they have History. What’s his favourite subject? His favorite subject is Maths. What time does he have lunch? At 11.50 we have lunch. What subject does Mick like? Mick likes Geography. What do they do at 1.40? At 1.40 they have English. What subject doesn’t Mike like? Mike doesn’t like Art. Write down your scores on the evaluation sheets.	Read the text about Bill’s school day. Strong students act as consultants. Students put down points on the evaluation sheets	At the book	5	Critical thinking formative assessment
f) Writing	Let’s do ex. 5 p 73. Read and write what subjects are these sentences about? Art English Maths Geography French History Geography Change copy-books and check the executed task. Write down your scores on the evaluation sheets.	Students put down points on the evaluation sheets Strong students act as consultant.	At the book	3	Critical thinking formative assessment
g)Dynamic pause	Are you tired? Let’s have a rest. It is time to sing a song. The sun wakes up, Yes, the sun wakes up. The sun smiles, Yes, the sun smiles. The wind blows, Yes, the wind blows. The rain falls down, Yes, the rain falls down. The sun goes down, Yes, the sun goes down. The moon comes up, Yes, the moon comes up. The night lies still. Then the sun wakes up, Yes, the sun wakes up.	Pupils sing a song.	At the interactive board	1	information technology critical thinking formative assessment
h)Listening	Now boys and girls listen to the dialogue and fill the table. Are you ready? Circle True or False for these sentences. Dan gets up early.(True) He has a small breakfast.(False) He’ a student. (True) Dan has lunch at home.(False) He goes swimming after classes.(False) Dan watches TV and goes on the internet before bed.(True) Change copy-books and check the executed  task. Write down your scores on the evaluation sheets.	Pupils listen the dialogue and fill the table. True or False. Students put down points on the evaluation sheets	on the cards	3	Critical thinking ICT formative assessment
i)Speaking	Let’s do ex. 6 p 73. Talk to your partner about your school day. Write down your scores on the evaluation sheets.	Pupils make up the dialogue. What time do you get up in the morning? When do you have breakfast? When do you go to school? What time do your lessons start? How many lessons do you have every day or (on Monday)? What time do your lessons finish? What do you do after lessons? Do you do your homework? What time do you do your home work? Students write down your scores on the evaluation sheets.	in the book	6	Critical thinking formative assessment
h)Speaking Creative work	Now I will give you a sheet of paper and you make up a story about your school day. The first group –In the morning. So that you will make up a poster about what do you do in the morning? The second group-In the afternoon. So that you will make up a poster about what do you do in the afternoon? The third group-In the evening. You will make up a poster about what do you do in the evening? The fourth group-at the weekends. You will make up a poster about what do you do at the weekends? Write down your scores on the evaluation sheets.	Pupils make up a composition about school day. Students put down points on the evaluation sheets. Strong students act as consultants.	On the sheet of paper	12	Critical thinking RAFT formative assessment
III. The end of the lesson a)Reflection	Thank you for your work! Now write down on the stickers what you have learned and what kind of difficulties have you experienced on the lesson. b)Results (on the evaluation sheets) c) Home work Open your diaries and write down home work. 1.Write down  about your school day. Make up crosswords with new words Make up timetable. The lesson is over. Good bye, children.	Pupils answer the teacher’s questions. I know new words. I read, spoke and wrote about school day. I listened the interview and did the exercise. We have made dialogue.	On the stickers On the slides	8	formative assessment