Making a brochure leaflet план урока 7 класс

Обновлено: 08.07.2024

Актуальность выбора темы урока обусловлена тем, что учащиеся должны знать не только страну изучаемого языка, но и страну, край, район, в котором они живут. Часто ребята знают о стране изучаемого языка больше, чем о своей собственной стране, своем крае. Преподавание иностранного языка на современном этапе является не только введением учеников в мир иноязычной культуры, но и осмысленным пониманием ими родной культуры, что важно в процессе становления личности, формирования мировоззрения, в культурном развитии детей. Если ученик обладает обширными знаниями об истории, традициях своего региона, ему легче научиться представлять родную культуру на иностранном языке.

В федеральном базисном учебном плане региональному (национально-региональным) компоненту отводится не менее 10 процентов и не более 15 процентов от общего нормативного времени, отводимого на освоение образовательных программ общего образования.

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Предварительный просмотр:

Коновалова Надежда Владимировна ( г.Ухта, Республика Коми)

Тема: Who is the Pride of your town?

Цели и задачи: Актуализация пройденного материала по теме: Do you have an example to follow?

Место урока: 8 урок по теме

УМК: Кузовлев В.П. 7 класс

Актуализировать знания по теме: Famous people of our town

Развить элементы творческой деятельности
Развить навыки перевода c русского языка на английский и письма
Совершенствовать умения и навыки работы в группах

Воспитать уважение к родному краю, чувство гордости за её людей

Регулятивные,Познавательные , Познавательные, Коммуникативные, Личностные УУД.

Прогнозируемый результат: Выпуск листовки на английском языке об известных людях нашего города, чьими именами названы улицы города.

Оборудование: проектор, презентация, Интернет, местная газета, дидактический материал с ключевыми английскими словами, словари.

1.Орг. момент: the date, the weather, some news.

We’ve spoken a lot about some great people of the UK, the USA, Russia. So, as you know, it’s time to speak about some famous people of our hometown. Some streets in our town are named after them. Can you name any? Why do they have such names? What made these people famous? Let’s make our own leaflet.

Методическая разработка открытого урока по английскому языку для 7 класса. Тема "Travelling brochure".

Содержимое разработки

Unit 3: Holidays and travel

Travelling brochure

Date: 20.11.2018

Teacher’s name: Serdalinova G.B.

Number present:

Learning objectives(s) that this lesson is contributing to

7.C1 use speaking and listening skills to solve problems creatively and cooperatively in groups;

7.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics;

Lesson objectives

All learners will be able to:

- Use speaking and listening skills to solve problems using subject-specific vocabulary.

Most learners will be able to:

- Understand the main points in video

Some learners will be able to:

- Use speaking and listening skills to solve problems creatively

Language objective

Use new vocabulary and correct grammar constructions in their speech

Previous learning

Reading: Travelling around the world

Speaking: Travel talk

Cross-Curricular Link

Smart Board and projector to present the material, smartphones, audio material

Didactic material

Cards, poster, smiles

Planned timings

Planned activities

Warm-up activity

- Good afternoon, dear children! I am very glad to see you. I see that all of you are present and I’d like to start our open lesson.

- What season of the year is it now?

- What date is it today?

- What day of the week is it today?

- What is the weather like today?

- Who is on duty today?

- Who is absent today?

- You divided into the 3 teams (3 colours): black, white, red. Choose the captain. It will be competition between teams. Which team collect more points, that team will win.

- Look at the screen and try to give a theme of our lesson. Write it in your poster.

Smart Board and projector

- You are right. Today our lesson objectives are to take information about travelling brochure. Travelling brochure helps you to receive more information about country or city where you want to travel, how you can reach there, how much it will be cost, where you can accommodate or live during the travelling.

-use appropriate subject-specific vocabulary and syntax to talk and to understand the theme “ making a brochure”.

- complete the range familiar topics on the theme “Making a brochure/leaflet ” with support.

Make a scheme on the theme: “Making a brochure/leaflet ” with moderate grammatical accuracy

Most learners will be able to:

-identify appropriate subject-specific vocabulary and syntax to talk about making a Travel brochure.

- discuss the range familiar topics on the theme “Making a Travel brochure/leaflet ” with support.

Some learners will be able to:

-add appropriate subject-specific vocabulary and syntax to talk about making a brochure.

- plan the range familiar topics on the theme “Making a brochure/leaflet ” with questions.

-check on the theme: “Making a brochure/leaflet ” with moderate grammatical accuracy

Assessment criteria

Explain the detail of an argument in extended talk on the topic ““Making a brochure/leaflet ”

Make up sentences with grammatical accuracy for project work using the subject-specific vocabulary about Travel.

Value links

Values of the national idea “MangilikYel” - Economic growth based on industrialization and innovation

Cross curricular links

Previous learning

The best places of Kazakhstan

Planned activities

Greeting and organization moments.

2. Checking up the home tasks.

Teacher shares learners into 3 subgroups:

First group-Guides-

Second group-Agents-

Third group-Sellers-

4.Lead in - Showing video to determine the topic

What did you understand from showing video?

How do you think what kind of theme will we talk about?

Learners guess the topic of the lesson.

5. Pre-reading task.

Match the new words with definitions.

Make a project work using vocabulary.

1.Brochure-a)design

2.Template-b)model, texture

3.Margin-c)mold

4.Graphics-d)benefit

5.Mockup-e)pamphlet

Answer: 1-e, 2-c, 3-d, 4-a, 5-b;

Descriptor: Learners match the new words with definitions.

Learners make a project work using vocabulary.

Post-reading task

Make a brochure.

Descriptors: Learners make a brochure.

Task-3 Answer the questions.

1.What is a brochure?

2.What purposes can a brochure serve?

3.Who might a brochure target?

4.What can you do with brochures?

5.How do you plan to make a brochure?

6.How do write My brochure and design your brochure?

Descriptor: Learners answer the questions;

Student self-evaluation check-list

_My brochure address a specific audience;

_My brochure has a clear purpose;

_My brochure tells who,what,where and when;

--My brochure contains a variety of text features;

Print-features:

Illustrations:

_black and white drawings

Organizational aids:

Graphic aids:

Flipchart, markers, glue, different color papers

Reflection. Method "Five fingers".

Learners should draw the shape of own hands and write on each finger.

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?

Health and safety check
ICT links

For less able learners: Teacher shows and gives worksheet of ready-made brochures.

For most able learners: Teacher gives only motivating advices to make a brochure.

In the beginning of the lesson learners are introduced to Descriptors.

They reflect each other at the end of the lesson through two stars and a wish in oral form.

In order to make changes according to the perception level of learners disadvantages of the lesson will be assessed

In order to motivate learners after each their answer a teacher gives formative assessment in oral form.

Reflection through “Five fingers”

1 finger – difficulties during the lesson

2 finger – what do you like during the lesson

3 finger – your mood

4 finger – what do you do today?

5 finger – what do you learn today?

Safety rules. Health saving technologies.

Were the lesson objectives/learning objectives realistic?

Did the learners achieve the LO?

Did my planned differentiation work well?

Did I stick to timings?

What changes did I make from my plan and why?

Summary evaluation

What two things went really well (consider both teaching and learning)?

What two things would have improved the lesson (consider both teaching and learning)?

What have I learned from this lesson about the class or achievements/ difficulties of individuals that will inform my next lesson?

7.R2Understand specific information and details in texts on a range of familiar general and curricular topics.

7.S7Use appropriate subject-specific vocabulary and syntax to talk about a growing range of general topics, and some curricular topics.

7.UE14Use prepositions before nouns and adjectives in common prepositional phrases on a wide range of familiar general and curricular topics.

Содержимое разработки

LESSON PLAN

Unit: 7.2 Holidays and Travel

School: Altynbike Bertayeva

Date: 24.11.2017

Teacher name: Orazova Zh.

Number present:

Theme of the lesson

Learning about map reading

Learning objectives(s) that this lesson is contributing to

7.C9 Use imagination to express thoughts, ideas, experiences and feelings

7.R2Understand specific information and details in texts on a range of familiar general and curricular topics.

7.S7Use appropriate subject-specific vocabulary and syntax to talk about a growing range of general topics, and some curricular topics.

7.UE14Use prepositions before nouns and adjectives in common prepositional phrases on a wide range of familiar general and curricular topics.

Level of thinking skills

Analysis, Application, Assessment

Lesson objectives

All learners will be able to:

Convey fantasy ideas including emotions and senses.

Most learners will be able to:

Realise particular facts and parts in reading passage.

Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences.

Some learners will be able to:

Employ the rule for nouns and adjectives in common prepositional phrases in practice.

Language objectives

Prepositions of place and giving directions

Previous learning

Technology gadgets that can be used while travelling

Projector or Smart board to show a presentation

Value links

Cooperation, respect to each other, functional literacy

Cross curricular links

Intercultural awareness

Travelling in a city in Kazakhstan and abroad

Kazakh culture

Talking about how people get to places in Kazakhstan

Pastoral Care

To develop leadership skills

To provide opportunity to work autonomously

To create a friendly atmosphere for collaborative work

Health and Safety

Make sure power cords are not a tripping hazard

Everyday classroom precautions

W – whole class discussion

I – individual work

P – pair work

G – group work

f – Formative assessment

Planned timings

Planned activities

Greeting learners. Setting positive atmosphere by asking some ice breaking questions.

Children let’s sing a song from a student’s book.

What is the topic of our lesson today?

Do people use a map while travelling in Kazakhstan?

Ask homework new words

Vocabulary practice:(W)

Teacher draws students’ attention to the map and points out where the speakers are. Provide peer checking. Ask students to use assessment criteria.

A) post office B) underground station C) cinema D) bus station

1)write it on their notebook; 2)write it on the blackboard

Provide peer assessment and give smiles (slide 7-8).

Post-listening. Speaking.

Teacher divides students into pairs - Student A and B. Each student is given a card. Student A asks Student B for directions. Student B explains how to get to the place. They should use phrases given in the card.

Students take to get prepared and then each pair assesses the one group’s speaking.

Freer practice. Reading (I, f)

Students read the conversation and name two places that were mentioned. Teacher elicits the answers.

Teacher enables them to read the text again and do “True or False” task.

Differentiation by pace (extension):

If a student quickly grasps core activity, s/he may draw a map according to the text. They may use pencils to colour. Provide group checking and ask those who draw a map illustrate them to the class.

Creating a poster (G)

In groups, create a poster showing what places a tourist should visit while in Kazakhstan and in London.

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