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«Технологическая карта урока»
Theme: English School
Course-book: Rainbow English – 4, О.В. Афанасьева, И.В. Михеева
Unit 4. Step 5
Планируемые результаты:
Предметные: познакомиться с новыми словами answer, ask, close, open, question, understand;
изучить зависимость форм глагола to be от числа, следующего за конструкцией there is/there are существительного;
работать с антонимическими парами в английском языке;
тренироваться в аудировании, чтении, переводе, постановке вопросов.
Личностные: формировать любознательность и стремление расширять кругозор;
мотивировать к самореализации в познавательной и учебной деятельности.
Метапредметные:
коммуникативные: выражать мысли в соответствии с речевой задачей; формировать коммуникативные навыки; читать текст, содержащий изученный лексический материал;
регулятивные: принимать и сохранять цели учебной деятельности, находить средства ее осуществления;
познавательные: строить речевые высказывания в соответствии с задачами коммуникации; извлекать информацию из прослушанного.
Оборудование: ноутбук, диск, картинки - еда.
New Language: answer, ask, close, open, question, understand
Vocabulary Revision: bread, butter, jam, juice, soup, tea, water, before, class, blackboard.
Grammar Revision: Present Simple, there is/ there are.
Lesson Plan
| Activity/ Time | Procedure | Comments |
| Teacher Does (Says) | Pupils Do (Say) |
| Organization Moment Warming-up 1 min | Says: Good morning, children! I’m glad to see you again. How are you today? Are you fine? Are you ready to work? Are you ready to speak English? Very well! Let’s begin our lesson | Interact with the teacher: Good morning, teacher. I’m fine, thank you. Etc. |
|
| Defining the theme and the aims of the lesson 2 min | Asks: Have a look at the pictures on p.116-117 in ex.6 in your SBs. What can you see there? What are they doing? Do you want to know what British pupils usually do in class? What is the theme of the lesson? What do we do today? | The children look at the pictures and answer the questions. They try to define the theme of the lesson and formulate the aims.
| The picture shows the pupils and the teacher. |
| Phonetic drill 1 min | Says: Let’s repeat after me. [a:] – class, plant, answer, ask [r] – classroom, bread [t] – put, tea, understand, question [w] – windowsill, water [əu] open, close [dʒ] jam, juice Are there any new words? Name them. | The pupils repeat after the teacher.
The pupils find out the new words and name them. |
|
| Revising the grammar rules of forming interrogative questions with there is/there are 7-8 min | 1) Says: Do you know that Jack has found his father’s school box with his school things. 2) Explains the activity: Look at the ex.1 at p.113-114, listen and say - What questions does his father Richard ask his son Jack and what does Jack answer his father? | 1) The pupils look at the picture at p.114 in ex.1 of Richards’s school box.
2) The pupils work in pairs, ask each other questions and answer them. | The picture of school box is in SB on p.114. |
| Presentation and practicing new grammar rule with there is/there are and using «to be» after them 15 min | 1) Says: Look at the ex.3 on p.115 and read the sentences. Compare them. 2) Do you see the difference between them? Read the grammar rule after the task. 3) Explains the activity: who can explain us the rule? 4) Says: Let’s do exercise 4 at page 115. Explains the activity: choose the right form of «to be» is/are to complete the sentences. | 1) The pupils read two sentences and compare them. 2) The pupils read the grammar rule. 3) Some pupils try to explain the rule. They read the words after the teacher with different intonation. 4) They do the task in the SB orally.
| The teacher can write the words on the blackboard or use a computer presentation. |
| Physical activity pause 2 min | Explains the activity: Look at the screen, watch the video, sing along and do some physical exercises. | The children watch the video and do exercises. |
|
| Developing reading skills 10 min | 1) Explains the activity: Find ex.2 at p.114. Read Greg’s letter to Jeff and make up the questions to the answers after the text.
2) Asks: read your questions.
| 1) The pupils read the text.
2) The pupils make up the questions to the answers after reading the letter.
|
|
| Developing grammar skills in using «to be» after there is/there are min | 1) Says – Look at the ex.7 on p.115 2) Explains the activity: choose the right form of «to be» | 1) The children do ex.7 on p.115 2) The pupils explain their choice. |
|
| Evaluation and reflection | Says: Thank you for your work. Did you like the lesson? Did you understand when we use are/is after there is/there are? Complete the sentences: Now I can… Now I know… | The children evaluate their work and results. |
|
| Home task | Tells about the home task for the pupils. | Write down the task. |
|
Listening – ex.1, p.113
1) Are there any English books in the box? – yes, there are some.
2) Is there my schoolbag in the box? – no, there isn’t.
3) How many photos are there in the box? – there is one.
4) Who is there in the photo? - there is Richard.
5) Are there any pens in the box? – yes, there are.
6) How many pens are there in the box? – there are five.
7) Is there my Russian book in the box? – yes, there is.
8) What is there near my Russian book? – there is your teddy bear.
9) Is there a pointer in the box? – yes, there is.
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