- Примерная программа по английскому языку.
- М.З.Бибалетова и др. “Enjoy English–1” изд. “Титул”, 2007, прописи, рабочие тетради, аудиокассеты.Е.В.Дзюина. Поурочные разработки по английскому языку, М. “ВАКО”, 2007.
- Содержание урока соответствует Стандарту образования.
- На данном уроке формировалась иноязычная коммуникативная компетенция: речевая, языковая, социокультурная, учебно-познавательная.
- По классификации уроков данный урок является уроком обобщения и систематизации знаний.
- Межпредметные связи: культура общения, математика, чтение, физическая культура.
Цель урока: формирование иноязычной коммуникативной компетенции по теме “Семья”.
Задачи урока:
Образовательные: совершенствование лексическо-грамматических навыков по теме “Моя семья”, формирование навыков аудирования, говорения (монологическая форма речи), совершенствование навыков чтения гласных букв в открытом и закрытом типах слога.
Речевой материал:
- лексический: mother, father, brother, sister, grandmother, grandfather, aunt, uncle, parents, family;
- грамматический: структуры: “Do you have a…”, “Yes, I do./No, I do not.”, “I have a …”, “I have no…”, “His/Her name is …”;
- буквы: A a, E e, I i, О о, U u.
Развивающая: развитие умения составлять предложения по схемам.
Воспитательная: воспитание уважительного отношения к семье, семейным ценностям, любви и уважения к старшим.
Социокультурная: знакомство с героями популярного мультипликационного фильма “Приключение Микки-Мауса”.
Оборудование:
- Мультимедиа система.
- Аудиомагнитофон.
- Аудиокассета.
- Фотографии членов семьи.
- Разрезная азбука.
- Геометрические фигуры.
- Мягкие игрушки Микки-Мауса и Мини-Мауса.
- Мяч.
ХОД УРОКА
I. Организационный момент.
Good morning, good morning,
Good morning, dear children.
Good morning, good morning,
I am glad to see you!
Good morning, good morning,
Good morning, dear teacher.
Good morning, good morning,
We are glad to see you.
II. Cообщение целей урока: 2008 год – это год семьи, все вы это знаете и тема нашего урока “Моя семья”. Today we are speaking about your families.
III. Фонетическая зарядка.
Kто пришел в гости в нашу школьную семью? Look! Who is it? Yes, that’s right, it is our monkey. А шла она к нам по улице, где бежала собака и рычала на нее [ r ]. Пошла обезьянка дальше, а на встречу ей медведь [ ]. Убежала обезьянка от него и пошла гулять на полянку, а там летали пчелы [ ] и комарики [ z ].
Игра “Прятки ”[ ] [ z ]
Учитель произносит звук [ z ], дети хлопают в ладоши, отгоняя комариков, а произнося звук [ ], учащиеся прячутся под парту, стараясь укрыться от пчел.
Убежала обезьянка и от них, смотрит, а впереди качели и решила покататься на них [ a: ] – [ ]. Затем спряталось солнышко, стало холодно. Наша обезьянка замерзла, и заболело у нее горлышко. Пошла она к доктору. Дует обезьянка на свои лапки [ h ] и греется. Доктор попросил показать горлышко, но не может обезьянка открыть ротик [ m ] и жалуется доктору [ ai ].
Доктор дал лекарство и показал специальные упражнения. Let’s do them together [ w ], [ t ], [ d ], [ ] (Приложение №1).
IV. Речевая разминка.
Look! How many guests are here. All of them cаme to see us and listen to our lesson. But, at first, let’s introduce ourselves to the guests (учитель кидает мяч ученику и, ловя мяч, ученик отвечает на вопросы). Answer my questions, please:
- What is your name?
- My name is Sveta.
- How old are you, Dima?
- I am nine.
- Are you Marina?
- Yes, I am.
- Where do you live, Alina?
- I live in the house.
- Do you have a mother, Nikita?
- Yes, I do.
- What is her name?
- Her name is Olga.
- Do you have a father, Andrew?
- Yes, I do.
- What is his name?
- His name is Oleg.
- Do you have a sister, Dima?
- No, I do not.
- Do you have a brother, Tanya?
- No, I do not.
- Can you swim, Alena?
- Yes, I can.
- Can you ride a bicycle, Stepa?
- Yes, I can.
- Can you play football, Nikita?
- Yes, I can.
- Can you play the violin, Marina?
- No, I cannot.
V. Совершенствование лексических навыков.
Let’s play together. Look at the screen, please. Who is it? It is a mother. Who is it? It is a father и т.д.
Игра “Путаница”
На экране проецируется фотография женщины и я говорю: “It is a mother”. Если правильно, дети соглашаются и говорят: “Yes, it is a mother”, затем показываю фотографию и говорю: “It is a sister”, это неправильно, учащиеся меня исправляют: “No, it is a brother”. (Приложение № 2)
Таким образом, еще раз повторяем ранее изученную лексику по теме “Мy family”.
VI. Совершенствование грамматических навыков.
I see you now these words well, but now tell us about these people using these figures. But, at first, tell me, please, what these are the figures.
VII. Динамическая пауза.
Now, it is time to rest. Ученики выполняют движения стихотворения.
Stand up! Clap, clap!
Arms up! Clap, clap!
Step, step! Arm down!
Clap, clap! Please, sit down!
VIII. Обобщение лексических знаний по теме “My family”, формирование навыков аудирования.
Но это еще не все гости, которые пришли к нам гости. Look here! Who is it? Yes, that’s right. It is Minnie-Mouse. Let’s listen to her story attentively and then answer my questions. But, at first, look at the blackboard, you can see some questions. Let’s read them:
- How old is she?
- Where does she live?
- Does she have a family?
- Does she have a mother?
- How old is her friend?
O’K, now, let’s listen to her story.
I am a mouse. My name is Minnie-Mouse. I am 8. I have a family. I have a mother. I have a father. I have a lot of friends. My best friend is Mickey-Mouse. He is 10. He lives in the house. I like to play with Mickey-Mouse.
Now answer my questions? (Дети отвечают на ранее прочитанные вопросы). I know that you also have stories about your family, now tell us about them, but you should listen to these stories attentively, because after all of these stories you should tell us the most interesting story. You can use these figures, which are on the blackboard. Don’t forget looking at the blackboard.
Рассказы детей о своих семьях (на экране проецируются фотографии членов семьи учащихся и ученики, подходя к экрану, рассказывают о своих семьях) (Приложение № 3).
Marina: I have a family. I live in the house. I have a mother. Her name is Tanya. I have a father. His name is Sergey. I have two grandmothers. Their names are Klava and Tonya. I have a grandfather. His name is Ivan. I have a brother. His name is Sasha. I have no sister.
Teacher: Thank you very much, Marina. Please, sit down. Who is next?
Nikita: I have a family. I live in the house. I have a mother. Her name is Olga. I have a father. His name is Igor. I have a brother. His name is Sergey. I have no sister. I have a grandfather. His name is Aleksey. I have a grandmother. Her name is Anna. I have an uncle. His name is Pavel.
Teacher: Thank you very much, Nikita. Please, take your sit. Who is next?
Alina: I have a family. I live in the house. I have a mother. Her name is Tanya. I have a father. His name is Ivan. I have a sister. Her name is Natasha. I have no brother. I have a grandmother. Her name is Luda. I have no grandfather.
Teacher: Thank you very much, Alina. Please, sit down. Who is next?
Tanya: I have a family. I live in the house. I have a mother. Her name is Natasha. I have a father. His name is Kiril. I have a brother. His name is Andrew. I have a sister. Her name is Vika. I have no grandmother. I have no grandfather.
Teacher: Thank you very much, Tanya. Please, sit down. Who is next?
Sveta: I have a father. His name is Oleg. I have a sister. Her name is Angelina. I have no brother. I have a grandmother. Her name is Raya. I have a grandfather. His name is Peter.
Teacher: Thank you very much, Sveta. Please, take your sit. Who is next?
Alena: I have a family. I live in the house. I have a mother. Her name is Vera. I have a father. His name is Vitalya. I have a brother. His name is Sergey. I have no sister. I have a grandfather. His name is Andrew. I have a grandmother. Her name is Anna. I have an aunt. Her name is Nadya.
Teacher: Thank you very much, Alena. Please, sit down. Who is next?
Dima: I have a family. I live in the house. I have a mother. Her name is Anna. I have a father. His name is Oleg. I have no sister. I have a brother. His name is Anton. I have a grandmother. Her name is Toma. I have no grandfather.
Teacher: Thank you very much, Dima. Please, take your sit. Who is next? Stepan: I have a family. I live in the house. I have a mother. Her name is Anna. I have a father. His name is Sasha. I have two grandfathers. Their names are Tolya and Peter. I have a grandmother. Her name is Irina. I have a brother. His name is Sergey. I have no sister.
Teacher: Thank you very much, Stepa. Please, sit down. Who is next?
Dima: I have a family. I live in the house. I have a mother. Her name is Vera. I have no father. I have a brother. His name is Sasha. I have no sister. I have a grandfather. His name is Kiril. I have a grandmother. Her name is Nadya. I have an aunt. Her name is Natasha.
Teacher: Thank you very much, Dima. Please, take your sit. Who is next?
Sveta: I have a family. I live in the house. I have a mother. Her name is Tanya. I have a father. His name is Sasha. I have a sister. Her name is Anna. I have no brother. I have no grandmother. I have no grandfather.
Teacher: Thank you very much, Sveta. Please, sit down. Who is next?
Andrew: I have a family. I live in the house. I have a mother. Her name is Sveta. I have a father. His name is Oleg. I have two grandmothers. Their names are Vika and Nastya. I have a grandfather. His name is Roma. I have a brother. His name is Aleksey. I have a sister. Her name is Alena.
Teacher: Thank you very much, Andrew. Please, take your sit. And now after we have heard all the stories, tell me, please, whose story is the best. What do you think, Alena? How is your opinion, Marina? (таким образом определяем лучший рассказ).
IX. Динамическая пауза.
We were very glad to listen to your stories, thank you. Now, it is time to rest. Ученики выполняют движения стихотворения.
Two little hands go clap, clap, clap.
Two little feet go tap, tap, tap.
Two little hands go thump, thump, thump.
Two little feet go jump, jump, jump.
X. Совершенствование навыков чтения в открытом и закрытом типах чтения гласных.
Наша обезьянка дала нам еще одно задание. Она просит нас научить ее читать. Ну что, научим? Чтение гласных букв А а, Е е, I i, О о, U u в открытом и закрытом слоге (c использованием мультимедиа систем).
На экране проецируется гласная буква, дети читают букву, затем произносят звук, который она дает в двух типах чтения гласных, потом учащихся называют слова, содержащие эти звуки. (Приложение № 4)
Teacher: Children, let’s listen to the cassette-recorder, please. Open your books page 63 exercise №5. Listen and repeat. O’K, and now let’s read. Marina, please begin. Thanks, that’s enough. Nikita, please, go on и т.д.
XI. Подведение итогов урока.
Today we have heard the histories about your families, we understood how much you love your parents, remembered the English letters and sounds. Скажите мне, пожалуйста, как по-английски мы называем членов семьи. Какие английские буквы и звуки мы повторили? Как читаются гласные буквы A a, E e, I i, O o, U u в открытом и закрытом типах чтения гласных?
А теперь время прощаться:
Raise your head,
Jump up high,
Wave your hand
And say “Good bye!
Ученики выполняют движения это стихотворения.
Children: Good bye, Olga Vladimirovna.
Teacher: Our lesson is over, good bye, children.
Литература
- Стандарт среднего (полного) общего образования по иностранному языку.
- Примерная программа по английскому языку.
- Примерные программы начального общего образования. Министерство образования и науки РФ. Журнал “Народное образование” № 6, 2005 г.
- Газета “English” № 11, 2006 г.
- Журнал “Иностранный язык в школе”. № 1, 2007 г.
- Elizabeth Gray “The express picture dictionary for young learners”, Express Publishing, 2007 г.
Процент самостоятельности учителя при разработке урока составляет 60%.