План урока 3 класс light dark

Обновлено: 05.07.2024

Конспект урока обобщения и систематизации материала по изученной теме "Цвета" в 3 классе. В приложении интерактивные задания, песня и упражнения для работы в тетрадях.

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konspekt_uroka_po_teme_tsveta_3_kl.docx	25.98 КБ
prilozhenie_4.pdf	510.28 КБ

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УРОК ОБОБЩЕНИЯ И СИСТЕМАТИЗИЦИИ МАТЕРИАЛА ПО ТЕМЕ “What colour?”

ТИП УРОКА: урок обобщения и повторения

ЦЕЛЬ УРОКА : Подготовить учащихся к контролю коммуникативных умений и навыков по теме “What colour?”

Задачи урока: 1)развивающий аспект:

- развитие памяти и положительных эмоций;

-развитие любознательности и стремления расширять кругозор;

2) воспитательный аспект:

- воспитание уважительного и толерантного отношения к собеседнику;

3) образовательный аспект:

- обучение стихотворению и песне, содержащих названия цветов;

- обучение устному высказыванию о любимом цвете и его аргументации;

4) учебно-познавательный аспект:

- обучение извлекать информацию , предоставленную в схеме, иллюстрациях;

- определение круга своего незнания.

Средства: компьютер, проектор, интерактивные упражнения, наглядные картинки

Приветствие и организационный момент. Предоставление фоновых знаний.

TEACHER: Hello children! I’m glad to see you. Ответьте мне на вопрос: «Часто ли вам приходиться называть цвет предметов? В каких ситуациях?

PUPILS: Часто. Когда описываем картинку, когда покупаем одежду, цветы, когда рассказываем о наших домашних питомцах.

PUPLES: I’m fine, thank you and you?

TEACHER: I’ m not very well. I can’t see the rainbow. It’s colourless. What’s wrong? I can see a note. Who is it from? Это записка от Мистера Блэка. Он похитил все цвета радуги и согласен их вернуть, если вы выполните все его задания. Вы согласны?

TEACHER: Сначала нужно вспомнить цвета радуги и в каком порядке они расположены. Кто из вас знает?

PUPIL: Есть предложение, которое помогает запомнить цвета радуги: Каждый Охотник Желает Знать Где Сидит Фазан.

TEACHER: Есть ещё одно предложение: Как Однажды Жан-Звонарь Головой Сломал Фонарь. Давайте откроем первый цвет – красный. (ученик подходит к карточке с красным цветом, снимает её и обнаруживает задание, написанное по-английски “Learn a poem”, читает задание)

TEACHER: Let’s learn a poem about colours of seasons (на доске заранее приготовлены картинки)

SPRING is GREEN

SUMMER is BRIGHT

AUTUMN is YELLOW

WINTER is WHITE

TEACHER: Теперь вы можете вернуть радуге первый цвет. What colour is it?

(Ученик открывает оранжевый цвет и находит задание, читает его на английском “Do you know all colours well?”)

TEACHER: Я буду называть цвета по-английски, а вы- поднимать квадрат названного цвета. Show me green colour, please! Purple, please! Pink, please! А теперь проверим некоторых учеников (Петина Соня, Айтекешев Данила, Богомолов Витя)

TEACHER: Thank you. Мистер Блэк разрешает закрасить оранжевую полоску на радуге.

TEACHER: What is the rainbow’s following colour ?

Задание: “Ask your partner what colour his/her school bag, pen, cat, pencil are. ( на доске заранее приготовить картинки с изображением названных предметов)

Работа в парах. Учитель контролирует работу в парах, помогает. Затем две пары демонстрируют свою работу у доски. (Брысина К. –Иванов А., Глазун Е. – Кеменев А.)

TEACHER: You are right. Read the task.

Ученик читает следующее задание: “Work on the computer”

Ученики выполняют два задания на компьютере Game 12(цвета) ( Приложение 1 )Game 10 (глагол can, can’t)( Приложение 2 )

PUPIL: Light blue.

(Задание “ Put the letters in the correct order and paint les balloons”)

( Приложение 3 ) Индивидуальная работа на листочках: ученики пишут названия цветов и раскрашивают шарики. Затем проверка.)

TEACHER: “What colour is the first ballon?”

PUPILS: The balloon is orange

После выполнения этого задания ученики раскрашивают голубую полоску на радуге.

Ученик открывает синий цвет, под ним задание “Say what colour you like and why?”

TEACHER: Чтобы выполнить это задание нужно посмотреть на схему:

ПРЕДМЕТ IS ЦВЕТ

Картинки с изображением зверей, цветов, фруктов, платья, солнце, небо.

Учитель может дать образец высказывания:

I like yellow. The sun is yellow.

После выполнения этого задания один из учеников раскрашивает синюю полоску в радуге.

TEACHER: And the last colour is…?
PUPIL: Purple

TEACHER: The task is “Choose the good form of the verb have and write the colour”( Приложение 4 ) Ученики выполняют задание в тетрадях. Затем проверяют фронтально.

Один ученик раскрашивает последний цвет в радуге.

TEACHER: Теперь радуга опять разноцветная и мы можем спеть песенку, чтобы порадоваться тому, что вы справились с испытанием, которое вам приготовил Мистер Блэк. Я надеюсь, что вы также хорошо справитесь с проверочным тестом.

Дети поют песню ( на экране проецируются слова и картинки)( Приложение 5 )

TEACHER: Homework is exercises 1-5 page 49-50. I’m happy whit your work today and your marks are “5” and “4” Good-bye, children.

Предварительный просмотр:

По теме: методические разработки, презентации и конспекты

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Конспект урока по русскому языку "Семь цветов деепричастия". 6 класс.

Тема: "Семь цветов деепричастия".Цель: • познакомить учащихся с понятием о деепричастии;• подготовить учащихся к восприятию орфограмм и пунктограмм по теме.Оборудование: музыкально.

Данный урок проводился в 3 классе по теме "Light& Dark".

Lesson plan

Unit 2. Light and Dark

Theme of the lesson: Day and night

Learning objectives that this lesson is contributing to

3.1.6.1 understand some specific information and detail of short, supported information or talk on a limited range of general and some curricular topics;

3.2.3.1 make basic statements which provide personal information on a limited range of general topics;

3.3.3.1 begin to read with rereading and usual support very short simple fiction and non-fiction texts on a limited range of general and curricular topics;

3.5.3.1 use adjectives, including possessive adjectives, on a limited range of general and some curricular topics to describe things, use simple one-syllable and some two-syllable adjectives [comparative form] to make comparisons

Learners will be able to:

Name animals and tell where they live providing basic information.

Identify the location of some animals

Comprehend and recognize some of the new words while reading the text and answer the questions

Use adjectives while describing Sources of Light that are natural and what are man-made

Learners have met the learning objective (3.1.6.1 / 3.2.1.1/3.5.3.1) if they can:

Understand simple fiction text about source of light;

Use adjectives to describe sources of light that are natural and what are man-made

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Lesson plan

Unit 2. Light and Dark

Theme of the lesson: Sources of light 2

Learning objectives that this lesson is contributing to

3. 1. 6 .1 understand some specific information and detail of short, supported information or talk on a limited range of general and some curricular topics;

3. 5. 3 .1 use adjectives, including possessive adjectives, on a limited range of general and some curricular topics to describe things, use simple one-syllable and some two-syllable adjectives [comparative form] to make comparisons

Learners will be able to:

Identify different light sources in and around their classroom

Say words related to day and night :

Make comparisons of day and night using visuals

Learners have met the learning objective ( 3. 1. 6 .1 / 3. 5. 3 .1 if they can:

Learners have met this learning objective if they can:

-Complete the tasks (90 %);

Teamwork: Ss will work well together in pairs showing respect and being polite with each other.

Cross - curricular links

Lesson is connected with Science:

Using videos& pictures

Sources of Light 1

T eacher shows PPT 1 and revise some words ‘Odd one out’

Teacher asks learners to take one sheet of paper and pencil then starts to say some letters and learner should write them. After saying 2 or 3 letters of the words learners should guess what word is this:

Learners paper and pencil

Teacher shows the video and sing it together.

Teacher shows the PPT and learners follow the instruction

Look at the pictures. Can you say which ones are a source of Light? ‘Sources of Light’

- Where did these light sources come from?

- Can you think of any others? With your talking partners talk about the sources of light we have just seen and where the light comes from.

In groups sort the objects on your table into transparent, translucent and opaque? Make a poster to show what you have found out.

Students cut out the pictures and stick them in the correct side of the table; Light sources or reflectors.

Candle moon sun mirror safety jacket cat’s eyes

lamp disco ball torch

Students describe sourse of light using different adjectives

Have students select at least two adjectives and a noun to write a sentence about sourse of light.

Practice. Grammar

Have students work in pairs to brainstorm a list of adjectives.

Have students list the adjectives on cards.

Combine the cards with the cards you previously made.

Have students pick up two or three adjective card and combine them with a noun.

Have students work together to put the adjectives and nouns into a sentence with an illustration.

Students should investigate and write the strength of different light sources.

I will look at each light source in the same way every time, to make it fair, by shining it on black paper.

I will decide how many stars to give each light source.

I will record my findings in a table.

Use the word bank to help you

DIDACTIC MATERIAL 1

DIDACTIC MATERIAL 2

Quiz: “ Light Energy Sources ”

Choose an answer and hit 'next'. You will receive your score and answers at the end.

Remind students that the objective of the lesson was “Students will identify different light sources in and around their classroom.” Ask for one or two volunteers to share aloud the type of light source they found in the classroom.

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?

Less able students – greater support by means of prompts, visuals or writing difficult words on the board

More able students – independent work on definite tasks with little/no support

Allow for flexible groupings and cooperative learning, depending on the appropriateness to the task

Allow for extra time for students needing it, when appropriate

Give extra text or visual support to students needing extra English support

Create small learning groups for students needing extra support or enrichment with the co-teacher, when appropriate

Were the lesson objectives/learning objectives realistic?

What did the learners learn today?

What was the learning atmosphere like?

Did my planned differentiation work well?

Did I stick to timings? What changes did I make from my plan and why?

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 individuals that will inform my next lesson?

To explore other subject areas; to learn how to be safe when out at night; to talk about and compare clothes and things to wear when out at night.

Learners have met the learning objective (3.1.5.1 / 3.2.3.1/3.4.5.1) if they can:

To explore other subject areas; to learn how to be safe when out at night; to talk about and compare clothes and things to wear when out at night.

Using videos, pictures,CD and etc.

Caps, stickers, shoes, bags, safety, reflective stripes

Let’s sing song “Classroom Rules”

Ask pupils to present their portfolio activities from the previous lesson. Play the song from the previous lesson. Invite the pupils to sing along.

Presentation

Pre-teach the words ‘belt, zip, helmet’.

Pupils’ book closed. Write Out at night on the board. Explane to the pupil’s, that we are going to talk about ways of being seen when we are out at night. Ask pupil’s to think of different ways we can be seen when we were out at night. Have a class discussion about why this is important. Put up the Be Bright, Be seen! Poster on the board. Point to the first pictures and say:bright clothes. The pupils repeat, chorally or individualy.

Pupils’ books open. Refer the pupils to the text and explan the activity. The pupils read, choose the correct words and complete the text. Then they listen and check their answers.

Ph. Training

Leaners watch the video-song

Practice. speaking

Read the example and explain the activity. The pupils, in pairs, say what they must do when they are out at night. Check round the class. Ask some pairs to report back to the class.

Refer the pupils to the adjectives. Explain their meaning. The pupil read and match them to their corresponding opposites. Allow the pupils enough time to complete the activity.

PB closed. Say, then write on the board: My bike is bigger than your bike. Underline the words in bold. The pupils repeat after you. Explain to the pupils that when we compare animals, people, or things, we add –er to the adjective.

Feedback: Teacher encourages and increases fluency, checks the process error correction

3. 5. 9 .1 use common present simple forms [positive, negative, question] and contractions to talk about what you want and like, habits and facts, simple future timetabled events, use common past simple forms to describe actions and feelings;

Lesson objectives

All learners will be able to:

Understand and say what the text about using active vocabulary

Ask each other about daily routines using present tense.

Assessment criteria

- recognizes the words during the reading task ;

- ask questions correctly

Value links

R espect and being polite with each other working in pairs and in groups.

Cross - curricular links

Lesson is connected with Maths

Usage of presentation of classroom rules; review

Previous learning

Out at night. Light and dark

Planned timings

Planned activities

5 mins

Warm – up. Greetings. How are you today? Answering.

Have a class discussion about daily routines in L1.Look at the Gulnara’s daily routine and number.

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