Creating a word cloud of our class план урока 6 класс
Обновлено: 05.07.2024
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MODULE 1“OUR CLASS”
Lesson plan
LESSON: Module 1 Lesson 1
School: 144
Teacher name: Kistaubaeva Zhuldizay
Number present:
Learning objectives(s) that this lesson is contributing to
6.4.1.1 unde r standthe main points in a limitedr a ngeofs h ort simple tex t s on gen e ralandcu r ric u lar topics
6. 3. 1 .1 - provide basic information about themselves and others at discourse level on a range of general topics ;
6.2.2.1- understand more complex supported questions which ask for personal information;
6. 6. 9 .1 - use appropriately an increased variety of present and past simple active and some passive forms on a growing range of familiar general and curricular topics ;
6. 5. 3 .1 - write with some support about personal feelings and opinions on a limited range of familiar general and curricular topics
Lesson objectives
All learners will be able to:
identify some specific information from the text and use some target vocabulary to describe school subjects accurately in response to prompts and in production tasks
Most learners will be able to:
identify most specific information from the text and use a limited range of target vocabulary to describe school subjects accurately in response to prompts and in production tasks
Some learners will be able to:
Identify all specific information from the text and use a wide range of target vocabulary to describe some school subjects accurately in response to prompts and in production tasks
Previous learning
vocabulary for school
Planned timings
Planned activities
Excel
Resources
Teacher
Notes
Beginning the lesson
What’s in this module?
Read the title of the module Our class and ask Ss to suggest what they think it means. Go through the topic list and stimulate a discussion to prompt Ss’ interest in the module.
Find the page numbers
Explain/Elicit the meaning of any unknown words, thenSs find the page numbers for the items listed.
Ask questions to check Ss’ understanding.
Main Activities
To present Vocabulary for School Subjects
Play the recording. Ss listen and repeat chorallyand/or individually.
Elicit the L1 equivalents from various Ss. (Ss’ own answers)
Draw Ss’ attention to the pictures and ask various Ss to say which subject is shown in each picture.
To personalise the topic
Read the sentence stems aloud and allow Ss time to complete them, then ask some Ss to read their completed sentences aloud
Ending the lesson
To check comprehension
Check Ss’ answers.
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
support less able readers by encouraging them to confirm with another learner where target information is in text
monitor groups as they complete comprehension tasks and check understanding through follow-up questions in checking plenary
Benefits oflearning a foreign language
challenge more able learners by adding two or three more words to the final
monitor pronunciation in checking final sentence task and highlight any word stress issues on board
Were the lesson objectives/learning objectives realistic?
Did I stick to timings?
What changes did I make from my plan and why?
Answer the most relevant questions from the box on the left about your lesson.
1. Which item did Joshua NOT take to school?
2. What is one of the first things Joshua does when he comes to school?
A) He stands and bows to the teacher.
B) He practices his reading and writing.
C) He puts on his gym clothes for class.
3. Where does Joshua eat lunch at school?
A) In his classroom
B) In the lunchroom
C) In the gymnasium
Unit of a long term plan Unit 01.Our class.
School: №3
Date:25.09.2019
Trainee's name: Kenesova Erkezhan
number present:
Lesson title
Learning objectives(s) that this lesson is contributing to
6.2.2.1 Understand more complex supported questions which ask for personal information
6.3.2.1 Ask simple questions to get information about a growing range of general topics
6.R1 Understand the main points in a growing range of short, simple texts on general and curricular topics curricular topics
Assessment criteria
• Identify complex personal questions with support
• Make up simple interrogative sentences to get information about the topic and ask questions
Discussion, explaining, question-answer, giving information, individual work.
Lesson objectives
All learners will be able
ask simple questions.
Most learners will be able
correctly read and translate sentences.
Some learners will be able
understand the main points
Level of thinking skills
Knowledge and comprehension
Papers with exercises.
Cross-curricular links
Planned timings
Planned activities
I. Organization moment:
-Good afternoon? Glad to see you! How are you?
2.Conversation with on duty:
Check up the educational accessories.
-What date is it?
-Who is absent today?
-Are you ready for the lesson? Let’s start!
3.Creation the language atmosphere
What is the weather like today?
What season is it now?
II. Goal setting
Brain-storming:
First, let's repeat what you went through in this unit?
What words did you learn in this unit?
What subject do you like in school?
1. Which item did Joshua NOT take to school?
2. What is one of the first things Joshua does when he comes to school?
A) He stands and bows to the teacher.
B) He practices his reading and writing.
C) He puts on his gym clothes for class.
3. Where does Joshua eat lunch at school?
A) In his classroom
B) In the lunchroom
C) In the gymnasium
4. What time does Joshua get home from school?
A) at 1:00 PM and at 2:00 PM
B) at 2:00 PM and at 3:00 PM
C) at 3:00 PM and at 4:00 PM
Transcript for listening task.
Randall: Now what kinds of things do you take to school?
Joshua: I take my taisofuku, that is gym clothes, and I take my backpack and my books [ Oh, okay. ] and stuff like that.
Randall: Okay and what is the first thing you do when you get to school?
Joshua: We do "kiritsu, rei."
Randall: "Kiritsu" and "rei." Now what are those?
Joshua: It means "stand up, bow."
Randall: Stand up and bow. Joshua: Uh-huh.
Randall: And what do you study at school?
Joshua: We study kokugo, that is writing and reading and stuff like that [ Okay ], and sansu, that's math. [ Okay ]. And, let's see . . . , we do gym too.
Randall: Okay, and where do you eat lunch? Do you have a lunchroom or cafeteria?
Joshua: No, we eat in our classroom.
Randall: You eat in your classroom! [ Yeah. ]. Oh, wow. That is very interesting. Now what time do you come home from school?
Joshua: We come home sometimes at 3:00 and sometimes at 2:00. Randall: Okay, well thank you very much Joshua. Joshua: You're welcome.
1. C ‘school hat’;
2. A ‘He stands and bows to the teacher.’;
3. A ‘in his classroom’;
4. B ‘at 2:00 PM and at 3:00 PM’
Warm-up:
Game rules
Children dance to the music
The presenter declares: "Molecule is a number", here "number" is a number from 2 to 5.
Children should join hands in groups of as many people as have been announced.
Those children, that failed to unite in groups (lacked seats), leave dance floor (or go with center its) and are declared losers, and the rest continue to ordinary dances on-one.
The game is repeated until there is a required number of players who are declared winners.
Task 2. Work in pairs. Read the examples and possible answers. Then make up your own 3 questions about your class or school and ask your partner. Swap the roles.
1. What subject’s homework do you like? Why?
2. What are good and bad things about your school? Explain your answer.
3. What do you enjoy doing at school and what do you dislike doing? Explain your answer.
Possible answers:
1. I prefer doing homework in Biology because it is always interesting for me.
2. Good thing in my school is that on Saturday we always have clubs and lessons on Music and Art
3. I enjoy staying with my friends and I dislike doing difficult problems in Math
ХI. Reflection.
The teacher shows students cards with three faces: cheerful, neutral and sad.
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Поурочные планы урока английского языка 6 класс
Р-2.Урок 2. Рассказы из прошлого
Организационный момент
— Good morning, boys and girls! ( Good morning!)
— I haven't seen you for ages. I am glad to see you again. (We are glad to see you too.)
— How are you? (We are fine, thanks. And how are you?)
— I am fine, thank you. Sit down, please.
We shall read and listen to the TV program "Stories from the past".
Речевая разминка
First I want you to answer my questions. Be active and give the full answers.
(Учащиеся отвечают на вопросы учителя по теме урока. Ученикам необходимо давать развернутые ответы.) Примерные вопросы учителя : 1. Are family ties stronger than any others?
What do you know about your grandparents' youth?
You believe that family history helps you understand who you are, don't you?
Who tells you about your family's history?
What are the advantages of family ties?
How can you get information about your ancestors?
Do you agree that learning family's past is one of the ways of learning the world? Give your arguments.
Проверка домашнего задания
As I know you have prepared the questions about the family stories from exercise 7, page 55—56.
Are you ready to ask them?
Who is ready to start?
Listen to your classmates and get ready to answer their questions. (Учитель устно проверяет домашнее задание: ученики по очереди задают друг другу вопросы по содержанию рассказов из упр. 7 (учебник, с. 55).)
Формирование лексических навыков на материале фразовых глаголов
Let's read some phrasal verbs from exercise 9, page 57, find them in the stories of exercise 7, pages 55—56, and match the verbs with their definitions.
Have you finished yet?
Who wants to be the first?
Read the sentences with these phrasal verbs from the texts and translate them.
(Учащиеся выполняют упр. 9 (учебник, с. 57). Задание — найти фразовые глаголы из данного упражнения в текстах упр. 7 (учебник, с. 55—56) и соотнести их с предложениями. Учитель по своему усмотрению может предложить ученикам следующее задание: прочитать и перевести предложения с данными фразовыми глаголами из рассказов. Затем учащиеся устно или письменно выполняют упр. 10 (учебник, с. 57).)
Физкультминутка
It ' s time to have a rest . I can see you are tired. Let's stand up to do the exercises.
(Дежурный ученик проводит физкультминутку.)
Развитие навыков чтения. Активизация навыков аудирования
I'd like you to open your textbooks on page 58, exercise 13. We shall read the story and complete the sentences using the expressions after the text. Read the story to yourself. You will have 3 minutes. Now let's read the text aloud. Listen to the text and check up your variants .
(Учитель предлагает учащимся выполнить упр. 13 (а) (учебник, с. 58). Ученики читают про себя диалог из данного упражнения, вставляя на место пропусков выражения, расположенные после текста. Время, отведенное на чтение, — 2—3 минуты. После этого учащиеся зачитывают дополненные предложения. С целью проверки задания ученики прослушивают данный диалог в аудиозаписи.)
Подведение итогов урока
It brings us to the end.
— What new information have we learnt today?
— What new facts were interesting for you?
Thank you for your work.
Good morning, when it's morning, Good night, when it's night, And when it's time to go away Goodbye, Goodbye, Goodbye.
Домашнее задание
Р-2.Урок 3. Рассказы из прошлого
Оборудование: грамоты для поощрения авторов лучших работ.
Организационный момент
Good morning , boys and girls !
I am glad to see you. (We are glad to see you too.)
How are you? (We are fine, thanks. And how are you ?)
I'm fine, thank you. Mary, how is your mother? (She is fine, thanks.)
Alex, is your father fine? (Yes, he is. He is fine.)
Who is absent today? (Alex is absent.)
And who is on duty today? (Kate is on duty today.)
OK. Let's start our work. Today we shall discuss the stories from your family's past.
Проектная работа. Подготовка выступления
Физкультминутка
Let's have a rest and remember our poem.
Head and shoulders, Knees and toes, Knees and toes, Knees and toes.
Head and shoulders, Knees and toes, Eyes, ears, mouth and nose.
Sit down , please .
Проектная работа. Представление и защита работ
(Ученики по очереди представляют свои презентации. Необходимо обратить особое внимание учащихся на то, что во время выступления необходимо говорить громко, четко, достаточно быстро и выразительно. В конце урока ученики всем классом иыбирают лучшие презентации, а их авторы отмечаются грамотами.)
Подведение итогов урока
Our lesson is over. That brings us to the end. Goodbye , boys and girls !
Рабочая тетрадь: упр. 4 (с. 27).
Р-2.Урок 4. Отношения с родственниками
Организационный момент
— Good afternoon, my dear boys! Good afternoon, my dear girls!
— How are you? (We are fine, thanks.)
I am glad to hear that you are fine. Today we shall have a talk about your relationship with brothers, sisters and other relatives.
Речевая разминка
All children like to play games. Now I want you to divide into two teams. Each team will have the cards with the words. You must put the words in the logical order to make a chain.
(Учащиеся делятся на две команды, обе получают набор карточек для игры. На каждой карточке написаны два словосочетания: одно на русском, другое на английском. Задание — расположить карточки таким образом, чтобы получилась цепочка слов. После выполнения задания команды по очереди зачитывают получившиеся цепочки.)
Словосочетания на карточках:
Family ties /члены семьи, members of а family /семейные легенды, family legends /любимое развлечение, favourite pastime /знать о своих предках, to know about one ' s ancestors / oT поколения к поколению, from generation to generation /внуки, grandchildren /принадлежать к определенной семье, to belong to a particular family /семейный разрыв, family break - u р/предыдущие поколения, previous generations /семейные узы.
Тренировка навыков устной речи
I'd like you to look at the pictures of exercise 15, page 59, in your textbooks. Share your ideas and describe the pictures. You'll have to work in pairs and answer the questions from exercise 16, page 59, in your textbooks.
— Who is ready to start ? (Учитель обращает внимание учащихся на картинки из упр. 15 (учебник, с. 59) и организует по ним вопросно-ответную работу. Ученики должны аргументировать выбор той или иной картинки, при необходимости учитель задает наводящие вопросы. Затем учащиеся делятся на пары и выполняют упр. 16 (учебник, с. 59). В течение 3—4 минут они работают в парах, а затем результаты вопросно-ответной работы двух-трех пар заслушиваются перед классом.)
Введение новой лексики (фразовые глаголы)
The next task for you is to read the new words and their definitions from exercise 17, page 59, in your textbooks. At first you will read them to yourself and try to understand them. Then use these word combinations in the sentences of exercise 1, page 29 in your workbooks.
(Учащиеся выполняют упр. 17 (учебник, с. 59): читают про себя новые словосочетания и их определения, а затем обсуждают их всем классом. Следующее задание — упр. 1 (раб. тетрадь, с. 29). На его самостоятельное выполнение отводится 3 минуты. По истечении данного времени ученики зачитывают предложения вслух и переводят их.)
Совершенствование навыков аудирования
It's time to listen to the tape from exercise 18, page 60, and match (he speakers with the information about their brothers and sisters.
— Who is ready to tell us the variants?
Read the list of activities from exercise 19, page 60, in your textbooks, and listen to the text again.
Can you name the activities (feelings)?
(Учитель предлагает учащимся выполнить упр. 18 (учебник, с. 60). Они прослушивают аудиозапись и соотносят картинки и прослушанную информацию. Затем ученики выполняют упр. 19 (учебник, с. 60): читают про себя варианты видов деятельности и чувств и прослушивают рассказы второй раз. Задание - во время повторного прослушивания текста отметить варианты, предложенные в списке упр. 19. Учитель предлагает детям озвучить выбранные варианты.)
Физкультминутка
Stand up , please . Let ' s do exercises .
(Физкультминутку проводит по желанию один из учеников.)
The next task for you is exercise 20, page 60. You can see the sentences and some word combinations. Complete the sentences using l lie missing words. You will have 5 minutes to do this task.
Who has finished?
Who is ready to read the sentences and translate them?
(Учащиеся выполняют упр. 20 (учебник, с. 60): читают словосочетания в рамочке и подставляют их в предложения на место пропусков. На выполнение задания отводится 5 минут. По истечении данного времени ученики по очереди зачитывают и переводят предложения. По усмотрению учителя упражнение может быть выполнено устно или письменно.)
Read the task of exercise 21, page 61. Let's divide into groups of three. You will discuss your relationships with your brothers and sisters and share your ideas. While working in groups use the word combinations from exercises 17, 19, 20, pages 59-61 in your textbooks. Your time is up.
Who wants to tell us about advantages and disadvantages of having brothers and sisters?
(Ученики делятся на группы по 3 человека для выполнения упр. 21 (учебник, с. 61). Учитель обращает внимание учащихся на необходимость использования лексического материала из упр. 17, 19, 20 (учебник, с. 59-61). Данное задание ученики выполняют в течение 5—6 минут, а затем по желанию представляют свои высказывания по предложенной теме.)
Подведение итогов урока
That's all we have time for.
Sometimes you say "Hello!", Because the bell has gone, And every day you say "Good day, good day, good day". It's time to say "Goodbye", Goodbye, my children, bye.
The lesson is over. Goodbye , my dear friends !
Рабочая тетрадь: упр. 2, 3 (с. 30).
Урок 5. Модальные глаголы
Цели: развить грамматические навыки (употребление глаголов сап и be able to ); усовершенствовать лексические и фонетические навыки и навыки чтения.
Организационный момент
— Good morning, my dear friends. How are you?
— What date is it today?
— Are you ready to start our work?
I'm glad to hear that you are ready. Let ' s start our lesson .
Тренировка фонетических и лексических навыков
But at first let's practice the English sounds. I shall show you the symbols of the English sounds, and the task for you is to pronounce the sound and name three words with it on the topic "Family". Remember as many English words as you can and get ready to start. [f| — family, father, grandfather.
[d] - daughter, grandfather, grandchildren, grandparents.
[r] — relationship, brother, relatives, generation.
[m] — mother, grandmother, family.
[k] - cousin, conflicts, close.
[s] - sister, son, niece, ancestors.
[a:] - aunt, father, grandfather. Etc.
Let's play and find out if you know the words on the topic "Family" well.
— Do you want to play with me?
— Are you ready to start?
(Учитель раздает каждому ученику карточки в виде таблицы. В ее ячейках по-русски написаны словосочетания. Учитель диктует их по-английски и произносит с паузами, во время которых ученики должны вспомнить, что словосочетание обозначает, и закрыть его фишкой (учитель заранее готовит фишки из бумаги). Таким образом учитель диктует все словосочетания, но может и оставить несколько, чтобы дети осознанно закрывали их фишками. Затем учитель проверяет работы и оценивает каждого учащегося .) Примерные словосочетания на карточках : То look out for somebody, to affect one's family history, family legends, to make up with, to keep somebody company, to fall out, to net on somebody's nerves, previous generations, to come alive, to come from, to take out, to go back, to find out, to hand down, to be annoyed, 10 feel lonely, to fight with somebody, to be upset, to look alike, to get on well, etc.
Совершенствование навыков чтения
I'd like you to open your textbooks on page 61, exercise 22. We shall read the joke and try to guess the missing word. The next task for you is exercise 23, page 61, in your textbooks. Read the story and the sentences before it and choose the best variant. You will have 2 minutes. Now let's read the sentences and complete them.
(Учитель предлагает учащимся выполнить упр. 22 (учебник, с. 61): прочитать шуточный текст и найти пропущенное слово. Затем ученики читают про себя рассказ из упр. 23 (учебник, с. 61) и выбирают из трех описаний, данных перед текстом, наиболее удачное. На выполнение этого упражнения отводится 2—3 минуты, после этого учащиеся зачитывают выбранный вариант и читают рассказ вслух.)
Тренировка навыков устной речи на материале прочитанного текста
Let's read the word combinations and find them in the story. They are in exercise 24, page 62, in your textbooks. Look through the text, please. Divide into pairs and discuss the questions from exercise 25, page 62. Share your ideas, please. You'll have 3 minutes to work in pairs.
(Ученики устно выполняют упр. 24 (учебник, с. 62), затем учитель предлагает им сделать упр. 25 (учебник, с. 62). Для этого учащиеся разбиваются на пары и в течение 3—4 минут обсуждают вопросы, приведенные в упражнении, а после отвечают на них и делятся своими идеями.)
Физкультминутка
Today we shall learn the new information about the modal verb can and its equivalent in the English language. Look at the task of exercise 26, page 62, and see "Grammar reference". I want you to open your textbooks on page 62, exercise 28, and read the examples in "Grammar focus".
Let's practice the modal verbs. Use the correct forms to complete the sentences in exercise 30, page 63, in your textbooks. Read the joke from exercise 29 on page 62.
(Учитель предлагает учащимся сделать упр. 30 (учебник, с. 63), по его усмотрению данное упражнение выполняется устно или письменно. В конце урока ученики устно выполняют упр. 29 (учебник, с. 62).)
Подведение итогов урока
Our lesson is over. The bell has gone. You have worked well. Get your things together. Goodbye , children !
Представлен мастер-класс по использованию облака слов на занятиях по английскому языку из личного опыта работы. По представленной технологии можно разнообразить как уроки, так и занятия по внеурочной деятельности по английскому языку в целях активизации лексических единиц языка. Рекомендуется использовать данные в мастер-классе упражнения-задания с 5 по 9 классы, а также на старшем этапе начального звена.
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