Teacher: Bersingova Z.S.
The date: 9.09.2015
Subject: English language
Class: 7 "g"
Topic lesson : Better safe than sorry
Content unit: Familiarization with the rules of safe behavior on the street.
Target:
teaching aspect
be able to talk about personal safety rules in big city;
be able to write a leaflet with the rules of safe behavior on the street;
be able to use the modal verb should /shouldn 't
be able to form adverbs from adjectives using the suffix –ly
be able to use phrasal verbs (run)
developmental aspect
develop communicative UUD through all types of speech activity;
develop cognitive UUD;
develop regulatory UUD, including the ability of goal setting, planning, self-observation;
develop semantic reading skills: the ability to predict the content of the text;
develop cognitive interests
educational aspect:
to educate a valeological culture (mastering the norms of personal safety in a big city), a culture of behavior through mastering the norms of etiquette: the ability to express preferences, ask for advice (give advice)
Lesson type: Lesson of studying and primary consolidation of new knowledge
Lesson steps:
I Preparation for educational and cognitive activities
II Learning new knowledge
III Debriefing
Lesson resources: presentation, computer, interactive whiteboard, projector,CD.
During the classes
The stage of preparation for active educational and cognitive activity
5 min.
A task: motivate students to acquire new knowledge,setting the goal of the lesson, determining the final result.
Method: reproductive
Work form: frontal
Teacher activity
The teacher greets and conducts the organizational stage of the lesson.
Student activities
Respond to greetings. Students answering questions, predict what will be discussed in the lesson and what words they will meet.
Teacher activity
Continuing the introductory conversation, the teacher asks the children to pay attention to the slides and pictures in the textbook and by asking questions leads to the topic of the lesson.
Write the topic of the lesson on the board.
Student activities
Students answering questions, predict what will be discussed in the lesson and what words they will meet.
Knowledge application stage
33min.
A task: ensures the assimilation of new knowledge and ways of action at the level of application in a changed situation
Method: productive
Work form: frontal, steam room, group
Teacher activity
1) The teacher uses illustrations and invites students to predict the content of the leaflet. The teacher asks questions about what the people in the pictures are doing. Organizes frontal work and writes answers on the board.
2) introduces new vocabulary on the topicSafetyrules(Personal safety rules). Controls the reading of text. Provides necessary explanations.
3) The teacher suggests performing exercise 2 on page 8 to develop the ability to predict the content of the text at a given beginning.
4) Introduces students to the rule for the formation of adverbs from adjectives using the suffix -ly. Asks if students know other adverbs formed in this way. Sets an exercise for independent execution. Organizes self-examination.
5) The teacher ensures the development of meanings and use phrasal verbs (run). Working on a dictionary entry. Asks students to pay attention to the designation of phrasal verbs in the dictionary(phrv). Invites students to independently perform exercise 4.
6) Introduces students to the modal verbshould/ shouldn't’ t. The teacher orally explains the topic. Then he writes the sentence on the boardMarkisill. Ask students what they would advise Mark to do. Andbringsthemtoanswer: go to the doctor.Recordson theblackboardMark should go to the doctor.Works out the design. Offers to look through the dialogue again exercise 2, p.8, and find examples of useshould/ shouldn't’ t. Conducts a frontal check of the exercise.
7) The teacher organizes the game. Divides students into two teams. Students on one team point out the problem, and students on the other team give appropriate advice.
8) The teacher promotes the development of productive writing skills - the ability to write advice on personal safety on the street. Read the assignment with the students and discuss with them keywords (leafletgivingadvice, protectyourself, streets). Collectively discusses with students the proposed ideas and writes on the board.
Student activities
1) Predict the content of the leaflet. Answeron thequestions.
Someone is looking through a hole in a door to see who is ringing the bell. The girl is sleeping. She has got a mobile next to her on the bed "side table to call if something is wrong. Theboyisopeningthedoortosomeone. Etc.
2) Students match the highlighted words, expressions with their meanings. Students check the task first in pairs, then as part of a general check.
3) Students read the first two lines of the dialogue and complete the task individually. Answers are discussed in pairs and then checked. After that, students with I read the dialogue, accompanied by an audio recording, and check the correctness of their assumptions.Suggested answer: They are in one of their homes because one of the boys’ dads is installing an alarm.
4) Read the rule. They give their examples of adverbs: nicely, playfully, noisily, etc Perform the exercise.
5) Read the frameStudyskills. Find the meaning of phrasal verbs in the dictionary. Independently perform exercise 4, p.9.
6) Students study the rule in the textbook. Work out the use. Perform exercise 2, p.8.
7) Take an active part in the game. Allegedanswers: Team1: I have a toothache. team2: Youshouldseeadentist.
8) Read the task exercise 8, p.9 and collectively discuss key words with the teacher. The students use the flyer text from Exercise 1 as a template. Perform exercise 8 independently.SuggestaboutlaPossible answer: To protect yourself in the streets: Don’t carry a lot of cash and keep your wallet close to you. You shouldn't leave expensive items in your car for all to see. When you're out at night time, you should walk in well "lit areas. Always have your mobile phone with you and call the police if you have a problem.
The stage of summing up the lesson on a reflective basis
5 minutes.
A task: provide analysis, evaluation of their own activities and the setting of new tasks by each student, taking into account the goals set at the beginning of the lesson
Method: productive
Work form: frontal
Teacher activity
Student activities
The teacher organizes reflection. Reviews lesson objectives. Asks questions and leads students to the conclusion of what goals set at the beginning of the lesson, they have achieved.
Asks questions about what the children have learned in the lesson and whether this information is useful to them. And how interesting and informative the lesson was.
Students reproduce the formulation of the goals (problems, questions) they posed at the beginning of the lesson, and conclude whether an answer has been received.
They answer questions and speak about what they have mastered in the lesson, what techniques and methods they used for this.
Determine personal comfort in the lesson.
They express satisfaction with joint educational activities and motivation for its further continuation.
Homework information stage
2 minutes.
Teacher activity
Student activities
The teacher explains homework. Homework is differentiated according to the abilities of each student and their results in the lesson.
SB ex. 8*, p. 9; W.B., p. 6.
Students under offer of choice differentiated task- carry it out in accordance with the comments of the teacher.
Write down homework in a diary (or paste it in workbook), get acquainted with its content, if necessary, ask clarifying questions.
Ready to do it yourself.
Technological map of the lesson of English language in 7th grade
Subject : English language
Lesson topic : « Measure seven times, cut once»
lesson number : Lesson 3 (1b)
Lesson type: combined (lesson of general methodological orientation), duration - 40 minutes
Forms of work : individual, group, work in pairs, frontal survey.
UMC: « English in focus» Authors: Yu.E. Vaulina, D. Dooley, O.E. Podolyako, V. Evans, Moscow,« Education", 2017year
Lesson Objectives:
1. Developmental component : development of students' intellectual, informational, communicative culture; attention development, logical thinking, memory, intelligence, ability to analyze and synthesize educational material.
2. Educational Component: organizing the activities of students to familiarize themselves with new lexical and grammatical material and improve previously studied language material; application of knowledge and skills in a variety of situations.
3. educational component: education of tolerance and respect for different lifestyles and lifestyles.
4 . Health-saving component:
Prevention of mental strain by changing activities.
Creating an atmosphere of psychological comfort for students in the classroom.
A differentiated approach to teaching.
Main practical goals:
educational:
be able to talk about the rules of personal safety in a big city;
be able to write a leaflet with the rules of safe behavior on the street;
be able to use the modal verb should/shouldn't
be able to form adverbs from adjectives using the suffix –ly
be able to use phrasal verbs (run)
developing:
develop communicative UUD through all types of speech activity;
develop cognitive UUD;
develop regulatory UUD, including the ability of goal setting, planning, self-observation;
develop semantic reading skills: the ability to predict the content of the text;
develop cognitive interests
educational
to educate a valeological culture (mastering the norms of personal safety in a big city), a culture of behavior through mastering the norms of etiquette: the ability to express preferences, ask for advice (give advice)
Planned results:
Subject: students will learn to actively use vocabulary on the topicSafetyin oral speech, read the text with the extraction of certain information and with a complete understanding of what was read.
Personal: formation of personal and life self-determination.
Metasubject:
- cognitive: to carry out the conscious construction of a speech statement in oral and writing; structure knowledge; independently complete the text with the completion of the missing components;
- regulatory: goal setting, including the setting of new goals, the transformation of a practical task into a cognitive one;
- communicative: learn to adequately use speech means for constructing monologue and dialogic statements.
Equipment: textbook« English in focus - 7», work board, interactive whiteboard, audio course« English in focus - 7», Power Point presentation on the topic"Better safe than sorry"software for IAD.
Lesson content
Greets the studentsGood morning children! Sit down please) , checks the readiness of students for the lesson.Creates an emotional mood learning activities.
- Good morning, boys and girls!
- Take your places!
- I'm glad to see you!
Plays dialogues with students:
- How are you today?
- What's the weather like today?
- What is the date today? What day is it today?
- Is everybody present and ready for the lesson? Are you ready to start the lesson?
Greet the teachergood morning teacher , take their seats. Get ready for learning activities. Have a dialogue with the teacher.
Statement of the topic and educational and cognitive task, pronunciation of the topic of the lesson, motivating students for further work on the topic
Continuing the introductory conversation, the teacher asks the children to pay attention to the slides and pictures in the textbook and ask questions lead to the topic of the lesson.
- Can you guess the topic of our lesson?
The students answer the teacher's question.
Write the topic of the lesson on the board.
Students answering questions, predict what will be discussed in the lesson and what words they will meet.
Introduction of new words - vocabulary on the topic « Safety »
The teacher uses illustrations and invites students to predict the content of the leaflet. The teacher asks questions about what the people in the pictures are doing. Organizes frontal work and writes answers on the board.
Exercise 1 page 8
The teacher then introduces the new Safety rules vocabulary using word printouts (Personal Safety Rules). Controls the reading of text. Provides necessary explanations.
Predict the content of the leaflet. They answer questions.
Someone is looking through a hole in a door to see who is ringing the bell. The girl is sleeping. She has got a mobile next to her on the bed "side table to call if something is wrong. The boy is opening the door to someone. Etc.
Students match the highlighted words, expressions with their meanings. Students check the task first in pairs, then as part of a general check.
Work with text
The teacher suggests doing exercise 2 on page 8 for development of the ability to predict the content of the text at a given beginning.
Students read the first two lines of the dialogue and complete the task individually. Answers are discussed in pairs and then checked. After that, students with I read the dialogue, accompanied by an audio recording, and check the correctness of their assumptions. Suggested answer: They are in one of their homes because one of the boys’ dads is installing an alarm.
5. Physical education minute
- I see you are tired, let's do some physical exercise. Who wants to spend some physical exercise? ( The teacher suggests a physical activity
The teacher turns on the music. perform, pronouncing words in English and doingmovements.
6. Familiarization with the suffix –ly and practicing word-building skills
Introduces students to the rule of forming adverbs from adjectives using the suffix –ly. Asks if students know other adverbs formed in this way. Sets an exercise for independent execution. Organizes self-examination.
Read the rule. They give their examples of adverbs: nicely, playfully, noisily, etc Perform the exercise.
7. Working with Phrasal Verbs.
The teacher ensures the development of meanings and the use of phrasal verbs (run). Working on a dictionary entry. Asks students to pay attention to the designation of phrasal verbs in the dictionary (phrv).Invites students to independently perform exercise 4.
Read the Study skills box. Find the meaning of phrasal verbs in the dictionary. Independently perform exercise 4, p.9.
8. Familiarization with the use of the modal verb should.
Introduces students to the modal verbshould/shouldn't.The teacher orally explains the topic. Then he writes the sentence Mark is ill on the board. Ask students what they would advise Mark to do. And brings them to the answer: go to the doctor. Writes on the boardMark should go to the doctor.Works out the design. Suggests to review the dialogue of exercise 2, p.8 again and find examples of should/shouldn't usage. Conducts a frontal check of the exercise.
The students study the rule in the textbook. Work out the use. Perform exercise 2, p.8.
9. Reflection (summarizing the work)
- So, children, our lesson is finishing ...
Invites students to express themselves on the content of the lesson, the knowledge gained and the results of the work
-- Tell me what did you learn in the lesson?
- Did you like the lesson?
- What have we learned?
- Who was the most active at our lesson?
Thank you for your work. You were very active!
Especially I like the way….work today. You get "5 s".
Your home task Ex.8 p.9.
But the lesson is not over.Homework: Make a leaflet with the rules of conduct on the street
Write homework in a diary exercise 8, page 9 ( write a letter to a friend).
Summarize the work in the lesson, summarize (what they did, what they learned).
Evaluate their own performance and the performance of their classmates in the classroom.
Get grades.
Say goodbye to the teacher.
Plan-outline of the lesson in English Bekirova E.Kh.Grade: 7
Lesson: 2
Date: 09/05/16
Topic: Seven times measure cut once. Activation of grammar skills.
Objectives: educational (focused on achieving subject learning outcomes) : development of the ability to predict the content of the text; introduction of new vocabulary on the topicsafety rules;mastering the method of forming adverbs from adjectives using a suffix–ly;(run); aboutshould ( n" t) (advice, recommendation) and development of skills of its use in speech ;
developing (focused on achieving meta-subject learning outcomes): develop communicative universal learning activities through all types of speech activity;
educational (focused on achieving personal learning outcomes): to cultivate a valeological culture (mastering the norms of personal safety in a big city), a culture of behavior through mastering the norms of etiquette: the ability to express preferences, ask for advice / give advice
Equipment : textbook, presentation “Better safe than sorry”, audio recordings for ex. No. 2a, No. 6; handout for pair workAskingfor/ givingadvice»; reflection cards.
Lesson type: combined lesson
Planned results: dialogue-incitement to action; listening with selective understanding of information, reading with selective understanding of information.
During the classes.
Organizing time:
Greetings
Duty.
Checking homework, reproduction and correction of basic knowledge of students. Knowledge update:
Checking homework - ex. 6 art. 7
Setting goals and objectives for the lesson. Motivation of educational activity of students:
Work on the title of the lessonBetter safe than sorry , askquestionaboutunderstandinghisznacheniya(it "s better to do something to protect yourself than to be sorry later). Students predict what will be discussed in the lesson, what words they will meet.
4. Primary assimilation of new knowledge:
1.) Introduction of new LEs
Ex. 1, p. eight - using illustrationsstudents predict the content of the leaflet by answering the question of what the people in the pictures are doing and for what purpose. Learn new vocabulary.
PRESENTATION. SLIDES 1-2.
2.) Ex. 2st. eight - learn how to form adverbs from adjectives using a suffix– ly
PRESENTATION. SLIDE 3.
3.) Ex. 4 tbsp. 9 - mastering the meanings and use of phrasal verbs(run)PRESENTATION. SLIDE 4.
4.) Ex. 5a art. 9 - aboutappropriation of the meaning of the modal verbshould ( n" t) (advice, recommendation)PRESENTATION. SLIDE 5.
Initial check of understanding:
Ex. 2 tbsp. eight - listen to the audio recording of the dialogue, answer the questions.
Ex. 4 tbsp. 9 – fill in the gaps with the required phrasal verb.
Primary fastening:
Ex. 6 art. 9 - listen to the audio recording and fill in the gaps.
PRESENTATION. SLIDE 6.
Practicing the skills of using phrases inexercise 7 art. 9
PRESENTATION. SLIDE 7.
7. Control of assimilation, discussion of the mistakes made and their correction: Work in pairs: compiling mini-dialogues on cards and playing 1-2 dialogues.
8. Lesson reflection: by cards.
9. Homework:
Ex. 2 a art. 8 - write a translation of the dialogue.
Serezha and Vlad - ex. 3st. 8 - form adverbs from adjectives and translate.
Asking for/giving advice
Giving advice
What should I/we do to…?
What's the best way to…?
How can I/we…?
You should (not)…
How about… +ing
Why don't you…?
Asking for/giving advice
Giving advice
What should I/we do to…?
What's the best way to…?
How can I/we…?
I think/don't think you should…
You should (not)…
How about… +ing
Why don't you…?
Teacher: Bersingova Z.S.
Date: 09/09/2015
Subject: English
Grade: 7 "g"
Lesson topic: Better safe than sorry
teaching aspect
be able to talk about the rules of personal safety in a big city;
be able to write a leaflet with the rules of safe behavior on the street;
be able to use the modal verb should / shouldn "t
be able to form adverbs from adjectives using the suffix -ly
be able to use phrasal verbs (run)
developmental aspect
develop communicative UUD through all types of speech activity;
develop cognitive UUD;
develop regulatory UUD, including the ability of goal setting, planning, self-observation;
develop semantic reading skills: the ability to predict the content of the text;
develop cognitive interests
educational aspect:
to educate a valeological culture (mastering the norms of personal safety in a big city), a culture of behavior through mastering the norms of etiquette: the ability to express preferences, ask for advice (give advice)
Lesson type: Lesson of studying and primary consolidation of new knowledge
Lesson steps:
I Preparation for educational and cognitive activities
II Learning new knowledge
III Debriefing
Lesson resources: presentation, computer, interactive whiteboard, projector, CD.
During the classes
The stage of preparation for active educational and cognitive activity
5 min.
Task: to motivate students to gain new knowledge, setting the goal of the lesson, determining the final result.
Method: reproductive
Form of work: frontal
Teacher activity
The teacher greets and conducts the organizational stage of the lesson.
Student activities
Respond to greetings. Students answering questions, predict what will be discussed in the lesson and what words they will meet.
Teacher activity
Continuing the introductory conversation, the teacher asks the children to pay attention to the slides and pictures in the textbook and by asking questions leads to the topic of the lesson.
Write the topic of the lesson on the board.
Student activities
Students answering questions, predict what will be discussed in the lesson and what words they will meet.
Knowledge application stage
Objective: ensures the assimilation of new knowledge and ways of action at the level of application in a changed situation
Method: productive
Form of work: frontal, pair, group
Teacher activity
1) The teacher uses illustrations and invites students to predict the content of the leaflet. The teacher asks questions about what the people in the pictures are doing. Organizes frontal work and writes answers on the board.
2) introduces new vocabulary on the topic Safety rules (Personal safety rules). Controls the reading of text. Provides necessary explanations.
3) The teacher suggests performing exercise 2 on page 8 to develop the ability to predict the content of the text at a given beginning.
4) Introduces students to the rule of forming adverbs from adjectives using the suffix -ly. Asks if students know other adverbs formed in this way. Sets an exercise for independent execution. Organizes self-examination.
5) The teacher ensures the development of meanings and the use of phrasal verbs (run). Working on a dictionary entry. Asks students to pay attention to the designation of phrasal verbs in the dictionary (phr v). Invites students to independently perform exercise 4.
6) Introduces the students to the modal verb should / shouldn "t. The teacher explains the topic orally. Then he writes the sentence Mark is ill on the board. He asks the students what they would advise Mark to do. And leads them to the answer: go to the doctor. Writes on the board Mark should go to the doctor. Works out the construction. Offers to review the dialogue of exercise 2, p.8 again and find examples of the use of should / shouldn "t. Conducts a frontal check of the exercise.
7) The teacher organizes the game. Divides students into two teams. Students on one team point out the problem, and students on the other team give appropriate advice.
8) The teacher promotes the development of productive writing skills - the ability to write advice on personal safety on the street. Together with the students, he reads the assignment and discusses the key words with them (leaflet giving advice, protect yourself, streets). Collectively discusses with students the proposed ideas and writes on the board.
Student activities
1) Predict the content of the leaflet. They answer questions.
Someone is looking through a hole in a door to see who is ringing the bell. The girl is sleeping. She has got a mobile next to her on the bed "side table to call if something is wrong. The boy is opening the door to someone. Etc.
2) Students match the highlighted words, expressions with their meanings. Students check the task first in pairs, then as part of a general check.
3) Students read the first two lines of the dialogue and complete the task individually. Answers are discussed in pairs and then checked. After that, students with I read the dialogue, accompanied by an audio recording, and check the correctness of their assumptions. Suggested answer: They are in one of their homes because one of the boys" dads is installing an alarm.
4) Read the rule. They give their examples of adverbs: nicely, playfully, noisily, etc Perform the exercise.
5) Read the Study skills box. Find the meaning of phrasal verbs in the dictionary. Independently perform exercise 4, p.9.
6) Students study the rule in the textbook. Work out the use. Perform exercise 2, p.8.
7) Take an active part in the game. Suggested answers: Team1: I have a toothache. Team2: You should see a dentist.
8) Read the task exercise 8, p.9 and collectively discuss key words with the teacher. The students use the flyer text from Exercise 1 as a template. Perform exercise 8 independently. Suggested answer: To protect yourself in the streets: Don "t carry a lot of cash and keep your wallet close to you. You shouldn't leave expensive items in your car for all to see. When you "re out at night time, you should walk in well" lit areas. Always have your mobile phone with you and call the police if you have a problem.
The stage of summing up the lesson on a reflective basis
Task: to provide analysis, evaluation of their own activities and the setting of new tasks by each student, taking into account the goals set at the beginning of the lesson
Method: productive
Form of work: frontal
Teacher activity
Student activities
The teacher organizes reflection. Reviews lesson objectives. Asks questions and leads students to the conclusion of what goals set at the beginning of the lesson, they have achieved.
Asks questions about what the children have learned in the lesson and whether this information is useful to them. And how interesting and informative the lesson was.
Students reproduce the formulation of the goals (problems, questions) they posed at the beginning of the lesson, and conclude whether an answer has been received.
They answer questions and speak about what they have mastered in the lesson, what techniques and methods they used for this.
Determine personal comfort in the lesson.
They express satisfaction with joint educational activities and motivation for its further continuation.
Homework information stage
Teacher activity
Student activities
The teacher explains the homework. Homework is differentiated according to the abilities of each student and their results in the lesson.
SB ex. 8*, p. 9; WB, p. 6.
Students in the conditions of offering a choice of a differentiated task - carry it out in accordance with the comments of the teacher.
They write down their homework in a diary (or paste it into a workbook), get acquainted with its content, and, if necessary, ask clarifying questions.
Ready to do it yourself.
Technological map of the English lesson in the 7th grade
Subject : English language
Teacher : Zvereva E.V., MBOU Pochinkovskaya secondary school p. Pochinki
Lesson topic : "Measure seven times, cut one"
Lesson Number : Lesson #4 (1b)
Lesson type: combined (lesson of general methodological orientation), duration - 45 minutes
Forms of work : individual, group, work in pairs, frontal survey.
UMC: "English in Focus" Authors: Yu.E. Vaulina, D. Dooley, O.E. Podolyako, V. Evans, Moscow, Enlightenment, 2017
Lesson Objectives:
1. Developmental component: development of students' intellectual, informational, communicative culture; development of attention, logical thinking, memory, ingenuity, ability to analyze and synthesize educational material.
2. Educational Component:organizing the activities of students to familiarize themselves with new lexical and grammatical material and improve previously studied language material; application of knowledge and skills in a variety of situations.
3. educational component:education of tolerance and respect for different lifestyles and lifestyles.
4 . Health-saving component:
- Prevention of mental strain by changing activities.
- Creating an atmosphere of psychological comfort for students in the classroom.
- A differentiated approach to teaching.
Main practical goals:
Tutorials:
- be able to talk about the rules of personal safety in a big city;
- be able to write a leaflet with the rules of safe behavior on the street;
- be able to use the modal verb should/shouldn't
- be able to form adverbs from adjectives using the suffix –ly
- be able to use phrasal verbs (run)
Developing:
- develop communicative UUD through all types of speech activity;
- develop cognitive UUD;
- develop regulatory UUD, including the ability of goal setting, planning, self-observation;
- develop semantic reading skills: the ability to predict the content of the text;
- develop cognitive interests
- educational
- to educate a valeological culture (mastering the norms of personal safety in a big city), a culture of behavior through mastering the norms of etiquette: the ability to express preferences, ask for advice (give advice)
Planned results:
Subject: students will learn to actively use the vocabulary on the topic "Safety" in oral speech, read the text with the extraction of certain information and with full reading comprehension.
Personal: formation of personal and life self-determination.
Metasubject:
Cognitive: to carry out the conscious construction of a speech statement in oral and written form; structure knowledge; independently complete the text with the completion of the missing components;
Regulatory: goal setting, including setting new goals, transforming a practical task into a cognitive one;
Communicative: learn to adequately use speech means to build a monologue and dialogic statement.
Equipment: textbook "English in Focus - 7", workboard, interactive whiteboard, audio course "English in Focus - 7", Power Point presentation on the topic "Better safe than sorry", software for IAD.
Lesson stage | Teacher activity | Student activities | Used methods, techniques |
| Greets the studentsGood morning children! Sit down please), checks the readiness of students for the lesson. Creates an emotional mood for learning activities. Good morning boys and girls! Take your places! I'm glad to see you! Plays dialogues with students: How are you today? What's the weather like today? What is the date today? What day is it today? Is everybody present and ready for the lesson? Are you ready to start the lesson? | Greet the teacher good morning teacher , take their seats. Get ready for learning activities. Have a dialogue with the teacher. | verbal method |
| Continuing the introductory conversation, the teacher asks the children to pay attention to the slides and pictures in the textbook and by asking questions leads to the topic of the lesson. Can you guess the topic of our lesson? The students answer the teacher's question. Write the topic of the lesson on the board. | Students answering questions, predict what will be discussed in the lesson and what words they will meet. | verbal method, search method, demonstration method(slide 1) |
| The teacher uses illustrations and invites students to predict the content of the leaflet. The teacher asks questions about what the people in the pictures are doing. Organizes frontal work and writes answers on the board. Exercise 1 page 8 The teacher then introduces the new Safety rules vocabulary using word printouts (Personal Safety Rules). Controls the reading of text. Provides necessary explanations. | Predict the content of the leaflet. They answer questions. Someone is looking through a hole in a door to see who is ringing the bell. The girl is sleeping. She has got a mobile next to her on the bed "side table to call if something is wrong. The boy is opening the door to someone. Etc. Students match the highlighted words, expressions with their meanings. Students check the task first in pairs, then as part of a general check. | Practice-verbal method, search method, demonstration(textbook pictures, slides 2-10) |
| The teacher suggests performing exercise 2 on page 8 to develop the ability to predict the content of the text at a given beginning. | Students read the first two lines of the dialogue and complete the task individually. Answers are discussed in pairs and then checked. After that, students with I read the dialogue, accompanied by an audio recording, and check the correctness of their assumptions. Suggested answer: They are in one of their homes because one of the boys’ dads is installing an alarm. | Practice-verbal method. demonstration(slide 11). |
5. Physical education | - I see you are tired, let's do some physical exercise. Who wants to spend some physical exercise?(The teacher offers to conduct a physical education session) | The teacher turns on the music. perform,pronouncing words in English and performing movements. | verbal method. Motor. |
6. Familiarization with the suffix -ly and practicing word-building skills | Introduces students to the rule of forming adverbs from adjectives using the suffix –ly. Asks if students know other adverbs formed in this way. Sets an exercise for independent execution. Organizes self-examination. | Read the rule. They give their examples of adverbs: nicely, playfully, noisily, etc Perform the exercise. | Practice-verbal method, demonstration (slide 12) |
7. Working with a phrasal verb. | The teacher ensures the development of meanings and the use of phrasal verbs (run). Working on a dictionary entry. Asks students to pay attention to the designation of phrasal verbs in the dictionary(phrv). Invites students to independently perform exercise 4. | Read the Study skills box. Find the meaning of phrasal verbs in the dictionary. Independently perform exercise 4, p.9. | Practice-verbal method, demonstration (slide 13) |
8. Familiarization with the use of the modal verb should. | Introduces students to the modal verb should/shouldn't. The teacher orally explains the topic. Then he writes the sentence Mark is ill on the board. Ask students what they would advise Mark to do. And brings them to the answer: go to the doctor. Writes on the board Mark should go to the doctor. Works out the design. Suggests to review the dialogue of exercise 2, p.8 again and find examples of should/shouldn't usage. Conducts a frontal check of the exercise. | The students study the rule in the textbook. Work out the use. Perform exercise 2, p.8. | Practice-verbal method. Search method, demo (Slide 14) |
9. Work with listening. Ability to fill in the gaps using the information heard. | The teacher organizes exercise 6 p.9. Listen to the recording and fill in the gaps. | Students listen to the recording twice and fill in the gaps. | Search method, demo (Slide 15) |
9. Reflection (summarizing the work) | So, children, our lesson is finishing… Invites students to express themselves on the content of the lesson, the knowledge gained and the results of the work Tell me what did you learn in the lesson? Did you like the lesson? What have we learned? Who was the most active at our lesson? Thank you for your work. You were very active! Especially I like the way….work today. You get "5 s". The rest “4 s”. Your home task Ex.8 p.9. But the lesson is not over. look at the screen.Homework:Make a leaflet with the rules of conduct on the street | Write homework in a diary exercise 8, page 9 (write a letter to a friend). Summarize the work in the lesson, summarize (what they did, what they learned). Evaluate their own performance and the performance of their classmates in the classroom. Get grades. Say goodbye to the teacher. | Practice-verbal method. Demo Method |
