Educational and methodological development of an open lesson in English on the topic “My toys”
Class 2D
Date: 03/11/15
Subject: My toys! (My toys)
Methodological support for the lesson: teaching materials “Spotlight-2”. Virginia Evans, Jenny Dooley, Nadezhda Bykova, Marina Pospelova - M.: Education, 2015.- 144 p.: textbook, workbook, CD.
Lesson equipment: computer, projector, screen, toys in a box and other presentation material.
Lesson in textbook structure: 4b
Lesson objectives:
Educational:
familiarization with new vocabulary on the topic “Toys”;
development of listening, speaking, reading and writing skills;
development of articulation and pronunciation skills;
consolidation of vocabulary on the topic “My animals”.
Educators:
raising children:
respect for your comrades;
politeness;
love for animals;
ability to behave in class.
Developmental:
develop the ability to show understanding and respect for the values of other cultures.
Lesson objectives:
introduce children:
with the rules for reading the letters y, u, x and letter combinations ouyear using the example of the words learned and new vocabulary of the lesson;
with the rules of articulation and transcription signs used in new vocabulary;
teach children:
name toys and talk about where they are, using prepositions;
ask about the location of an object and answer this question;
operate with active vocabulary in the process of communication;
understand by ear the speech of the teacher, classmates and text in audio recordings;
use the modal verb can;
observe the correct stress in words and phrases, intonation in general.
observe the norms of pronunciation of sounds of the English language in reading aloud and oral speech and correctly pronounce sentences in terms of their rhythmic and intonation features.
During the classes
1. Organizational moment of the beginning of the lesson. Greetings.
2. Articulation-phonetic gymnastics.
Phonetic exercises are written on the board (see Appendix 1).
The teacher names the sound, focuses on the difficulties of pronouncing it, explains the activation of the sound, the children repeat after the teacher a separate sound, then words containing this sound, then read these words themselves in turn.
3. Checking homework:
Open your copy books and let me see your home work.
Ex 1 p.78 (in written form);
ex. 3 p.79 (do orally);
ex. 2 p.78 (in written form).
4. Educational dictation using vocabulary on the topic “My animals.” Children write words in notebooks under the dictation of the teacher: fish, frog, chimp, horse, bird, cat, dog. The teacher immediately checks the correctness of the work and highlights errors. At the end of the dictation, the teacher invites the children to open their textbooks and correct their mistakes.
5. Speech warm-up. Consolidation of speech units (RE) “Can you swim? -Yes, I can. –No, I can’t. ”
Held:
in the form of a ball game in T - P1 (P2 ...) mode
then along the chain: P1; P2; P3...
6. Introduction of new vocabulary on the topic “My toys” (exercise 1 p.80)
using toys and presentation material:
What's it?
It's a teddy bear.
What's it?
It's a toy soldier.
What's it?
It's a doll. It is a ballerina.
What's it?
What's it?
It's a shelf.
What's it?
It's a toy box
The exercise recording starts. Children listen and repeat in chorus and individually.
Then they read the words independently.
The teacher names the words in random order, the children point to the corresponding pictures in the textbook.
7. Familiarize students with the prepositions in, on, under and their use.
The teacher introduces children to prepositions using the speech structure “Where’s the teddy bear?” and answers the question himself by changing the location of the item:
“It is in the box. It is on the box. It is under the box.”
Where's the pen?
It is in the book. It is on the book. It is under the book.
The teacher asks the children to name the objects shown in the picture: table, shelf, toy box, bed.
He then reads the sample, pointing to the character. Children repeat in chorus and individually.
The teacher reads the question, and the children answer based on the remaining pictures.
Students do the exercise in pairs.
8. Actualization of LE in, on, under in dialogic speech.
The teacher invites the children to play a game. One student hides a school item or a toy he brought from home and asks his neighbor: Where’s the toy cat?
The deskmate must answer where he is, using the preposition correctly. It is on the book.
9. Development of listening skills (exercise 3, p. 81). Listen and watch.
The exercise recording starts. Children listen and watch videos illustrating the dialogue. The teacher checks how the students understand the text.
The teacher reads the dialogue and the children repeat after him. The teacher checks the correct pronunciation and understanding of individual sentences by children, and translates them if necessary.
Individual students then read passages of dialogue for different pictures.
Children learn to use the prepositions in, on, under, answering the teacher’s questions: Where’s the pen?
10. Homework: Do ex. in your workbook. 1.2 on p. 44. (Explain the task) and in the textbook exercise 4 on p. 81.
11. Summing up the lesson.
The teacher asks the children to tell what new things they learned in the lesson and what they liked most and what was difficult.
Reporting and Explanation of Ratings.
Annex 1 for lesson 4b
Phonetic exercises
n[n]
in
on
under
u
run
jump
under
y
happy
daddy
mummy
Teddy
oh
boy
toy
x
six
box
fox
b
bird
ballerina
bear
box
p[p]
pizza
party
pink
ear
Lesson topic
Maintaining vocabulary on the topic “My toys” (Module 10 A)
Lesson type
Discovery of new knowledge
Technologies
Game technology, health-saving technology, modular technology, cooperation pedagogy, traditional technology (classroom-lesson system)
Lesson content
Introduction of vocabulary on the topic “My toys”: teddy bear, toy soldier, ballerina, shelf, toy box, pink.
Conduct a dialogue-question about toys and their location: Where’s the...? – It’s on the table.Is it on the bed? - Yes, it is./No, it isn’t.What’s this?It’s a.../ This is...
They listen and understand both basic information and details.
Active vocabulary / structures
toy, teddy bear, toy soldier, ballerina, pink, shelf, on, under, in, toy box.
Repetition of vocabulary/structures
rabbit, fish, frog, chimp, bird, horse
Vocabulary for receptive acquisition
find, What's the matter?I don't know. What about...?
Tasks
Educational : systematize lexical skills in listening, speaking, reading.
Developmental : develop listening, speaking, memory and thinking skills.
Educational : foster a culture of communication and develop cooperation skills.
Planned results of mastering the material
Subject
Names toys and talks about where they are; develops listening, speaking and reading skills
Metasubject
P: recognizes, names and identifies objects and phenomena of the surrounding reality in accordance with the content of educational subjects
R: performs educational actions in materialized, hypermedia, loud speech and mental forms
K: asks questions necessary for organizing one’s own activities and cooperation with a partner
Personal
Has motivation for educational activities (social, educational-cognitive and external)
Lesson equipment
Textbook, cards, ball, TV, dictionary, notebooks.
Using ESM
Audio Video
Homework
Greets students: « Hello children »Checks students' readiness for the lesson:« Are you ready for the lesson ?Are you ready for the lesson?
"Sit down, please." "Let's start our lesson."
Greetings from the teachers:« Hello Victoria Igorevn a »
Check readiness for the lesson and answer:« Yes ».
They sit down.
2 minutes
Setting the goals and objectives of the lesson. Motivation for students' learning activities.
ThrowsballAndsetsquestions: “How are you?”, “How old are you?”, “What’s your name?”
Asks to look at the board and guess the topic of the lesson.
He asks why you need to know the names of toys in English.
Shows pictures with tasks.
Successfully answer the questions:« I ’ m fine , thank you you », « I ’ m eight », « I ’ m …».
Name the topic of the lesson:"My toys".
Suggest possible goals.
Name the tasks.
5 minutes
Phonetic exercise
Speaks:“Now let’s do some phonetic exercises.
Listen and repeat"
Voiced byquatrain"One one one I can run
Two two two I can jump, too
Three three look at me."
Repeat after the teacher.
3 min
Updating knowledge.
Places pictures on the table (afish, abird, achimp, ahorse, afrog) face down. Asks one student to come up, choose a picture and show, without words or sounds, the animal that is depicted there. The rest are trying to guess what animal the classmate is showing.
One student comes up, chooses a picture and shows the animal.
The student who guessed which animal the classmate is showing raises his hand and names it. The one who guessed correctly comes out and draws a picture.
5 minutes
Primary assimilation of new knowledge.
Asks the children to open their textbooks on page 80 and look at exercise. 1: "Openyourbooksatpage 80 andlookatexercise1".
Speaks: "Listenandrepeat».
Includes audio recording (CD1 part 2, disc 1 part 2, recording 63.) or video recording (Mytoys).
They open the textbooks and look at the exercise.
Listen and repeat.
3 min
Phys minute
Speaks: “Close your books, please.” Stand up, please. Let's do."
They close their textbooks, stand up, and do exercises together with the teacher.
3 min
Initial check of understanding
Showschildrenball: "Look at the ball."Reviews a sample assignment. He hides the ball under the table and asks: “Where’ stheball?».
He puts the ball on the table and asks: “Where’ stheball?».
He puts the ball on the shelf and asks: “Where’ stheball?».
Askschildrenlookoncontrol. 2 page. 80: “Open your books at page 80 and look at exercise 2. Let’ schitchat».
First he asks individual students, then asks them to work in pairs, taking turns.
Answer: “It’s under the table.”
It's on the table.
It’s on the shelf.”
They open the textbooks, look at the task, answer the teacher’s questions, and complete the task in pairs.
3 min
5 minutes
Primary consolidation
Askschildrenlookoncontrol. 3 page. 81: “Open your books at page 81 and look at exercise 3. What can you see in the picture 1?WhatYouseeonpicture1?".
Includes audio/video recording of the first dialogue.
Then the teacher draws attention to picture 2, etc.
They open the textbooks and look at exercise 3.
They say what they see in picture 1.
Read and translate dialogue 1.
They say that they see 2 in picture, etc.
10 min
Information about the task, instructions for implementation
Execute exercise 1-2 p. 44 in printed notebook
2 minutes
Reflection
Hands out cards with new words and says: “Showme …».
Asks children to pay attention to tasks. He asks if everything has been done.
The student who has this card stands up and shows the card to his classmates.
Answer the teacher's question.
3 min
Assessment
Evaluates student work
1 min
English – 2nd grade
Date: 02.03.2016
Teacher: Sergeeva E.V.
LESSON No. 44
Subject:My toys!Mytoys!
Subtopic:My toys! Prepositions of place
Target: repeat the vocabulary and structure of the topic “My animals!”, names of flowers; consolidate the use of a verb in speech can ; teach children to name toys and talk about where they are; develop pronunciation skills, as well as listening, speaking, reading and writing skills; instill love and interest in a foreign language; develop the ability to work in pairs and independently.
Equipment: thematic pictures and illustrations, audio recordings, audio player, electronic presentation “My toys”, laptop, screen.
Lesson type: learning new material.
Methods and techniques: conversation, game.
Forms of work: collective, pair, individual.
DURING THE CLASSES
I. PREPARATION FOR ENGLISH SPEECH
1. Organizing moment of the lesson:
A) greetings :
T: Good morning, my dear children!
P s : Good morning (3 t.) to you, good morning (2 t.) I’m / we are glad to see you!
T: I’m glad to see you too! Sit down, please! Let's start our today's lesson.
b) conversation about mood :
T: How are you?
P 1, 2, 3 … : I’m fine / OK / bad, thank you!→ T: I’m OK, thank you very much!
2. Announcement of the topic and objectives of the lesson.
T: Kids! Guys, today in the lesson we will repeat the words we learned earlier on the topic “My animals!” Now look at the slide. What are we going to speak about? How to call in one word what is shown on the slide? (Toys). – Toys. (Slide № 7.) Yes, we are going to learn new words, to play games and to read and to write. We will learn new words on the topic “My toys!” (“My toys!”). We will talk about where they are, read, listen, write and play. So, we'll talk about our toys. In English, “My toys” is “ Mytoys”. Look at the blackboard. Look at the blackboard. Repeat after me. Repeat after me . (The teacher draws the children’s attention to the board, where the topic of the lesson is written and illustrations are attached, asks them to repeat the name of the topic of the lesson. Children repeat the name of the topic “My toys!” behind the teacher in choir/individually in turn.)
3. Introduction to a foreign language atmosphere:
A) phonetic warm-up :
T: My dear friends! Let's repeat the new English sounds. My friends, now we will repeat English sounds!
practicing consonants / t/ , / d/ , / r/ , /ᵑ/ ;
(The teacher shows cards of sounds, names them and asks the children to repeat. Then he names words with these sounds and shows these words on the board. Children repeat the sounds and words after the teacher. You can ask several students to name the sound on the card or read the words on the board after the teacher. )
Toothbrush (tongue like a toothbrush);
Lollipop (the tongue “pricks” the cheek from the inside).
T: Let`s revise English sounds!
/t/ /t/ /t/, /d/ /d/ /d/ - t oh, t e dd y bear, un d er, d oll, d ark;
/r/ /r/ /r/ - r un, r ain,t r ain, b r own;
/ᵑ/ /ᵑ/ /ᵑ/ -si ng, so ng, ri ng, swi ng.
b) speech warm-up :
T: Guys! Kids! Look! Look! What do you see? What is it ? (The teacher shows pictures with previously studied words on the topic “My animals!”, children answer.)
II. MAIN PART OF THE LESSON
1. Updating knowledge on the topic “My animals!”:
A) task “Finished sentence” :
(On the screen are slides No. 1-6 with images of animals. Students must continue the sentence.)
T: Boys and girls! Let's do the task. A fish can... (swim). AND T. d.
Used vocabulary: fish, bird, chimp, horse, frog, rabbit, swim, fly, climb, run, jump.
b) game “Guess what I can do?” :
T: Kids! Let’s play the game “Guess what can I do?”.
(One of the students goes to the board and imitates some action(swim, fly, climb, run, jump, dance) , and the rest of the students must guess what this action is. The one who guessed correctly becomes the leader.)
2. Introduction of new vocabulary.
(CLaydas No. 8-12. The teacher names the toys, the children look at the pictures of the toys on the slides and repeat the new words after the teacher in chorus.)
T: Look! It is a teddy bear. It is a ballerina. It is a toy soldier.
Where do we put toys after games? (On a shelf, in a drawer.)
It is a shelf. It is a toy box.
(Students write new words in dictionaries.)
3. Consolidation of nouns in speech - names of toys.
T: Name all the items in English. (On slide No. 13 there are images of a ballerina, a soldier, a bear, a toy box and a shelf.)
T: Find the odd word. Find the extra word. (Slide No. 14)
4. Introduction of an adjectivepink . Introduction of prepositions of place.
T: Look at ballerina. Is it red? Yellow? Etc. What color is it? It is pink . (Slide № 15)
T: Look! This rabbit is on the table and this rabbit is under the table. (Slide № 16)
T: The teddy bear is in the toy box. (Slide No. 17)
5. Practicing new vocabulary and the ability to use prepositions of place:
A) ex. 1, page 80 :
(Teacher shows pictures.)
T: Look! A teddy bear, a toy soldier, a ballerina, a shelf, a toy box.
(The teacher points to the bear in the box and the rabbits.)
T: The teddy bear is in the toy box. This rabbit is on the table and this rabbit is under the table.
(An audio recording of the exercise is turned on. Children listen and repeat the words in chorus and individually. After that, they read the words independently. Then the teacher names the words in random order, the children point to the corresponding objects.)
b) ex. 2, p. 80 :
(To practice prepositions of place, the teacher uses a book and pencil. He puts pencil V book:
T: Where's the pencil?
P s : In the book.
The same work is done with prepositions on And under .)
(The teacher asks the children to name the objects shown in the pictures:table, shelf, toy box, bed. He then reads the sample, pointing to the characters. Children repeat in chorus and individually. The teacher reads the question and the children answer based on the remaining pictures. Students do the exercise in pairs, then individual students act out the dialogue in front of the class.)
T: And now look at the screen, please! Now, please look at the screen!
Answer my questions. Answer my questions.
Where is my pen? (In the book, under the book, on the book –slide № 18)
Where is the toy soldier? Teddy bear? (on the shelf –slide № 19)
Where is the toy box? (under the shelf –slide № 20)
6. Imitativephysical minute.
T: Run like horses. Jump like frogs. Etc.
(The teacher offers to perform actions that different animals can do, showing and saying phrases. Then the children perform the movements independently. You can choose a “trainer.”)
7. Development of listening and reading dialogue skills:
A) ex. 3, p. 81 :
(The teacher asks the children questions about what they see in the pictures,For example :
Picture 1: (points to Chuckles the monkey):
T: Is Chuckles happy or sad? Etc.
The exercise recording starts. Children listen and look at pictures illustrating the dialogue. The teacher checks how students understand the text and, if necessary, translates dialogue lines. The teacher plays the recording again. Children listen and repeat in pauses. The teacher monitors the correct pronunciation and intonation. Individual students then read passages of dialogue for different pictures. The teacher chooses a short one excerpt from the dialogue and the children act it out in front of the class.)
b) re-reading the dialogue in parts, translation. (Slides № 21-24)
8. Fingercharger.
T: My dear children! Before we start writing, I suggest you do a warm-up for our fingers. Repeat after me, please! Repeat after me, please! (Performing exercises for fingers with the count one – ten.)
9. Consolidating the ability to use prepositions of place. Development of writing skills:
A) ex. 4, p. 81 :
(The teacher tells the children that they must read the dialogue again and determine who owns the toys. The children read and complete the task independently in their workbooks. The answers are checked.
Keys : 1. c 2. a 3.b)
10. Exercise for the eyes.
(Children do eye exercises together with the teacher.)
T: Kids! Listen to me and do exercises. Guys, listen to me and do the exercises!
Close your eyes! Open your eyes! Look high up! Look down! Look right! Look left! (The teacher shows how to do the exercises: close, open, raise your eyes up, lower your eyes down, look to the right / left without moving your head! Do the exercises 2-3 times.)
III. FINAL PART OF THE LESSON
1. Consolidation of the studied material:
A) exercise “Complete the sentence” :
T: Boys and girls! Guys! Let’s play the game “Finish the sentence”, OK? Let's play the "finish the sentence" game, shall we?
(The teacher reads the beginning of sentences from the plot dialogue, inviting students to complete them.For example :
T: He can't find his...
P s : ...teddy bear. AND T. d.
The game is repeated as many times as the teacher deems necessary.)
2. Homework:
(Before assigning home exercises, the teacher explains how to do them.)
learn new words and expressions;
issue ex. 1, p. 80 (copy the sentences into your notebook, inserting the correct prepositions of place).
3. Summing up the lesson:
A) brief analysis of work in the lesson, marking :
_____________________________________________________________________
__________________________________________________________________
b ) completion lesson :
T: My dear friends! My friends! Our today’s lesson is over. Our lesson today is over. You are very good students! You are very good students! Thank you very much for the lesson. Stand up, please! Goodbye, my gear children!