Урок во 2 классе "Животные"

Final work “Methodical English  lesson plan with the primary school children”

                                          (Kutanova Irina Alexandrovna, )

                                           Lesson plan

Course book: “Spotlight” by Virginia Evans, Jenny Dooley, Nadezhda Bykova and Marina Pospelova 

Unit 7  

 Lesson 1

Aim: By the end of the lesson the children will be able to know  the animals and their  actions, read  what  some animals can do,  read the dialogue  and  read  the words with animals properly, name the words  with animals and their actions.  

Skills:  reading, listening, speaking

New language: animal, fish, frog, bird, chimp, horse, swim, jump, sing, run, dance, I can jump like a frog.

Revision:  rabbit, kangaroo, elephant, parrot, play.

Acvity/Time	Teacher does/says	Pupils say/do	Comments
5 min/ Warm-up To revise the animals	Greets the pupils “Hello, children, I’m glad to see you.” Shows the pictures with the animals like rabbit, kangaroo, elephant, parrot and ask  them to repeat after  the teacher.	Greet the teacher “Hello, teacher, I’m glad to see you too.” Read the words, they   say like this “ I like the dog”.	Repeat the words  which they know  and prepare for speaking.
10 min/Pre-stage	Shows the flashcards with the animals like , fish, frog, bird, chimp, horse and  asks “ Do you know these animals? What can they do?  Let’s  go to the country  and see them”.	They know some of these animals and know what they can do, but they would like to  read the words  and learn them properly	The whole word approach is based on the “see-and-say” technique,  so the pupils immediately understand the meaning of the word,  they pronounce it  properly.
15 min/While-stage	Asks to open the books at p62 ex.1  and read the words.	Repeat the words  after the teacher, then  try to read themselves,  read the flashcards on the  TV, flashcards on the blackboard.	Listening and watching the video help the children to  read the words properly, understand the meaning of the text
	Asks  what  these animals can do.  Let’s watch  them.	Watch the video and repeat , then  try to read themselves,  read the flashcards on the  TV, flashcards on the blackboard.
	·         Match the picture of the animal and its action ·         Choose the animal which can… ·         Look, read and draw lines ex.2 p.34 in the workbook ·         Read and complete in the ex. 3 p.35	They  match on the blackboard and read. They choose the pictures and read. They  do the exercise: read the words and draw the lines. They read the sentences and watch the picture and complete.
	·         Ask the children  to open  the books on p.63 ex.3  and  ask them to watch first  the video, then to understand  what  Lulu an Larry do in the country.  Let’s see  how they  spend  time in the country.Ex.3 p63 ·         Ask the children to watch  the video and understand. ·         Check up how the children  have understood  the dialogue ·         Ask them to watch the second time ,  read  and  use the intonation correctly. ·         Ask them to read  some sentences to the  pictures. ·         Ask them to read in roles before class	They watch the video and understand. They watch the video and repeat. They watch the video and translate. They translate some words and sentences from the text. Repeat  after the  recording  to improve the pronunciation and the intonation  while reading. Find  out some sentences to the pictures  and read them. Role reading in front of the  class.	The usage  of silent reading    where children can “get” the text with unknown words  gives an opportunity to employ different strategies: to predict (first they watch pictures to the dialogue then watch it), to ignore the unknown words and to deduce the meaning of the unknown words  from the context. Practice the pronunciation and intonation. They have to pronounce the words correctly, can quickly recognize the graphic symbols, combine them into words and practice a model for speaking.
10 min/ Post-stage	·         Ask them to dramatize a bit of the  dialogue, using  the words with the animals and show  like Lulu and Larry. ·         Ex 4 p63 Ask  the pupils to make up the  sentences. ·         Ask  them to  match the  picture of the animal and the word on the blackboard. ·         Advise them to play  “The animal walk” . They  stand in the circle and  go round   the circle ,  the teacher tells the animal and the pupils  have to show  it and  say like that “The fish can swim”  The role of the teacher may play  any pupil, it is also nice.	They do it with pleasure, one by one  come up to the front and  say “ Look! I can jump! “  And the class  say “Well done,  Helen!” or  Good job,  Maxim!” The pupils make up the sentences using the ex.4 p 63. They come up to the blackboard and  match  words  to the corresponding  picture  one by one.  They  read the word. They play with pleasure  “The animal walk”,  move around  the circle, pretending to be either an elephant or fish and  say “The fish can  swim”.  They like to be  in the role of the teacher too.	The children are very active in dramatizing the dialogue, the other pupils who are watching  are very attentive, because they have to assess  the role-play like that “Nice idea, good job, cool” Playing games  I s a very  nice idea  at the lesson, because at this lesson it is most appropriate to teach concrete vocabulary items with children.
5 min/ Reflection	Gives home task  and assesses their  work.  Makes some comments on their work.  To carry out the assessment , gives the children some prizes (smiles)  which they keep in their workbooks.  At the end of the lesson we stand in the circle and the children get this  smiles,  the teacher can see their reaction	They write down their home task,  get  marks/evaluations.  Then they stand in the circle  and get some prizes (smiles). They say “I am happy! Thank you.  Or Wow, Thank you”	The children  do it with pleasure. It is the task  to see their positive attitude to learning English, interest and desire to know much.

Post-reflection note:

This lesson was held in the 2 A class where there are 12 pupils. They are 7 or 8 year old boys and girls.   Practically all pupils are active at the lessons, have a good motivation and results, they are encouraged to persist in their efforts  thanks to the course book “Spotlight” by Virginia Evans.  Using this book, CD  and materials help me and my pupils to achieve goals in all four skills in an integrate way  and develop  techniques and methods for responding to the children’s individual needs.

At the lesson we used the dialogue for listening and reading   where Larry and Lulu (brother and sister) with their Nanny Shine spent free time in the country having picnic, swimming in the river and having fun.

The pre-staged was organized effectively,  because I could arose  the children’s interest  and motivated them for reading  with watching  the video,  comics pictures in the books.  At this stage I introduced and activated the words  the children would come across while reading  such as animal, fish, frog, swim, jump, well done.

Practically all children coped with while-staged task  successfully,  because the tasks were  very interesting for them and  such tasks as “Match the picture…, Draw lines, Read and find the picture, Watch and read” encouraged  the pupils for quiet and careful  listening  first, then reading.

The children liked the post –reading activities, because they could show their own results in learning new words, reading them, reading the dialogue and role-play. Children could dramatize a bit of a dialogue, prepare some sentences,  guessed the  meaning of the  words, write their  own experience in some tasks to the dialogue.

I saw that children liked the lesson, because they felt happy  and satisfied,  they  were really upset when the bell had gone  and   we had to finish our work.

At the lesson reading and listening skills were closely connected, the action-story about  Larry and Lulu was very good for developing  these skills and even the speaking skills at the end of the lesson.

I was quite satisfied  with the lesson and the work of my pupils.