Методическая разработка урока по английскому языку на тему "What’s the matter?"

LESSON: Injures

School:

Date

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

1. listening to a description and labeling a picture

2. developing language skills.

3. say topic words with clear and pronunciation

4. say expressions clearly

1UE1.use common singular and plural nouns to say what and where things are

1.UE4 use determines a, an, this what something is

1L3.Recognize with support simple greetings

Lesson objectives

All learners will be able to:

Sing a song’’ Hello’’

To introduce the pupils to the English alphabet;

To present and prictise words

To identify parts of the body and talk about injures and illnesses.

Most learners will be able to:

To practise greetings with teacher’s support

Some learners will be able to:

Make simple sentences with teacher’s support

Success criteria

Pupils achieve if:

Can pronounce words

Can listen sounds

Previous learning

What’s the matter?

Plan

Planned timings

Planned activities (replace the notes below with your planned activities)

Resources

Beginning

3-min

Learners are introduced with the lesson objectives

/D/ Organize the lesson

Greetings T: Hello, Good morning pupils!

P: Good morning teacher!

T: How are you?

P: Fine, thanks.

T: What dates is it today?

P: Today It is the ___ of __________.

T: What the weather is it now?

P: The weather is fine.

T: Sit down.

Warm up. Brain storming.

Listen and do. Repeat after your teacher.
Stand up, please.
Hands on the head.
Hands on the hips.
Hands on the table.
Hands like this.
Hands on the shoulders.
Hands up and down.
Hands behind the head.
And sit down.

Assessments by smiles

An activity to revise the vocabulary from the previous lesson.

Ask the pupils if they remember what the story was about. If you wish, play the recording of the story again and ask some pupils to act if out.

CD-player

Middle

20-min

10-min

5-min

/D/ Teacher demonstrates and drills basic lessons, prepositions of place using visual at board.

Presentation and practice

(Activities to present and activate the new language)

1 Listen, point and repeat.

Pupils’ books closed. Put up the poster on the board. Point to the head and say head. The pupils repeat, chorally or individually. Follow the same procedure to present the words arm, tummy, leg, foot. Name the parts of the body in random order. Ask the pupils to point to them.

Extension activity (Optional)

Point to the parts of the body sometimes naming them correctly and sometimes not. Ask the pupils to say yes or no.

e.g. T: head

Class: yes

Have you rest? ……

Pupils’ books open. Play the CD. The pupils listen, point and repeat the words. Play the CD again with pauses for the pupils to repeat chorally or individually.

Look and act out.

Read the example and explain the activity. The pupils, in pairs, then act out similar short dialogues. Check round the class, providing any necessary help. Ask some pairs to come to the front of the class and act out their short dialogues.

Sing the What’s the matter? song!

Put your hand on your head and mime that it hurts. Ask: What’s the matter? Answer: My head hurts! The pupils repeat after you. Follow the same procedure to present the rest of the song.

Play the CD. The pupils listen to the song. Play the song again and encourage the pupils to sing along.

Divide the class into two groups and assign a verse to each group. Play the song again for the groups to sing their assigned verses. Play the song again. Time permitting, play the song a third time for the pupils to sing the song as a class.

Audioscript

What’s the matter?

My head hurts!

My head hurts!

My head hurts!

What’s the matter?

My head hurts!

Let me see!

What’s the matter?

My head hurts!

My head hurts!

My head hurts!

What’s the matter?

My head hurts!

Get well soon!

(see the Introduction for further ideas on how to exploit the songs)

Flashcards

Watch Slide

Track 32 CD2

Clusters, flashcards

pictures

Track 33 CD2

Song

http://www.youtube.com/watch?v=BYIrkMV9uug

End

5-min

2-min

(An activity to consolidate the language of the lesson)

Ask pupils to choose one of the parts of the body. On your signal they start miming that their head, arm, tummy, leg or foot hurts. When you say stop, they get into groups, i.e. the pupils that have mimed that their head hurts together, etc. ask each group: What’s the matter? The pupils in the group answer: our heads hurt, and they mime it. Say: Oh, get well soon!

If you wish, you can do page 74 from the Activity Book during this lesson or the next one.

At the end of the lesson, the T asks the P to assess the lesson using a technique

9-10 smiles- “5”

8-6 smiles –“4”

5-3 smiles - “3”

The song “Good bye”

picture

CD - player

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

More support:

 Provide less able learners with the four sentences written on a worksheet so they can listen and read.
 Create mixed ability groups for discussion. Ensure they
are not always in the role of timekeeper.

More able learners:
 At start of lesson, they think of several reasons why pictures could be the odd one out.
 They share further facts about natural disasters.

 Monitor learners to check they can pick up specific details when listening to facts reported from map, facts about natural disasters; detail from video. Note those who
found listening for detail hard.
 Observe learners when participating in discussion. Did the group dynamics work? Did each learner contribute to the discussion? If not, why not? (e.g. didn’t understand what to do; not
so confident speaking English; not interested in topic; other)
 Record what they considered they had learned from the lesson.
Could they express what they had learned about content and language?
Could they express which skills they had developed?

Learners work in groups apply skills and knowledge to a practical and cooperative task, and produce their own materials. All of these lesson correlate with the aims of critical and creative communication set out .

 Job and work: developing vocabulary range to communicate knowledge of natural disasters;
looking at a interview for jobs showing recent natural disasters and interpreting information on it.
 Respecting diversity of opinion