28 серпня о 18:00Вебінар: Методи і прийоми корекційної педагогіки, які можна використати на будь-якому уроці

Урок "Подорожування. Знайомство"

Про матеріал

Розробка уроку з англійської мови для 3 класу (на 3-му році навчання) за темою «Подорожування. Знайомство» має на меті навчити учнів використовувати лексичні структури у реальних життєвих ситуаціях ( знайомства із людьми з інших країн); містить вправи на відпрацювання правильної вимови та правопису назв країн, національностей, столиць держав. Відпрацювання реалізується через ігрові форми завдань. Учні відтворюють моделі міні-діалогів за темою «Знайомство» та складають власні з опорою на модель та картки з інформацією.

Перегляд файлу

Form 3.

The Topic of the Lesson: Travelling. Countries. Nationalities.

 

The Practical Aims: to train the pupils to use the topical

                                 vocabulary in speech situations;

                                 to train the pupils to identify the words and

                                 phrases on the topic in speech;

                                 to develop their speaking skills using their

                                 knowledge of the topical vocabulary, personal

                                 experience and imagination;

                                 to make them practise meeting people from

                                 other countries and communicating with them;

                                to teach them working in pairs (interactive forms)

                                to stimulate pupils’ creativity in acting out the

                                 speech situations with the help of picture and

                                 other prompts;

The Developing Aims: to develop memory, logical thinking, curiosity

                                      to develop the skills of using imagination and

                                      personal experience in real situations of

                                      communication;

The Teaching Aims:  to broaden pupils’ scope;

                                   to develop pupils’ sociocultural competence;

                                   to make the pupils learn and use the lexical

                                   material, information and speech patterns

                                   on the topic in speech;

The Educational Aims: to motivate the pupils being enthusiastic

                                      about travelling, seeing new places, meeting

                                      new people;

                                      to form the interest of learning English.

 

 


The Procedure of the Lesson

 

I.  Preliminaries. Introduction.

 “The Topic of our lesson is “Welcome Back!” and we speak about countries,

nationalities, languages people of different countries speak and about the culture of different countries. On this lesson we’re going to talk about the souvenirs you can bring from different countries, you’ll practise getting acquainted with people of other nationalities and you’ll learn some more interesting facts on the topic. And of course you’ll be able to use the words, phrases and information you already know in speaking. So, let’s start!”

 

II. Phonetic and Lexical Warming-Up.

1. I think that all of you would like to meet children from other countries. It’s interesting to have a friend of other nationality! And there are some children who want to get acquainted with you! Do you want to have new friends? Then listen to the song and you will know who they are. The task you are to do while listening is to find the rhyming words in each verse of the song. After listening for the first time you’ll tell me what these words are.

(The pupils listen to the “How Are You?” song following the lines in their books and paying attention to the words that rhyme).

My name is Margarita

And I’m from sunny Spain!

How are you, how are you,

And how are you again?

 

My name is Richard Greenham

And I’m from the UK!

How are you, how are you,

And how are you today?

 

My name is Buddy Smithson,

I’m from the USA!

How are you, how are you,

And how are you today?

 

2. “So, what words do you think rhyme?” The teacher writes down the pairs of rhyming words the pupils say on the board. The words are: Spain, again, name, the UK, today, the USA.

 

3. “Tell me ,please, what sound makes these words rhyme? Yes, you are right, it’s sound [ei]. Now look at the words in the text of the song – what letters give us sound [ei]? ” The teacher writes down the letters a, ai, ay.

 

4.“And now I want you to listen to the song for the second time and to sing it along with the tape. And every time you hear the word with sound [ei] – clap your hands once, like this.”

5. “Are you poets, what do you think? Let’s try to make a verse of our own. We can sing about the girls and boys from Ukraine:

My name is Irene

And I’m from Ukraine!

How are you, how are you

And how are you again?”

The pupils take turns to sing the additional verse of their own using their names.

6. “Well done! You’re great singers! You’ve just got acquainted with the children from the USA, Spain and Britain. And I’m sure you know and can name much more countries”.

 

III. Working on the Lexical Material.

 

1. There are the pictures of flags of different countries fixed on the board. And there is the first and the last letter of the name of the country under each flag on the board.

“Look at the flags and try to guess what country it is from. You are not only to name the country, but also to write it filling in the gaps in the words.”

T.: - What country is this?

P: - Italy.

T.: - Can you spell “Italy”?

P.: - I-T-A-L-Y.

The teacher writes in the letters in the words.

1. I . . . y               4. G…..y                     7. M . . . . o

2. S . . . n              5. B . . . . . n                 8. U . . . . .e

3. U . A                 6. F . . . . e                    9. C . . . a

There are the pictures of flags of Italy, Spain, the USA, Germany, Britain, France, Mexico, Ukraine and China fixed on the board.

 

2. “You know that each country has some things it is famous for. We usually try to bring such things after travelling to other countries. They are called souvenirs. What souvenir would you recommend to buy in Ukraine? What do you think: what is Ukraine known for?”

The pupils give the answers, e.g. a flower wreath, a Ukrainian doll, vyshyvanka, pysanka etc.

The teacher pays attention of the pupils on the hand-outs they have on their desks. There is the list of countries in the first column and the list of nationalities in the second. They are shown the souvenirs they may bring from those countries they have in the list.

“Look at the thing I show you and tell me where it is from. Then find the country it is from in the list and match it to the nationality.”

T.: - What’s this?

P.: - It’s a model of the double-decker.

T.: - What country is it from?

P.: - It’s from Britain.

The list of souvenirs to show:

  • a model of a double-decker
  • a sombrero
  • a bottle of olive oil
  • a box of Turkish de’light
  • a tin of green tea
  • a flower wreath
  • a bottle of Spanish wine
  • a model of the Eiffel Tower or a bottle of French perfume

The hand-out:

Britain                           French

Mexico                          Chinese

Italy                               British

Turkey                           Spanish

China                             Turkish

Ukraine                         Mexican

Spain                              Italian

France                            Ukrainian

After the pupils match the words the teacher asks to read out the pairs of words, e.g. Britain – British.

“Thank you! You were great! I can see that you know the nationalities quite well.”

 

3. “You know that each country has the main city, from which the government rules the country. They are called the capital cities or just the capitals. Let’s remember what capitals you already know. Can you tell me: what’s the capital of Ukraine? Yes, you’re right. It’s Kyiv. It’s the oldest, the biggest and one of the most beautiful cities not only in Ukraine, but in Europe too. Now I want you to look at the flashcards and tell me where a boy or a girl is from. You are to name the capital and the country he is from.”

The pupils answer individually looking at the flashcards.

 The Teacher: - Where is she/he from?

The Pupils: - She/he is from Madrid, Spain.

Then the pupils look at the cards and act out the same dialogue working in pairs.

 

4. And would you like to play the “Bingo!” game? You will need a set of small cover cards and a big card with the written countries in the squares. The teacher instructs pupils to cover any 4 squares they want on their card with the appropriate cover cards with the written capitals of the countries. Then she shuffles her set of small cards, takes any at random and reads out the capital written on it. The pupils are to find such small card in their set, find the square with the country corresponding to the capital and to cover it with the small card. The teacher continues calling until one of the pupils has covered all the squares. He is to shout “Bingo!” To check his answers the teacher asks a pupil to ask the question about each country on the “Bingo!” board:

E.g. P.1: - What’s the capital of France?

P.2: - Paris.

      P.1: - What’s the capital of China?

P.2: - Beijing. etc.

The pupil who wins the game answers the questions about each country uncovering all the cards on his board.

Each pupil is given a Bingo card and a set of small cover cards.

 

The “Bingo!” Game

The Bingo Card

 

France 

 

China 

 

Ukraine 

 

Turkey 

 

Germany

 

Mexico 

 

Britain 

 

The USA

 

 

A set of small cover cards

 

 

Paris 

 

 

 

 

Beijing 

 

 

 

Kyiv

 

Istanbul 

 

Berlin

 

Mexico 

City

 

London 

 

Washington 

 

 

5. “Now choose any country you would like to go to most of all. Please, stand up and follow my instruction if you hear the country you thought of. That is how we are going to find out what country you would like to go to and how many of you would like to go to a particular country.”

(See visual aids: the photos of places of interest and some things from the countries mentioned in the task).

T.: - If you’d like to go to Germany, please, turn around three times.

      - If you’d like to go to Greece – clap your hands three times.

      - If you’d like to go to China – jump up and down three times.

      - If you’d like to go to Italy – stamp your feet three times.

      - If you’d like to go to Africa – nod your head three times.

“Ok., thank you. I hope that your dreams will come true and you’ll visit the country you’ve just thought of. And now, please take your seats, it’s time to get down to the next task, I hope it will be interesting for you.”

 

IV. Speaking. Using the Phrases on the Topic in Speech Situations.

 

1. Meeting People. Listening and Performing the Dialogue.

 T.: “Imagine that you are not Ukrainians and you live not in Ukraine, but in another country. I have a card for each one of you. There’s your new name, the name of a city you live in and the country you are from in it. Here is the example of it:

 

Greeting each other

Your name is

Silvia (if you are a girl)

Leonardo (if you’re a boy)

You are from Rome, Italy

They are in the bag. You are to take any card at random. Don’t show it to your neighbour. Your task is to get acquainted with each other and to find out who you are and where you are from. There’s a Ukrainian among us, only one person who stayed in Ukraine. We’ll continue getting acquainted with each other till we find a person who is a Ukrainian. ”

After the pupils take a card the teacher gives the example of the dialogue the pupils are to act out:

T.: - Hello! My name is Irene.

P.: - Hi! My name is Bill.

T.: - Where are you from?

P.: - I’m from Washington, USA.

T.: - And I’m from Kyiv, Ukraine.

 

2. Extension. Exchanging Souvenirs. Listening to the Dialogue.

  “I’m sure that you’ll be able to get acquainted with anyone from another country, if he or she speaks English, of course. But I think it would be more pleasant for you not only to have a new friend, but also to get a small souvenir from him or from her. Do you remember what we are to say when giving or getting souvenirs? Let’s listen to the talk you have in your books, and then I’d like one of you to act it out with me.”

The pupils listen to the tape and follow the lines in their books at the same time.

The Dialogue:

T.: - I’ve got something for you.

P.: - What is it?

T.: - It’s a box of Turkish de’light. It’s from Turkey.

P.: - I’ve got something for you, too. It’s a model of a double-decker. It’s from Britain.

T.: - Thank you! Bye!

P.: - See you!

 

3. Pair Work. Meeting People. Exchanging Souvenirs.

 “And now I want you to get acquainted with each other and to exchange with the souvenirs. So, you are to take a card with the written name, city, country you are from in it and to act out the first and the second dialogues. And you’ll see that you can travel to other countries and to make new friends there.”

The pupils take the cards and go to the board in pairs. They use their card as a hint and get real souvenirs to exchange with each other.

Here is the example of the card:

 

Greeting each other

Your name is

Silvia (if you are a girl)

Leonardo (if you’re a boy)

You are from Rome, Italy

The souvenir to present:

a bottle of olive oil

Saying good-bye

 

 

The list of souvenirs: the same as in task III, 2.

 

V. Summarizing. Explaining  Homework.

 

Thank you very much for your active work. I hope you enjoyed the lesson and after it you’ll be able to make friends with children from other countries, besides you learnt a lot of interesting information about people of other nationalities and I think you are willing to learn more about them and to travel somewhere. And your homework is to draw the national flag of our country, to write what the colours on the flag symbolize and to draw the Ukrainian souvenirs we may present to people from other countries.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

docx
До підручника
Англійська мова для спеціалізованих шкіл з поглибленим вивченням англійської мови 3 клас (Ростоцька М. Є., Карпюк О. Д.)
Додано
30 червня 2018
Переглядів
182
Оцінка розробки
Відгуки відсутні
Безкоштовний сертифікат
про публікацію авторської розробки
Щоб отримати, додайте розробку

Додати розробку