Classroom objects план урока 1 класс

Обновлено: 02.07.2024

Before going into class write a number from 1 to 5 on slips of paper. Duplicate the number so that each pupil has got a slip.

Hand out a slip of paper to each pupil. Explain the activity. The pupils move around the classroom, trying to and their classmates with the same number. They ask and answer without showing their slip of paper. Demonstrate the following exchange :

e.g -What’s your number?

-(three). What’s your number? -( four). etc

The pupils get into grounds according to the number of their slip of paper. When all the groups have been formed, check that the pupils are in the correct group.

Play the Numbers song from the previous lesson (Trask 19 CD1). Encourage the pupils to sing along.

Slips of paper with a number from 1 of 5;

Listen, point and repeat. (track 21 CD1)

The pupils repeat the numbers, chorally and/or individually. Point to each flashcard in random order. Ask individual pupils to say the word. Ask the rest of the class for verification. Name a school item, e.g. book. Ask a pupil to show you a book. Repeat with the rest of the items.

Work with a book .

Play the CD. The pupils listen, point to the pictures and repeat the words. Play the CD again pausing after each word. The pupils repeat, chorally and/or individually.

Schoolbag, book, pen, pencil, rubber

I’ll give the posters with tasks to each group, pupils must do it in a group and say.

Trace and colour. Then point and say.

Refer the pupils to the picture and elicit the school items. Revise the colours by pointing to different items around the classroom and eliciting the colours. Ask the pupils to trace and colour the school items. Allow the pupils some time to complete the activity. Then call out an item and ask from individual pupils to point to it and say what colour it is.

Sing the Get your pencil song! (Track 22 CD1)

Pick up a pencil and a pen, point to them and say:

Get your pencil! Get your pen! The pupils repeat after you. Follow the same procedure and present the rest of the song.

Play the CD. The pupils listen to the song. Divide the class into two groups and a sign a verse to each group. Ask them to have the corresponding school items at hand. Play the song again. The groups listen to the song and hold up the items every time they are heard. Play the song a third time. The groups the assigned verses.

AUDIOSCRIPT

Let's listen! (Track 23 CD1)

Set the scene by asking the pupils questions about what they can see in the pictures.

e.g. Teacher: (pointing to picture 1) Where are Liam andAndy? At….

Teacher: (pointing to the rubber) What's this?

Class: It's a rubber!

Teacher: Yes! (pointing to the book in picture 2)

Class: It's a book! etc

Play the CD. The pupils listen and follow the dialogue in their books.

Liam: What's this?

Andy: It's a rubber.

Andy: What's this?

Liam: It's a book!

Boy: Thanks! I'm Walter and this is Waggy!

Play the CD again with pauses for the pupils to repeat, chorally and/or individually.

Hold up your book to the class. Say the dialogue and point to the pictures in turn. Repeat, this time inviting the pupils to complete your sentences.

To find English letters, circle them on the blackboard and say words what begging from this letter.

G,X,Ы, Ю,Я ,Ф ,Қ ,N,L,R,W,J,Q,V,Ә, Ң, Ұ.

Teacher shows flashcards of school objectsand ask learners to guess the theme of the lesson.

Teacher introduces lesson objectives to the pupils.

Flashcards classroom objects

Introduce the new vocabulary:

Teacher shows video about school and classroom objects.

Learners are going to learn the words: table, chair, door, window,book, pen, rubber, ruler, notebook.

Print off enough of each of the cards for each student.

Ask learners to come to the middle of the class, holding one card (i.e. book).

Teacher: What's this? It's a book. Repeat "book".

Learners: "book" (repeat 2,3 times)

Teacher: What colour is it?

Learners: Blue colour.

Teacher: Can you see a book in the classroom? Good job!

Individual work: Pupils glue their flashcards to the objects in the class. And after work teacher with pupils will check pupils’.

Flashcards classroom objects

Level of thinking skills: understanding, knowledge, assessment

Assessment criteria: - recognize classroom objectives; - use necessary colour.

Work in pairs: Teacher hands out worksheet for each pair. Pupils listen a teacher, find and colour the picture with necessary colour. Teacher uses a ruler-picture for assessment, after doing of task, pupils should colour their points on the rule. At the finish each pair shows their points.

Descriptors.

finds the necessary picture.

colours the picture correctly.

This is a red table.

This is a bluechair.

This is a purple door.

This is an yellow window.

This is an orange book.

This is a green pen.

This is a pink rubber.

This is a red ruler.

This is a green notebook.

This is a red bag.

Board racing game:Ask learners to come to the middle of the classroom,divide them into 2 groups by Red and Green.Pupils stand in a row.

Rule: Teacher saysa classroom object and pupils should show the picture on the PPP. Who shows the word correctly is the winner. 1 group will assess to another group or every right answer1 point, at the end pupils count their points.

Work with presentation: Teacher shows a slide, chooses one pupil and then pupil asks questions, other pupils answer.

How many books? How many pens? How many notebooks? How many tables? How many rubbers? How many doors? How many windows?

Power Point Presentation

Ask students to take a moment, think and share what they have learnt.

What do you see at the blackboard?(bag, notebook, bin)

* I like the lesson- sticks your smile on the picture (bag).

* I have questions (notebook).

* I don’t understand the lesson (bin).

What was difficult? What was interesting? What we did at the lesson?

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check learners’ learning?

Cross-curricular links
Health and safety check
ICT links
Values links

Differentiation will be done by flexible grouping and pace of the speaking task. Students will be in mixed-ability groups where they can do the speaking task at a pace that suits their inherent ability.

The teacher will be able to assess how well the students can speak, listen and understand using studied vocabulary during the speaking, and how sell pupils have developed their receptive skills during listening.

Lessons will be delivered in accordance with health and safety standards.

For adults/teenagers/students of the 1st Year of Universities.

Содержимое разработки

CLASSROOM OBJECTS. LIST OF WORDS.

ENGLISH- ALBANIAN- ROMANIAN-HMONG

WRITE↓ TRANSLATE↓

SAU/ SCRIE↓ PERKTHE↓

SHKRUAJ ↓ Txhais↓

blackboard eraser

bulletin board

pencil sharpener

white board

•dërrasa e zezë

• gomë e zezë

• raft librash

• bordi buletini

• mprehës me laps

• bordi i bardhë

•tabla de scris

• radieră de tablă

• buletinul de bord

• Ascuțitoare de creioane

• daim kas dan

• daim kas dan lwv

• ntawv teem caij pawg tswj hwm

• daim ntawv qhia hnub

• lub rooj zaum

• cwj mem av dawb

• koob piv tawj

• phau ntawv txhais lus

• daim ntawv qhia

• mem hluav sharpener

• dawb pawg tsav xwm kev

PUT THE INDEFINITE ARTICLE BEFORE EACH WORD:

MUAB LUB indefinite TSAB XOV XWM UA NTEJ TXHUA TXOJLUS:

PUNE ARTICOLUL INDEFINITIV ÎNAINTE DE ORICE CUVÂNT:

Vendoseni artikullin e njëjtë para çdo fjale:

PASSER L'ARTICLE SINGULAIRE AVANT CHAQUE MOT:

PONGA EL ARTÍCULO INDEFINIDO ANTES DE CADA PALABRA:

Example: board- a board…

WRITE A SENTENCE:

Escribe una oración: "Este es un . "

Shkruani një fjali: "Kjo është një . "

SAU ib kab lus: "QHOV NO YOG A . "

“ACEASTA ESTE UN/A . "

Example: a board- THIS IS A BOARD.

HAVE = AVEA= AVOIR= kam= kuv muaj= TENER

PRONOUNS: Kuv, KOJ, NWS, NWS, NWS, PEB, KOJ, LAWV

UNË JU AI AJO AJO NE JU ATA

JE TU IL ELLE IL NOUS VOUS ILS

YO VOS ÉL ELLA ESO NOSOTROS VOS ELLOS

EU TU EL EA EL NOI VOI EI

WRITE EACH PRONOUN 3 TIMES:

I / ai/

YOU /iu/

HE /hi:/

SHE/ shi:/

WE /wi:/

YOU/iu/

THEY/z~/

WRITE WHAT YOU HAVE:

Example: I HAVE A PEN.

HE HAS

SHE HAS

WRITE 5 SENTENCES, WHAT HE/SHE HAS:

HE HAS A PEN. SHE HAS A PENCIL.

WRITE S SENTENCES, WHAT YOUR CLASSMATES HAVE:

Example: MARIA HAS A FOLDER.

YOU HAVE, WE HAVE, THEY HAVE:

WRITE 3 SENTENCES, WHAT “YOU HAVE”, WHAT WE HAVE, WHAT THEY HAVE AND TRANSLATE THEM:

YOU HAVE A PEN.

WE HAVE PENCILS.

THEY HAVE BOOKS.

ANSWER THE QUESTIONS:

WHAT DO YOU HAVE?  I HAVE A FOLDER.

WHAT DO YOU HAVE?

ANSWER THE QUESTIONS:

WHAT DOES YOUR FRIEND HAVE? – HE HAS AN ERASER.

WHAT DOES YOUR FRIEND HAVE?-SHE HAS AN ERASER.

WHAT DOES YOUR FRIEND HAVE?-

ANSWER THE QUESTIONS:

WHAT DO WE HAVE?  WE HAVE PENCILS.

WHAT DO WE HAVE? 

ANSWER THE QUESTIONS:

WHAT DO THE BOYS HAVE ?  THEY HAVE PENCILS.

WHAT DO THE GIRLS HAVE? –

WHAT DO THE STUDENTS HAVE?-

WHAT DO THE MEN HAVE? –

WHAT DO THE WOMEN HAVE?-

NEED= necessitate/ NECESITAR/ NÉCESSITÉ/ NEVOJA/ XAV TAU

WHAT DO YOU NEED?  I NEED A PENCIL.

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Лицензия №037267 от 17.03.2016 г.
выдана департаментом образования г. Москвы

Конспект урока на тему "Our classroom"

Тема урока : Our classroom.

предметные: уметь запрашивать информацию об интересую-
щем предмете и адекватно реагировать на него;

личностные: проявлять бережное отношение к школьным при-
надлежностям и предметам, находящимся в классе;

системно-деятельностные применять умение опираться на
языковую догадку в процессе восприятия на слух слов и фраз на ан-
глийском языке, передавать и фиксировать информацию в таблице.
Материальное обеспеченно урока:

-дляучителя: CD проигрыватель, флэш-карты с изображени-
ем школьных предметов, для повторения счета - 2 макета лукошек
с прорезью для яблок, 2 комплекта по 10 нарисованных яблок;

- для учащихся: учебник, рабочая тетрадь, комплект карандашей.
Межпредметные связи- музыка, математика (счет от 1 до 10 ).

Учитель приветствует учеников:

Good morning, good morning.

Good morning to you!

Good morning, good morning
I am glad to see you!

Учащиеся в ответ приветствуют учителя:

Good morning, good morning

We are glad to see you!

- How are you? (CL: Fine, thanks.) Sit down , please .

Сегодня мы с вами познакомимся с названиями предметов,
находящихся в классной комнате, и научимся называть школьные
принадлежности во множественном числе.

Актуализация опорных знаний

Ребята, посмотрите кто к вам пришел. Поздоровайтесь с Mr.
Wise Crowf (CL: Good morning, Mr. Wise Crow). Mr. Wise Crow: Hello,
children. How are you?

Ребята, недавно я был в зоопарке и хотел вам рассказать се-
годня, какие звуки издавали там различные животные. Мне очень
понравились обезьянки [ tfi ], [ tfi ], [ tfi ], а обезьянки побольше делали
так: [ tfa ], [ tfa ], [ tfa ]. Одна необычная обезьянка издавала следующие
звуки: [ tfu ], [ tfu ], [ tfu ], А теперь давайте произнесем английские сло-
ва, где встречается этот звук. Listen and repeat after me: chair, children,
teacher.

Вспомним слова , которые мы выучили на прошлом уроке :
book, a book, books; copy-book, a copy-book, copy-books; bag, a bag,
bags; pencil case, a pencil case, pencil cases. Well done, children!

Ребята, давайте посчитаем от 1 до 10. Соберем яблоки в лу-
кошко, а затем будем брать их из лукошка. При этом нужно считать
каждое яблоко от 1 до 10 , когда будем собирать их, и от 10 до 1 , ког-
да будем вынимать яблоки. Кто быстрее соберет яблоки в лукошко и
возьмет из него, тот и выиграл. (На доске вывешиваются 2 лукошка
и учащиеся выполняют задание.)

Работа над новым материалом

Работа с учебником

Упражнение 1. Learn the new words.

- Look at this picture , listen and repeat after me : (Учитель называет предметы, находящиеся в классной комнате. Ученики слушают
повторяют за учителем.)

It's a desk. It's a chair. It ' s a board . (При необходимости учитель
проверяет, понимают ли дети предложения, называя другой пред-
^ еТ? а не тот, который изображен на рисунке. Учащиеся отвечают
Ves / N °-) Учащиеся показывают на картинки в учебнике и называют
предметы друг другу.

Упражнение 2. Look, find and say.

Посмотрите на картинку, найдите предметы и назовите их.

(Работа в парах: учащиеся находят предмет, задают друг другу
вопрос What ' s this ? и отвечают на него It ' s а реп/ pencil etc .)

Упражнение 3. Listen, remember and say.

произносят слово и самостоятельно делают вывод о правиле образо-
вания множественного числа существительных.)

Учащиеся слушают текст аудиоупражнения и делают перевод
после каждой картинки:

Рисунок 1. One pen - three pens.

Рисунок 2. One ruler - four rulers.

Последующие 2 картинки дети описывают самостоятельно.

Рисунок 3. One rubber - five rubbers.

Рисунок 4. One book - two books.

Ученик показывает соседу разное количество карандашей, тот
называет, сколько карандашей.

Например: Six pencils etc .

Упражнение 4. Listen to your teacher and point at the correct
picture.

(Учащиеся слушают предложения, показывают на соответствующие им картинки, называют изображенные предметы и их количество.)

Рисунок 1. Five pencils .

Рисунок 2. A bag.

Рисунок 3. Three copy-books.

Рисунок 4. A board.

Рисунок 5. A desk.

Рисунок 6 . Two pencil cases .

One, two, three on the tiptoes

One, two, three turn around

Clap, clap, step aside.

Ученики выполняют данное упражнение перед доской. Если в
проходах между рядами парт недостаточно места, вместо шага в
сторону учащиеся могут слегка приседать.

Работа в тетради

Упражнение 2. Count and match .

К каждой картинке ученики подбирают цифру, обозначающую
количество изображенных предметов.

Рисунок 1. Three bags. 3

Рисунок 2. Eight rubbers. 2

Рисунок 3. Two bags. 6

Рисунок 4. Six pencils. 8

Рисунок 5. Four books. 1

Рисунок 6 . One desk. 4

Подведение итогов урока

Чему каждый из вас сегодня научился? О чем вы могли бы рас-
сказать своим родителям дома после нашего урока?

Сегодня на уроке вы познакомились с новыми словами. Уче -
ники называют слова (a desk, a chair, a board). Вы научились считать
предметы. Какое открытие вы сделали? Учащиеся формулируют пра-
вило образования множественного числа имен существительных.

Правильно, в английском языке множественное число обра-
зуется с помощью окончания - s . Well done ! (Очень важно отмечать
достижения и успехи детей на каждом уроке и хвалить их.)

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