Lesson Objectives:
Systematization of knowledge on the topic "Sport";
Training and expansion of vocabulary;
Improving the skills and abilities of oral monologue and dialogic speech.
Tasks:
Developing:
- development of thinking, the ability to evaluate, express your opinion in English;
- development of fantasy, imagination;
Socio-cultural:
- expanding the horizons of students.
Educational:
- developing students' love for sports;
Raising awareness about the Universiade 2013;
Formation of a positive attitude towards the Universiade 2013 in Kazan;
Cultivate a sense of pride in the capital of Tatarstan;
Maintain interest in learning English.
Teaching equipment of the lesson:
- textbook, Welcome to Tatarstan (chapter-14) manual, multimedia projector, computer (electronic accompaniment of the lesson in the form of presentations).
The target audience: 7th grade students
Lesson format: collective, individual.
Interdisciplinary connections: history, physical culture.
Criteria and methods for diagnosing the effectiveness of a lesson: answering questions (orally), doing exercises, checking work
During the classes
1. Organizational moment (2 minutes)
(Message of the topic, lesson objectives) Slides No. 1,2
Good morning boys and girls. Today we continue our work at the theme “Sports”. We shall revise the material of our previous lessons and speak about sports in Tatarstan. We shall find out what sports you like or maybe dislike.
Thousands years ago ancient Greeks said: “A sound mind is in a sound body.” Millions of people who go in for sports know from their own experience that this famous saying is true.
At the same time a great number of people don't go in for sports. Some of them realize that sport is useful but prefer watching sport on TV to going in for it themselves.
So, at the lesson we shall speak about sport activities.
2. Phonetic charging. (2 minutes)
The teacher invites students to name words with certain sounds on the topic "Sport".
Now we'll repeat words and make up expressions. Slides
Match the words in English and in Russian. Slides
- Group these activities into indoor and outdoor sports. Slides
3. Speech exercise (3 minutes) Slide
Answer the questions.
- What kinds of sports are popular in Tatarstan?
- Are you against or for sports?
- Do you prefer going in for sports or watching it on TV?
- Is sport a part of our everyday life?
- Is sport important to you?
- What is your favorite kind of sport?
- Who is the best sportsman in your class?
4. Working with lexical material (Slides)
1) People who go in for different sports have different names. (1
minute)
How do we call people who:
- play football(footballer), cricket(batsman), tennis(tennis player);
- go swimming(swimmer), jumping(jumper), running(runner), windsurfing(surfer),
- ride a bike(cyclist)?
2)Complete the chart by matching each sport with the place and equipment which go with it. (3 minutes) Slides
|
boots costume pool ring slope skis boat racket stadium rink oar rod court ball gloves river alley pitch hoop |
|
equipment |
||
|
football |
Pitch |
Boots |
3)Guess what kind of sports it is. Translate the sentences into Russian. (3 minutes) Slides
- It is a game for two or four players who hit a ball with rackets across a net. (lawn tennis)
- It is a summer game played on a grass field by two teams with a ball, bats and wickets. (cricket)
- It is a game played by two or four persons with a small hard ball which is struck with clubs into holes. (golf)
- It is a way of traveling or going on foot. (walking)
- It is a team game played with oval ball. (rugby, football)
- It is a game played on a table using round wood bats and a small plastic ball. (table tennis)
5. Develop your Listening Skills
Listening and repeating vocabulary (see audio - application "Sports")
- Listen to the story about Paul and the sports that he does. (Slide)
Write the correct name of the day under each bag.
Paul love sports. He does some sport every day. After school on Mondays, he goes running with some friends for about half an hour. Then he goes swimming before he goes home for dinner. He also plays in two school teams. On Wednesdays he plays football at school and on Friday evening he plays in the table tennis team. On Saturday and Sunday mornings he goes swimming again. He also cycles to school every day except Sunday. On Sunday afternoon, he does his favorite sport - sleeping!
Musical break (See Lyrics Appendix)
Teacher: Sing a song about sport. (Choral performance of "Sports for Everybody")
6. Verification homework. (7 minutes)
Improving the skills of oral monologue speech.
Teacher: And now we speak about sport in Russia and Tatarstan.
Aigul - Russian children start to go in for sports since their early childhood. Like children in other countries we are fond of running, jumping, skipping, and playing snowballs. When we grew up our sport activities became more serious. Now we attend sport clubs or go to sport centers if we are interested in staying healthy.
Tanya - In my opinion many Russian people are fond of sports. Sport plays an important role in our lives. We know many Russian athletes who win in European and world championships. Our figure skaters are the best. They take a lot of cups and medals in different competitions. Who doesn't know Russian skiers! We are proud of them!
Rail -So, sport helps us to stay in good shape, to build character. It teaches us to win and to lose. Besides, it is a good way to meet different people and make new friends.
Damira - One of the important areas of life in the city belongs to sports. Ice hockey Club "Ak Bars", soccer "Rubin", basketball club "Unix", volley ball club "Dinamo-TTG" and others commendably represent Kazan at the championships of Russia, Europe and the world. In recent years the following major sports facilities have been built in Kazan: Basket-hall, Ice Sports Palace "Tatneft Arena", horse race track, Russian ice hockey stadium. The Central Stadium has been renovated. Water Sports Palace construction will be completed shortly. The world-class sports events are held in the city.
7. Development of dialogic speech skills.
What do you know about the Summer Universiade game 2013? (The topic is disclosed in 15 slides - see "Design work" Universiade-2013 ")
8. Development of monologue skills.
Teacher: Who wants to tell us about your favorite kind of sports?
Sergey - I like swimming. I started to learn when I was about seven years old. I think swimming is something like music or language. That is why very good to start as early as possible if you want to be good at it. I visit swimming pool every week. Swimming helps me stay in good shape.
Oksana -- In my opinion the best sport is tennis. In fact I play table tennis. My father has taught me this game. And now I play it every day. I'm so glad that tennis is so popular in the lyceum. During the breaks or after the lessons there are many students waiting for their turn to play tennis. It is good for my health and body. Tennis also helps me to relax after my working day.
Anton -- I go in for jogging. Every morning I run about a kilometer. And after it I am not tired at all. Jogging keeps me fit the rest of the day. All I need for these exercises are shorts, a vest and trackers. I run all year round in any weather.
Alina- As for me I do not like sports. It takes a lot of energy and time. As a result of going in for sports, people can have broken legs and arms. It makes you unhappy when you lose. So I prefer to watch sport competitions than participate in them.
9. Quiz (L. Ivanova “Welcome to Tatarstan”, Student’s book -ex.3, p.78) Slide
10. Summing up the lesson. Slides
Ratings (with comments)
a tortoise-"2" a car-"4"
a horse-“3” a plane-“5”
House. task (to prepare for project work on the topic “Health is Above Wealth”).
Teacher: Boys and girls, we did a lot at the lesson. You worked hard so you know a lot of the most popular kinds of sports in Tatarstan as well as about sports in the school. I think you understand that sport is very important for our life, for our health and for our cheerful mood. Thank you for being so active. thank you for the lesson.
Development open lesson
in English language
for grade 7
Books in our lives
Lesson objectives :
Educational- to develop in students the speech skills of listening and speaking (in a monologue and dialogic form); introduce new vocabulary on the topic; to teach the ability to read with full understanding.
Educational– to cultivate students' interest in learning English; to form a culture of reading, interest and love of students for books.
Educational- develop imagination, writing skills, logical thinking.
Equipment: projector, screen, task cards, laptop
During the classes:
Greetings. Organizing time.
Speech charging
Describe an orange.
Say the first letters of the alphabet backwards.
Name the colors of the rainbow.
Describe the difference between an elephant and a cat.
Name mass media you know. What are the advantages/disadvantages of …?
Can we say that books are media, too?
III. Message Topics. staging tasks lesson
T: Today we are going to speak about one of the most wonderful things in the world. Well, try to guess what it is !
Phonetic charging
T: Look at the screen and read the rhyme and guess.
It has no mouth but speaks.
It is not a tree but it has leaves.
It is not alive but it can be a good friend
… Right! It is a book
(Students repeat after the teacher, individually)
Working with vocabulary.
T: A wise man said, “Life without books is as tree without leaves.” How can we understand this quotation?
I'm sure that if we don't have books in our life, it will be as boring and gloomy as trees in autumn.
Now let us grow our “book tree” and put on leaves on it.(Words are written on the leaves that are attached to the tree, denoting literary genres)
a detective story - detective;
a historical story (novel) - historical novel;
an adventure story - adventure;
a fairy tale - a fairy tale;
science fiction - science fiction;
a horror story - horror;
a biography (an autobiography) auto) biography;
poetry - poetry;
a myth - a myth;
an encyclopedia - an encyclopedia;
a dictionary
(Students practice vocabulary, pronounce after the teacher, individually)
What kind of stories do you enjoy most?
P.: I prefer reading…
VI. Monologue statement of students
What book would you recommend us to read?
I would recommend the book ...
was written by...
It is...
It is about...
The story is set...
The main characters in the book are …
I especially love reading it because …
VII. Listening to texts in order to consolidate vocabulary
T: Now let's have a guessing game. Listen to the beginnings of different kinds of stories and try to guess what story it is, and why you think so.(Students listen to the beginning of the texts and determine which genre it belongs to)
1. It was a dark and foggy night. We drove and drove. At midnight, just as we thought we were lost, we saw a light behind some trees. As we got nearer, we could see a house. It looked deserted, abandoned. We knocked on the heavy wooden door. It opened slowly. A tall man dressed entirely in black stood there. "Good evening", he said in a slow, deep voice. "I've been expecting you".
2. We were traveling through deep space at the speed of light. Suddenly, the spaceship slowed down and immediately the system came into view. A bright star with twenty or more planets. One of these would be our new home, five light years from our own galaxy.
3. The man lay on the ground next to a white van. There was no doubt. He was dead. I quickly looked in the pockets of his jacket - some money; a handkerchief and a theater ticket with a Chicago phone number written on it. Three murders in three weeks and the victims all killed in the same way.
5. Once upon a time, a long, long time ago, there lived a beautiful princess. She was an only child and her father and mother, the king and queen, loved her very much. One day, an old woman came to the castle. When she saw the princess, she smiled and laughed in a strange and horrible way.
horror story;
science fiction;
detective story;
fairy tale.
VIII. Job V couples
T: Now, imagine, please, that you are reporters, who have been asked to do research about the books people prefer to read. Ask each other questions.
("Carousel".
Way of work: couples of replaceable structure.
Description of the material: questions are written on the board. As partners change (preferably after the second pair), questions are erased one by one from the board. Give the students an orientation to memorize questions in advance so that they can ask them themselves without support.
Work order: children sit in pairs in two rows, the outer rows remain in place,
and the inside change partners clockwise one desk forward or backward.
The teacher sits at the first desk and listens to the stories.)
What types of books are you fond of reading?
How many books do you read a month?
Have you read any books in English?
What was the last book you read?
At the end of the work, one student can summarize the results of the survey.
IX . Oral statements of students. Agree/disagree.
1. Reading makes a full man. (Francis Bacon).
2. All books are divisible into two classes: the book of hour, and the book of all time. (John Ruskin).
3. Reading is to the mind what exercise is to the body. (Richard Steele).
X . Homework.
Learn new words
Find quotes about books, reading (Internet sites: , )
XI. Self-assessment of students
Description of accomplishment
Level reached
poor
fair
good
excellent
I can read and understand
quotes of famous people.
I can understand what people say about books.
I can express my opinion on books I read
I can answer the interviewer's questions and be an interviewer myself.
I know genres of books
XII. Summing up the lesson.
T: I'd like to know your opinions about our lesson. Try and express your ideas.
Give a noun as the name of our lesson's theme
Name two adjectives about …
Name three verbs
Give four adverbs or a sentence about your attitude to the theme
Give a synonym to the first word
Completed by: Tolmachev Nikita
Topic: "Shopping for everything"
The purpose of the lesson: formation of skills and abilities in oral speech, listening and reading. Communicative competence in its modern sense provides for the formation of intercultural interaction. In our time, it is this goal that is most in demand by any categories of students, students studying foreign languages, and contributes to the socio-cultural development of schoolchildren by means of a foreign language.
Lesson objectives:
To form in students a sense of language, to develop a linguistic conjecture.
Contribute to the development of self-expression skills; to promote the formation of verbal-logical thinking.
To teach to understand by ear the main content of the text, built on familiar material;
Learn to describe a picture
Introduce students to the names of food containers;
Learn to restore the text by inserting missing words;
Learn to write a story.
Methods: formation of consciousness.
Form: story, explanation.
Receptions: checking the skills and abilities of monologue speech, listening, repeating, reading the material independently.
Methodological equipment of the lesson:
Computer;
Educational computer program "Enjoy Listening and Playing" to the teaching materials of M.Z. Biboletova, O.A. Denisenko, N.N. Trubanev “English with pleasure” / “Enjoy English” for grade 4 (section 6, exercises 24, 25);
Decorated board;
Audio recording of the song “Happy Birthday to you”;
Product pictures;
Reflection cards;
Textbook, workbook.
Explanatory note
The educational goal of the lesson continues the work on the sociocultural development of schoolchildren by means of a foreign language based on the sociocultural knowledge and skills that students acquired at earlier stages of education. The proposed material of the lesson not only provides basic information about the country under study, but also provides a deepening of the sociocultural knowledge of students in this area.
The implementation of the set goals and objectives allows to increase the level of knowledge, skills and abilities of students, contributes to the development of their worldview and increase the level of learning motivation.
Working with the proposed material in the lesson allows you to most fully take into account the interests, inclinations, abilities of students, provides an opportunity for the implementation of personality-oriented development in the field of philological knowledge. The learning process throughout the lesson involves the use of various teaching methods, modern TSO, visualization, including the Internet, a computer, a large amount of additional literature, which makes the lesson interesting and will help increase the level of learning motivation among students.
Lesson plan:
Greetings and organizational moment.
Phonetic and speech exercises (repetition of words - product names).
Text listening.
Fizkultminutka.
Work on new vocabulary.
Work with text.
The song Happy Birthday.
Composing a story.
Summing up the lesson. Estimates.
Explanation of homework.
Reflection.
End of lesson.
Open English lesson "Up to the top!"
Khrustaleva Olga Vladimirovna, lecturer
Sections: Foreign languages
Purpose: Development of oral and written speech skills in the process of creative communication of students with each other.
repeat the grammatical material passed in 1 semester;
consolidate the use of lexical material on the topic "Family";
motivate students to learn English;
create a creative atmosphere in the classroom;
develop the capacity for self-esteem and self-control.
Lesson type: knowledge checks and assessments.
Equipment: tape recorder, laptop, multimedia projector, handouts, reward cards, knowledge assessment table.
Leading task: prepare a story about the family of your friend or acquaintance.
Lesson structure:
Organizing time;
Phonetic charging;
Repetition of the material covered;
Checking homework;
Work with vocabulary on the topic "Family";
listening;
Checking grammar knowledge;
Summing up the lesson.
During the classes
I. Organizational moment.
teacher: Good morning, dear guests!
Today we have the final lesson this year, that's why we must show, what we can do. We'll show all our knowledge and our skills. I wish you good luck!
(The lesson topic “Up to the top!” appears on the screen)
teacher: Tell me, please, what date is it today?
student: Today is the 27th of December.
teacher: What is the topic of our lesson?
student: The topic of our lesson is "Up to the top".
teacher: Thanks. Now let's start. From the very beginning of the lesson, I want to ask you, why do we study English? tell me please.
student 1: It is not difficult for me.
student 2: It is an international and popular language.
student 3: I live in the 21st century.
student 4: It is necessary for modern people.
student 5: I want to know English very well.
(The teacher posts cards with these answers on the board)
teacher: I think we must repeat your answers. I'll read and you'll read after me.
(The teacher reads all the answers again, the students repeat)
teacher: Now, Sveta, read these answers.
(Only one student reads)
II. phonetic charging.
teacher: Now, it's time to do our phonetics exercise.
(The teacher turns on the audio recording, and the students repeat after the announcer.) See Appendix 1.
teacher: In my opinion each language starts from the alphabet. Do you know the English alphabet?
student 1: Yes, I know the English alphabet.
student 2: Yes, I know the English alphabet.
teacher: Let's sing our alphabetical song.
See annex 2.
III. Repetition of the material covered.
teacher: Thanks girls. It's fine. But now you must divide into two groups. Take these cards with different sounds and find your group. The first is vowel, the second is consonant.
(The teacher distributes cards with vowel consonants to students, students, receiving their card, pronounce sounds, then create 2 teams, the first is vowels, the second is consonants.) See Appendix 3.
teacher: Now we have the game”Alphabet”. I give you Russian words you must translate them into English in the alphabetical order.
(Whoever answers first gets a card, when the task ends, the result is summed up by the largest number of cards. The results are entered in the knowledge assessment table. It is worth noting that the teacher gives only positive marks.) See Appendix 4.
During the Alphabet game, the teacher works with a multimedia projector, i.e. each letter of the alphabet is displayed on the screen, then the Russian version of the word on the topic “Family” is pronounced, and after the students call it in English, its English equivalent appears on the screen. For complex letters, such as X, Z and the like, not words are offered, but whole phrases.
teacher: You know the English alphabet very well.
See annex 5.
IV. Checking homework.
I'd like to say that you had to prepare your home task. You had to compose your presentation of your friend's family. You were divided into some pairs, now it's time for your presentations.
(Students at home had to prepare ahead of time homework - this is a story about the family of their friend or friend. They were divided into pairs in advance and therefore they present their story together, and for good presentation positive marks are put in the “knowledge assessment table”).
V. Work with vocabulary on the topic "Family".
teacher: You were divided into 2 groups. That's why we have 2 families the first is the Lamberts, the second is the Blacks. You must present your families: How old are you? What is your name? Where are you from?
(students are given cards that indicate which family member they should represent, for example: Mr. Lamberts, 57)
teacher: I give you some minutes.
(Students represent their families, their stories should be something like this:
student 1:
I'm Mr. Lambert.
I'm an artist.
I live in London.
student 2:
I'm Mr. Lambert.
I'm Ms. Lambert.
I'm a housewife.
I have 2 children.
student 3:
I'm Peter Lambert.
I'm an older son.
I work at the plant.
student 4:
I'm Ann Lambert.
I'm a student.
I want to be a teacher.
student 5:
I'm a grandfather.
(the results of the answers are entered in the "knowledge assessment table")
teacher: Thank you! But can you ask the questions each other? Mr. Black must ask the questions to the Lamberts and Mr. Lambert must ask the questions to the Blacks.
(Students playing the roles of Mr. Black and Mr. Lambert ask the families questions.)
Sample questions students should be able to ask:
What is your name?
Where and when were you born?
How old are you?
Where do you live?
Have you got a family?
Do you have brothers, sisters, etc?
What is your father and your mother?
The results of the answers, as well as the quality of the questions asked, are evaluated by the teacher and entered into the “knowledge assessment table”
teacher: Look at the blackboard, please. There is a crossword. Now, you must complete it. Whose group will be the first?
(Students work in groups, there is also a large crossword puzzle on the board. The group that will be the first writes the answers on the board.) See Appendix 6.
VI. Listening.
teacher: Now! I want to invite one boy and he'll read us something interesting. David, go to the blackboard, please.
(the student who will conduct the audition comes to the board)
student: Good morning. I have one letter and I want to read it. Pay attention, please.
teacher: You must listen to David and then answer the questions.
student: My name is Alexander. I live in Moscow with my family. I've got a brother and a sister. My brother is an engineer. He is 25. My sister is an accountant. She is 28. I love my family. We are all friends.
teacher: David, I think you have to read this letter once again.
(The student reads the letter again, and everyone listens to him carefully)
teacher: (call one student to the blackboard) Irina, go to the blackboard, please. You write your answers at the blackboard and all students work yourselves.
What's my name?
How old is my sister?
What is my brother?
Where do I live?
How many sisters have I got?
(answers are checked by the children themselves, for each correct answer - one point; students read out the correct answers in turn)
student 1: Your name is Alexander.
student 2: Your sister is 28.
student 3: Your brother is an engineer.
student 4: You live in Moscow.
student 5: You have got one sister.
teacher: Fine! Give your marks.
(students themselves grade themselves, for each correct answer - 1 point, and the teacher then puts them in a table)
VII. Checking grammar knowledge.
teacher: Now, look at your tables. You have an envelope there. open it. There are some grammar exercises. The first, each family must complete a table. Who will be the first now?
See Annex 7. (Students work by filling in the table, then check using multimedia. The family that was the first is given marks in the table)
teacher: Now, each of you will receive the grammar test and you must control yourselves. I give you 3 minutes.
(Students are working) See Appendix 8.
teacher: It's time to finish your work. Now let's read these sentences and correct your mistakes yourselves.
(Using multimedia, students check their test tasks, reading the options in turn, comparing them with the correct ones. Students evaluate this work themselves, and the teacher puts the results in a table)
teacher: There is a lot of grammar rules in English, for example: the plurals and the singular. Take new tests, please. You must use the plurals of these words. Start your work.
(Students are working) See Appendix 9.
teacher: Stop, it's time to check your mistakes. Look at the blackboard!
(By analogy with the previous task, students check their work)
teacher: Who has 5? Who has 4?
(results are displayed in the table)
teacher: Dear guests our girls prepared a little gift. They are going to tell you their favorite poems. Let's listen to them!
(Students read poems prepared in advance at home on the topic “Family”)
VIII. Summarizing.
teacher: Our lesson is over. I want to tell that we had a good job. look at our results. Let's analyze them.
(The teacher, together with the students, analyzes the work in the lesson, identifying the most successful students)
teacher: Tell me please. Why do we learn English?
(students again answer the question "Why do we learn English?")
teacher: Thank you for the lesson. I wish you happiness and to be well in your study. Happy New Year, dear students!
The development of English lessons should include a systematic training of students aimed at developing oral speech skills, the meaningful use of the necessary grammatical structures and the use of students' active vocabulary.
Requirements for English lessons
The development of English lessons must meet the following requirements:
- logic;
- strict adherence to the structure of the lesson;
- the use of visual materials and aids in order to better assimilate the material.
An example of developing an English lesson
Consider the outline of the lesson - development of English lessons on the theme of Great Britain (Great Britain).
The objectives of this Great Britain lesson are:
Contributing to the formation of the communicative competence of students, memorizing lexical units on the topic "Great Britain", fostering internationalism and promoting the development of thought processes among students.
Lesson objectives:
- Encourage the use of vocabulary from previous lessons
- Increasing knowledge about the UK
- The development of language conjecture
- Practice with vocabulary and other visual aids
Lesson plan:
- Organizing time.
- Greetings.
— Good afternoon, children! Sit down, please.
— What date is it today?
— What's the weather like today? Is it cold/frosty/sunny/rainy etc?
- Phonetic exercises, language warm-up.
Sounds [t] - [d], [w] - [v], [r] - [l]: foot - food, wet - vet, train - blame. Pronunciation of the words hello, window, vain, etc., paying attention to correct articulation sounds.
- The teacher reads the poem with the students. Analysis of grammatical phenomena found in it.
- Checking homework (oral part).
- Introduction to the topic of the lesson.
Today we are going to talk about Great Britain and its famous places.
What do you know about England?
What cities of the country do you know?
What can you tell about them?
The teacher presents the topic with the help of a multimedia presentation. Then the students tell (in Russian) what they have learned about the country of the language being studied.
Working with printed material (text).
Pronunciation training geographical names, reading and translating the text in a chain, completing assignments and exercises for the read text (on the topic of the lesson).
Text exercises:
Before reading activities:
A) Look at the pictures and try to answer the questions. What is the text about? What problems does it face?
B) Work with the active vocabulary of the text.
While reading activities:
True or False.
This task involves students decomposing sentences into two groups.
Pair work with cutting material to combine the beginning and end of the sentence.
Fill in gaps in sentences.
Answers to questions on the text.
Crossword. Find place names.
Summing up the lesson.
Summarizing the material, answering students' questions and checking the quality of their assimilation of the material covered with the help of tests, verification work and assignments for self-fulfillment.
Grading.
In addition, the development of English lessons implies further independent work students at home in order to consolidate the material covered in the classroom. As homework on the Great Britain topic, you can use visual and handouts, compiling cards for classmates and essays on the topic covered.