Конспект урока на тему "Идеальное место для отдыха"

Этапы урока

Виды деятельности, приемы работы

Ход урока (речь учителя, задания)

Формируемые УУД

личностные

регулятивные

познавательные

коммуникативные

1. Мотивация и стимулирование учебной деятельности

Постановка проблемы – участие в конкурсе на лучший рассказ

Good morning, boys and girls. Welcome to our lesson. I’ve got some news for you. Yesterday I learned about an interesting competition. It’s a writing competition and the prize is a trip to a wonderful place – the place of your dream. To get the prize you need to imagine a place where you would like to be now describe it, that is to say what the weather is like, what you are doing, what is happening around you and why you think is it ideal for a holiday.

You need to do it in English..

Установление связи между целью учебной деятельности и ее мотивом

2. Целеполагание. Планирование решения учебных задач

Обсуждение того, что нужно сделать, чтобы написать хороший рассказ. Сравнение детских идей с планом, предложенным учителем.

Do you think you can do it? It’s not an easy task for such young students, is it? But I’m sure we can do something together in this lesson to help you write good stories. What do you think we can do?

I quite agree with you. I think you’ve mentioned all we should do. Here’s our plan for today. Compare it with your ideas.

What are we going to do?

• Revise the vocabulary on the topic, learn to use it;

• Revise grammar (Present Simple and Present Continuous; the verb to be);

• Do grammar exercises to practise using these tenses to describe our actions and what’s happening around us;

• Practise listening and speaking

(discussing sample stories)

• Make a plan for our story;

• Practise finding and correcting mistakes

The points of this plan are very similar to what you suggested, aren’t they? Only instead of learning new words we are going to learn to use the words which we already know. So let’s start our work.

Совместная работа при постановке задачи урока

Ученик учится принимать и сохранять учебную задачу, планировать свои действия в соответствии с поставленной задачей и условиями ее реализации, в том числе во внутреннем плане

Умение выражать свои мысли

3. Актуализация знаний по лексике и грамматике

1. Повторение ЛЕ по теме «Экзотический отпуск», ее классификация

2. Обсуждение вопроса «Которое из предложенных мест лучше для отдыха и почему?»

3. Тренировка учащихся в использовании в-в формы Present Continuous для описания действий людей

4. Тренировка учащихся в умении задавать специальные вопросы для уточнения информации»

- Look through these words. Do you remember all of them? If you forgot something ask me. Do you remember how to do it? Just say “Could you translate…?”

Now divide these word combinations into 3 categories: what we can do a) on an island in an ocean
b) in a beautiful city
c) in the rainforest

play with monkeys, dive, watch rare birds and insects, take photos of beautiful buildings, lie in the sun, visit a museum, swim in the sea, look for shells, have lunch at a café, watch singing fountains, watch seagulls flying over water, visit the zoo

- Which of these places (an island, a rainforest, a big city) do you think is ideal for a holiday? Why?

Use the words from task 1. I think … is an ideal place because there we can ….

- Say what these people are doing now

1) My parents /swim in the sea,

2) Dad / dive,

3 )Helen and Ann/watch rare insects,

4 ) Granny / lie in the sun,

5) I / look for shells,

6) My brother /watch seagulls flying over water,

7) The Browns / have lunch at a café,

8) Their children /visit a museum now,

9) Some tourists / watch singing fountains,

10) They/ take photos of them

- Ask for information

1) I am somewhere in Europe. (Where?)

2) I am here with somebody. (With whom?)

3) We are visiting someone. (Whom?)

4) We saw something yesterday . (What?)

5) We are going to visit some museum tomorrow. (What museum?)

6) I will probably buy something as a souvenir for my friend. (What?)

Осознанное построение высказывания

Использование речевых средств для эффективного решения коммуникативных задач

4. Активная деятельность учащихся по формированию целостной системы знаний и проверка усвоения материала

5. Выполнение задания на использование формы глагола в контексте (на уровне связного текста)

6. Тренировка учащихся в умении находить и исправлять ошибки

7. Знакомимся с зашифрованным планом рассказа

8. Аудирование рассказа-образца, выполнение задания True or false для проверки понимания услышанного. Обсуждаем что не так на картинке

9* Работа в парах – учащиеся в группах составляют короткий рассказ по картинкам.

I close my eyes and I (1- not/be) in the classroom now. I (2-be) on an island in the middle of the ocean. It (3-be) summer here now. The sun (4-shine) brightly and there (5-not/be) any clouds in the sky.

I (6-sit) near the ocean and (7-look) at the water. It (8-be) very nice colour. I (9-not/be) alone here. My parents (10-be) here, too. Mum (11-lie) in the sun now. She (12-read) a magazine. She (13-not/want) to swim though the water (14-not/be) cold at all. My sisters (15-not/swim) now either. They (16-look) for shells in the sand. Dad (17-be) in the water. He (18-dive) now. He can swim very well so he (19-not/be) afraid to dive here.

My brother (20-go) into the water now. Look! He (21-swim) with a dolphin!

… Now I open my eyes and what do I seeing? 1_____

I sitting at my desk. We are having an English lesson 2 _____

now. Yana reads a text. All the other children are 3 _____

writing something. I do not writing because I 4_____

doesn’t know what to write. Oh! The teacher 5 _____

is comes this way! When she sees that I’m not 6_____

writing, she’ll be angry with me and give my a bad mark! 7_____

What should do I? I shouldn’t daydream during my lessons! 8_____

Oh, we haven’t made a plan for our story yet, have we? Let’s do it right now. Read these abracadabras and say what the points of our plan are:

1. whereareyouinyourdreams?

2. whatistheweatherlikethere?

3. withwhomareyouthere?

4. whatishappeningaroundyou?

5. whatareyoudoing?

6. areyoufeelinghappy?

I asked Nick to learn a sample story for this lesson. Listen to his story and say if it goes well with our plan. Now try to decide whether the sentences on the screen are true or false. Discuss this task in groups. Now let’s discuss it together.

1. It’s much warmer in the forest than in Russia.

2. Nick is absolutely alone in the middle of the forest.

3. It’s very quiet in the forest.

4. He can hear birds singing.

5. There aren’t any animals in the rainforest.

6. The children are watching rare butterflies.

7. They can’t take very good photos

Now look at the picture and say what is wrong about it.

1. Where are you?

2. What is the weather like?

3. Are you alone? With whom are you there?

4. What is happening around you?

5. What are you doing?

6. Are you feeling happy? Why?

Самостоятельно адекватно оценивать правильность выполнения действия и вносить необходимые коррективы в исполнение, по ходу его реализации

Проявлять познавательную инициативу в учебном сотрудничестве

Определение основной и второстепенной инфорции

Адекватно использовать коммуникативные, прежде всего речевые средства для построения монологического высказывания

5. Подведение итогов. Рефлексия: деятельностная, эмоциональная, социальная

10. Заполнение таблиц с целью определить свой прогресс, готовность к выполнению домашнего задания.

Оценка работы учащихся в течение урока.

Объявление и запись домашнего задания.

10. Let's see whether or not you are ready to write your stories at home.

Put a plus or a minus next to each point.

Who has got 6 pluses? 5? Who has got fewer pluses? Who has got more minuses than pluses? Did you like our lesson? Which activity did you like best? Did you enjoy working in groups?

Our lesson has come to an end. I’d like to thank you for your wonderful work and announce the marks. …,…,… are going to get a 5 and the rest of you – a 4. As for your homework, you know it already – write a story about where you would like to be now. Open your day books and write down your homework. Give me your daybooks so that I can give you your marks.

Оценка результатов своей работы