First, remember that the teacher's job is not to teach, but to help learn. You can lead a horse to water but you can’t make it drink (You can lead a horse to water, but you cannot make it drink). The guidelines below form a kind of blueprint of English language.
Language centre
No matter how hard we try to consciously control the learning process (self-learning) and record information, subconscious moments play an important role. In order to increase the efficiency of assimilation, the English lesson plan should be designed in such a way as to set up the language center.
Without translation
It is better to translate as little as possible. Then the student will build a direct path from perception to the associated image, without a bridge. But it is impossible to operate with this categorically, if it is necessary for the student to "have" (remembered, cleared up) some word, and within 5-10 seconds (depending on the situation) the word did not arise, do not let the person feel in a dead end situation ... In order to have fewer such moments, it is better to build the English language with a summing effect - so that everything new is warned.
Do not strain
Many teachers make a common mistake - they start the lesson with something like “I hope you are ready to work hard today”. Such words are aimed at concentrating the attention of students. However, in reality they are superfluous. Because information is absorbed most favorably in a psychologically comfortable environment.
And you can increase perseverance by other methods. In particular, the English lesson plan can be structured according to the following principles.
Simple explanation
Always start with the simplest explanation. This opens the door to more complex information. But this does not mean that children should be underestimated. If you don't catch the moment when you can already move on, they will get bored.
Change of activity
Children and adolescents, especially children aged 7-8, begin to lose concentration after prolonged repetitive activities. Therefore, it is advisable to switch to something else every 5 minutes. For young children, this gap, respectively, is less, and those who are older, can stay longer on one task. At the same time, try to think over the English lesson plan in such a way that the tasks always have a logical beginning and end, and do not roll in a chaotic lump. Physical activity in the lesson is always encouraged. You just need to remember that after the dispersal of children it is not so easy to calm down.
Giving the child a choice
The impairment of motivation is in part a consequence of learned helplessness syndrome. Controllability and lack of choice, or in a more general sense - the need to make a decision - makes a person less proactive and dulls interest. This is described in more detail, for example, in research. Try not to overuse tasks where the child must answer in one word, and do not require standard wording.
Games and imitation
The subconscious mechanisms of information processing are arranged in such a way that they give priority to real situations, while artificial ones remain on the periphery. Thus, for example, memorizing words embedded in a virtual situation requires more effort than the one in which the person himself directly participates. In the context of the lesson, the exercises are, for the most part, virtual, and the games are those in which the child finds himself. Therefore, playing practice is both pleasant and effective.
Grouping words
The vocabulary building process can be broken down by topic, or it can be lesson-based. In any case, the English lesson plan should group words into semantic categories, within which the interaction takes place. For example, it is not enough just to bring together different African animals - it will be better if they are united by some kind of history.
Talking-time
Who owns Talking-time? Talking-time belongs to the student. The English lesson plan should be structured in such a way that the teacher gives words and constructions-tools, and for the most part the student speaks. Naturally, during the lesson, you talk in order to adapt the children to English speech, correct mistakes, and also establish personal contact, but at the same time always strictly limit yourself in time.
Literacy
Prepare carefully. When working with any textbook, you need to draw up an English lesson lesson plan. Spotlight, Oxford heroes, Longman, Family and friends, Chatterbox - although they are colorful and very clear, no book is universal for working with children. It is always best to draw up at least a rough "scenario" for each topic in advance. This will allow you to speak briefly and clearly. Check your pronunciation and grammar. On the Internet, for example, you can often find an outline of an English lesson with elementary mistakes in the compatibility of prepositions, verbs, and even in the use of tenses and aspects. The teacher is responsible for the material he presents.
Sincerity in rewards
You have to feel the impact of the kids, right? And they are giving back to you. But don't "praise them more often." Nice words should be well deserved. Children always feel false. But if they succeed, just show how happy you are. It is not necessary to set any bar for this, because any success is success.
English lesson on the topic " Traveling "Lesson type: complex application of knowledge and methods of activity.
The purpose of the lesson: to create meaningful and organizational conditions for students to independently use a set of knowledge and methods of activity.
Educational: to promote the formation of oral speech skills.
Educational: promotethe formation of communication skills and the development of activity in the lesson.
Developing: to promote the development of speech activity, memory, figurative thinking, cognitive interest, reflection of activity.
Tasks:
to work out vocabulary on the topic "Travel", "Transport", "Action verbs";
to consolidate the use of the verb tense form "Present Simple";
practice speaking, listening, writing skills.
Lesson equipment:
slides (countries / attractions, transport);
things for the trip (bag, passport, money, tickets, clothes, first aid kit)
physical minute text;
lexical assignment forms;
envelopes for group work;
postcards.
blackboard;
projector and screen;
visual materials:
handout:
The logical diagram of the lesson is built in accordance with the technology of teaching in cooperation and consists of 4 stages:
I ... stage - Arouse interest:
organizing time;
introduction to the topic;
setting the goal and objectives of the lesson.
II. stage - Encourage discussion:
activation of LE: countries, luggage, transport (slides, travel bag collection, task forms);
drawing up a travel plan (slides, teamwork).
III. stage - Organize for discussion:
group work (envelopes with illustrations, reference diagrams);
individual work.
IV. Reflexive-evaluative stage
reflection of activity;
postcards;
end of the lesson.
During the classes:
I. stage
1. Organizational moment.
T: Hello, my dear friends! Nice to see you again! Sit down, please! How are you today? : I am glad you are fine! Let’s start our English lesson
2. Introduction in theme.
T: People usually travel in summer. So, today we are going to speak about traveling. Please, look at the board and read the saying. (The world is the book. And those who do not travel read only one page) What do you think about it?
P1 : P2: P3: (students give their opinion on the proposed quote).
3. Staging goals and tasks lesson
T: So, today we are going to make a plan of traveling. What points should we mention to make a plan?P1 : P2: P3: (based on the students' statements, we compose a "spider" with the main aspects of the trip: where? on what? what to take? what to do?)
T : Welldone!
II stage
4.LU activation:
Country
T: Let’s start with the countries. What countries do you know?
P1 : P2: P3: (students name countries they know)
T: Great, you know so many countries. Look at the board, please. Where can you see and visit these things? (Job with slides)
P1 : P2: P3: (students look at slides and speak phrases)
T: Now I want you to watch video. Listen to the video and tell me please why do people travel
(Watching the video then students answer the question why people travel)
T: So write down the new words:
Go to the beach to go restaurants sky diving parasailing
To sunbathe to go shopping bungee jumping to learn languages
Things on the road
T: Fine.And what things should we take? Work in groups of four. There are a lot of different things on the desks, choose only those you need and call them.
P1 : P2: P3: (students in groups come to tables on which various subjects, their task: to select the things necessary for the trip, put them in travel bags and comment on their choice)
T: Well done! Take your seats.
Transport
T: And how can we travel?
P1: P2: P3 : (students name different modes of transportation).
T: That's great. You have sheets of paper on your desks, please, take them. You’ll listen to the sounds of transport means and match the picture and the word.Is the task clear for you?Picture 1
P1: P2: P3 : (students work with assignment forms: after listening to the sounds of different types of transport, they correlate the illustration and the word, then they check at the blackboard and pronounce the grammatical structure)
Drawing.1
Verbs - actions
T: Thanks a lot. Look at the board, please. Pronounce the verbs. Let’s sing a song and show the activities.
P1: P2: P3 : (students pronounce the verbs on the slide, sing a song with these verbs and perform the indicated actions as a physical minute)
Stage III
Group work
T: Let’s work in groups. Each group has an envelop. You can see a plan of traveling, a list of basic words and some pictures (a flag and sightseeing) there.Complete your plan.Figure 2
P1: P2: P3 : (students work in groups, in the envelope of each group there is a flag of a certain country and 2-3 attractions, the task of each group is to supplement the travel plan with the necessary vocabulary, members of other groups should not see illustrations)
T: Are you ready? Let’s check then. Read out your plans but don’t name the countries, other groups should guess them.
P1: P2: P3 : (representatives of each group read out their descriptions without pronouncing the names of countries; members of other groups should guess from the description which countries are in question)
Next task - text for reading you should read and finish the funny story.
Picture 2
Individual work
T: Great! Now you are ready to make the plan of traveling yourself. Choose any country you like and write down the plan.You can use the list of basic words.Figure 3
P1: P2: P3 : (students work individually, write a travel plan to a specific country at will, if necessary using reference schemes)
T: Well done, my friends! At home you can draw up your plans.Be creative!
Figure 3
IV. Reflexive-evaluative stage
reflection of activity
T: You worked well. Take the sheets of paper on your desks and fill in the table.Figure 4
P1: P2: P3 : (students assess the level of their knowledge and skills)
Figure 4
end of lesson
T: That’s all for now.Good-bye!
On this page you can find various free English lessons. Here are English lessons for all levels of language proficiency, as well as different techniques: audio, video, for children, adults and others.
List of lessons:
Online English lessons "from scratch" by topicOnline lessons for beginners on a variety of topics are offered. You will be able to learn basic grammar rules of the English language, develop a serious vocabulary (about 2000 words), learn how to make sentences and much more.
Online English video lessons with Olga Kozar "How to learn English" for free Lessons from Stephen King's book "Bag of bones"These lessons invite you to learn English through a step-by-step translation of Stephen King's "Bag of bones". 100 lessons are presented, more than 2,400 words passed.
These lessons only contain real English (American). Lessons are very useful for increasing vocabulary that learn in context.
65 video lessons in which an American English teacher teaches a Russian student from the very beginning.
VOA audio lessons Lessons by Dmitry Petrov "Polyglot"Lessons by Dmitry Petrov Polyglot - English for 16 hours on the channel Culture to watch online for free. Tables, lesson descriptions, videos
English lessons for preschool children I.A. MurzinovaLessons for teaching English to children. They are designed for both kindergarten English teachers and parents of children. preschool age.
Extra English educational seriesThis is the story of Bridget and Annie who are renting an apartment in London. They have a neighbor, Nick. He loves Bridget, but she does not love him, but Annie loves him. This is how they lived until Bridget received a letter from Argentina.
Free online English practice for different levelsThis section contains more than 20 topics with English sentences and translation into Russian.
Have you chosen the profession of a teacher? One of the most difficult, but also the most interesting. The advantage is that you don't stand still. And every day you develop, keep up with the times. After all, it is the children - your students - that help you stay young at heart. In addition to the knowledge, skills and abilities that a teacher gives children every day, sometimes you have to prove your professionalism to colleagues. How to be convincing?
Prove by deed that you are competent. If you are a teacher foreign language, it is sometimes difficult to compose and conduct, for example, an open lesson in English. But everything comes with experience. Gradually, day after day, you learn not only to interact with children, but also to apply various methods, to notice the most effective ways and methods of teaching. Yes, at a university or other educational institution you are given a base, a foundation, a classic approach. And you, in turn, must unleash your creativity.
How to conduct an open lesson in English?
Holding an open event that both colleagues and administrators can attend is often fearsome. Why? How to make a lesson interesting, productive, diverse - many teachers do not know. It is necessary not only to demonstrate your skills as a teacher, as an organizer, but also the knowledge that you taught children. So where do you start?
- Time spending usually known in advance, so you can find and pick up material. The main thing is not to postpone it for later.
- Choosing a theme, give preference to lexical. A foreign lesson must be in a foreign language. And if you explain grammar, you still have to use a lot of Russian words sometimes. It's another matter if the topic is already familiar and you want to work it out in practice.
- We define the goal. It must be comprehended and carried out throughout the lesson, so that at the end you can easily show that it has been achieved (Goal - one, tasks - 3-4).
- We develop a synopsis plan... We will not delve into the structure in detail now (You will find all the information in the article "Developing lessons in English"). In this case, it is necessary to work through all the expected answers of the children and paint all your actions. In other words, make a detailed plan.
- Then we select the material... Try to include a variety of activities: reading, speaking, writing, listening. If in ordinary life you like to deviate from the standard structure, then you should not do this in an open lesson.
- We use modern technical means. This will be an additional plus in your piggy bank.
Typical mistakes of teachers
If you already have a lot of teaching experience, then you do not make sometimes stupid mistakes. Young specialists, however, often do. As you teach this open lesson, try to keep the following points in mind.
- Customize the kids do not be afraid reviewers. After all, the teachers are checked, not the students. So it will be psychologically easier for them. Sometimes many educators bully children. This should never be done! You will turn them against yourself, they will be afraid to say an extra word, raise their hand, although they will know the answer. But you need to show the activities of the students.
- Although the teacher is tested, he does not have to speak the entire lesson. The educator guides, asks questions and gives instructions - and children are acting. Most of the time should be focused on showing their skills and language skills. And you, teachers, only help them and move them towards a certain goal.
- Sometimes problems also arise with the activity of children. We all know perfectly well that there are weak and strong students. In an open lesson, do not jerk only those who “know for sure”. Ask everyone. For those who are weaker, ask an easier question, do a separate task for them. Show that you are using a differentiated approach.
- If this is a foreign lesson, then the speech must be foreign. Do not speak Russian, only in case of "complete difficulty". Alternatively, if the class did not understand the assignment, ask for a transfer from the one who is considered the best student in the class.
- In an open lesson, you summarize all those skills which schoolchildren have mastered during your cooperation. Therefore, it is not worth explaining again, for example, how to read a text, how to listen, how to speak. Only some hints can be used.
- Any activity direct the conversation. The main goal of any study is to develop the ability to communicate in a foreign language. Show that children can not only repeat after the teacher, but also express their thoughts in a foreign language.
- Many teachers love "Rehearse an open lesson." Not worth it do it. For children, the subsequent conduct will not be interesting, and even (these are children), they can get ahead of the material, say something superfluous. If you want to trace, for example, time or structure, do this development in a parallel class. So, you will take into account all the disadvantages and disadvantages, correct them and you will feel more confident.
We examined in the article general recommendations for conducting an open lesson in English. More specific developments by class and topic can also be found on our website. I would like to give some more tips in the end. Try to focus the class at work as much as possible, interview everyone, pay attention to each student. The main thing is to get the children interested. If they get carried away, you will succeed.
Open lesson in English in grade 4
on the topic "school supplies, school subjects"
(consolidation and introduction of new vocabulary
with speech exercises)
Equipment: (visual aids)board, chalk, eraser, ruler, pencil, pen, paints, pencil case, colored pencils, notebook, textbook, dictionary, briefcase, colorful box (magic box), cards with names of school subjects: English, Russian, Reading, Art, PE, Maths, Music.
Reinforcement vocabulary: A break, a board, a cassette, CD, a classmate, a classroom, a desk, a dictionary, a goldfish, a mark, paints, a pencil sharpener, a ruler, a video, a lesson, colored pencils
a tape recorder;
To learn by heart;
To translate from ... into ...;
To get along with, to get a good (bad) mark;
During;
That's easy!
New vocabulary: English, Russian, Reading, Art, PE, Maths, Music.
Goals and objectives of the lesson:By the end of the lesson, students will be able to:
1) talk about what school supplies are needed in the classroom and how you can use them;
2) ask each other for the necessary item and respond to the request;
3) discuss what can be done in different lessons;
5) convert verbs to the Past Simple form.
During the classes:
1. Org. moment:
-) Good Morning. Glad to see you. Sit down please.
-) What day is today? What date is today?
-) What season is it now?
-) What is the weather like today?
Communication of the goals and objectives of the lesson: This lesson we continue to speak about school things and school subjects.
Lesson objectives are written on the board in English, and the teacher explains each problem in Russian:
By the end of the lesson you’ll be able to ...
1) tell can use them;
2) ask need;
3) answer in response;
4) meet new school subjects;
5) discuss what we can do during different lessons;
6) read the text and choose the information we need;
7) use
2. Phonetic charging: So, we will have to work a lot as usual. But, as always, our faithful assistants will be with us - School things.
Let’s remember the names of school things which we can use in our English lessons.
Repeat each word after me with the correct pronunciation and show me each school thing. And so we see if you know these words well. (listen - repeat and show): a pen, a rubber, a pencil, a pencil box, a workbook, a textbook, a dictionary, paints, colored pencils.
Well done!
3. Speech exercises:
1) Today I also have some school things. Let’s look into my magic box. I will show them in chain. Say to me what school things I have got and how I can use them. (Ex.18. P.104: “you have got (a)…” / “You can… using it.”).
2) The key to a good study - good memory... Let's practice our memory. Let’s playa Memory Game:
There are some school things on the desk: a pen, a pencil,… Look at these things and remember. Then you will close your eyes and turn and I'll hide one of them. You must guess what thing I have not got (you have not got a ...).
Look! Remember! Close you eyes and turn! Turn back and open your eyes! Guess!
4. Learning to ask for favors and respond to requests:
So I see that you know all these things rather well. But imagine that you have not got one of these things.
What would you do if you found that you do not have a pen (eraser, pencil, ruler ...) that you really need? (children's assumptions). Let's find out how English students behave in similar situations:
1) Open your textbooks at p.104., Ex. 21;
2) Read and translate the task;
3) Listen to the dialogues;
4) Read the dialogues in pairs;
5) Repeat each phrase after me;
6) Imagine that you have forgotten your dictionary / paints / pen ... at home. Act out the dialogues with the school thing you like. I give you 3 minutes to prepare them. (students make up dialogues by model, but using the names of other school supplies).
Now I am sure that during your English lessons you will definitely not be left without school supplies!
5. Introduction and consolidation of new vocabulary with the help of R.O.
And all these things you can use during different lessons or subjects.
1) Tell us in which lessons you can use the following subjects (paints, piano, ruler,…). The guys answer using the Russian names of school subjects.
2) Now let's get acquainted with the English names of these school subjects: Look at the cards with the names of school subjects.
3) Listen and repeat the words after me. Try to guess their meaning. (Translate them from English into Russian). If you need you can consult your dictionaries.
4) Work in chain and say to me what school subject you like most of all (I like ...)
5) What school things you can use in your Music (English, Russian, Reading, Art, PE, Maths) lessons?
E. g .: - I can write with my pen in our Russian lessons. (children make sentences according to the sample).
6) Show and say what do you usually do in your Music, English, Russian, Reading, Art, PE, Maths lessons?
E. g .: We usually speak English in our English lessons.
7) During what lessons can you do exercises? (PE, English).
6. Physical education:
Let’s have a rest and remember our poem. Stand up, please:
“Touch your head, touch your nose,
Touch your ears, touch your toes.
Jump and run.
Let’s have fun!
Wash your hands, wash your face,
Clean your teeth,
Stay healthy, please! ”
The guys recite a poem and depict movements.
7 ... Learning to read the text with the extraction of the necessary information:
You’ve remembered different activities we can do in English lessons. One of them is reading. Do you like to read?
So, It's high time to read.
1) Open your textbook at p.105., Ex. 23.
2) Read and translate the title of the text (“ The best time for apples. ”).
3) Read the text and answer the question: “Is the story funny or sad?”
4) Now let's find out how carefully you read the text: Ex.24, p.105 (Match the sentences according to the text).
5) Ex.24, p.105 - To do this task we must remember the interrogative pronouns: Where? Why? What?
Complete the questions and answer them.
8. Summing up the lesson:
We worked hard in our English lesson today and tried a lot of different activities. So, It’s time to speak about the results.
1) To do this, we will again return to the tasks of the lesson and remember what we did with you today.
What form of verbs do we use when talking about events that happened in the past?
How is the 2nd form formed in regular / irregular verbs?
Convert the underlined verbs to the past tense, tell us what we did today:
We ...
1) told about school things and how wecould use them;
2) asked your classmate to lend you a thing youneeded;
3) answered in response;
4) met new school subjects;
5) discussed what we could do during different lessons;
6) read the text and chose the information we needed;
7) used some verbs in Past Simple form.
3) Now open your diaries to write your hometask:
w / b - Ex.11, p.59; t / b - Ex. 8, p. 116. (Teacher explains homework)
4) Thank you for the lesson. It is over. You may be free.
Preview:
Plan - a summary of an open lesson in English in grade 2 on the topic "Description of the animal."
The purpose of the lesson: systematize and consolidate the received lexical and grammatical skills on the topic: "Animals" and lead to a monologue statement on the topic: "Description of the animal."
Tasks:
1. Repeat the vocabulary on the topic "Animals", intensify the use of these LUs in speech - the names of animals, colors, adjectives to describe an animal (fairy-tale character) using a communicative approach in teaching, using outdoor games, riddles, interesting tasks - puzzles.
2. Practice reading techniques.
3. Activation of the use of various grammatical forms, the use of grammatical schemes.
4. Conclusion into speech of a monologue statement on the topic: "Description of the animal."
Equipment: pictures with animals (in electronic version), cards - “torn pieces of paper” (in electronic and printed versions), printouts of grammar tests, soft toys - animals, electronic lesson presentation.
During the classes:
I Organizational moment:
1. Greetings - Good morning, my friends! I am glad to see you. Sit down, please.
2. Communication of goals and objectives of the lesson to students.
Let’s begin our lesson. Today we ll describe animals. Today in the lesson we will describe an animal, in order to do it correctly, we will repeat, first of all, the alphabet, the names of animals, the names of flowers, we will learn to read the vowel "Her" in an open syllable, we will sing, play, and solve puzzles.
II Main part:
1. Speech exercise: To speak correctly, remember the names of the letters of the alphabet. Let’s sing the song “The ABC” (Let's sing a song about the Alphabet)
Pupils sing a song about the alphabet in chorus. (See Appendix 1)
2. Phonetic charging: Today we will learn how to read the letter Her in an open syllable. An open syllable is a syllable that ends in a vowel; in this syllable, stressed vowels are usually read as they are called in the alphabet.
New words are introduced: Repeat after me: he, she, we, see, green. Students repeat the pronunciation of words after the teacher.
3. Development of reading techniques: Let’s do some exercises. Let’s read. The teacher suggests doing exercise 2, 4, page 67 (reading) in the textbook.
On the slide there is a diagram - the rule for reading the letter Ee. Look here, you can see the rule. Write it. The teacher suggests looking at the rule on the slide and writing it down in a notebook.
4. Let’s name some animals. Look here, what animals do you see, tell me their names. To be able to describe an animal, we need to remember the names of the animals. Look at the pictures on the slide for 1-2 minutes, name the animals you saw in English. Then the teacher hides the image. Children should name animals from memory. The disciples call animals.
5. Let's play. You did a good job with this task. Let's play. The game is called - "Who is more?" The class is divided into two teams, students from each team in turn give the names of animals, who will name more, that team earns a point, the points are summed up at the end of the lesson, the winner is announced.
6. You know a lot of animals, but let's remember how some of these words are spelled. Let’s play another game. Game - "Insert a letter." (See Appendix No. 3)
The guys race to mark the missing letters in the words, as a result, check themselves by reading the words on the slide aloud.
7. Let's guess the scanword. (See Appendix # 4) Look at the screen, find familiar words, name them.
8. Physical education:
Let’s sing the song “Clap your hands together” We managed to do a lot and are already tired. Let's rest and sing our favorite song. ‘Clap your hands’. Students sing a song in chorus, performing movements from the lyrics. (See Appendix # 5)
9. Guess the crossword puzzle. (See Appendix № 6) Students are invited to solve the crossword puzzle. Look at the screen, insert the letters missing in the cells, you will get words, in the selected cells - the key word, name it.
10. It's time to write a small test, and check how we know grammar in order to be able to correctly form sentences when talking about the animal. Pupils are given copies of the test; they must circle the correct answer. After graduation, the students self-check themselves by looking at the answers on the slide.
(See Appendix No. 7)
11. Let’s describe your animals. Look here, you can see an example. You know a lot, now it will not be difficult for you to describe any animal. Let's use the schemes that will help us with this. The teacher offers to use grammatical schemes, voices them, gives a sample description of the animal.(See Appendix No. 8)
l This is a tiger.
l His name is Jack.
l He is big and slim.
l He is not fat.
l He is orange and black.
l He is not green.
l He is clever and brave.
l He can jump and run.
III Summing up.
The results are summed up.
Discussion: what they learned, what did they learn, what they liked, what they didn’t like.
Grading a lesson.
Homework: p. 67, exercise. 3 (in writing)
Appendix No. 1
The abc
A, B, C, D, E, F, G,
H, J, K, L, M, N, O, P,
Q, R, S, T, U, V, W,
X, Y, Z. Oh, well you see,
Now we know the ABC
Appendix No. 2
Appendix No. 3
Appendix No. 4
Appendix No. 5
Clap your hands
Clap, clap, clap your hands,
Clap your hangs together.
Stamp, stamp, stamp your feet,
Stamp your feet together.
Touch, touch, touch your ears,
Touch your ears together.
Touch, touch, touch your cheeks,
Touch your cheeks together.
Shake, shake, shake your hands,
Shake your hands together
Smile, smile at your friends,
Let us smile together.
appendix No. 6
appendix No. 7
appendix No. 8
Preview:
Open lesson on the topic "Food" (3rd grade) with presentation (PowerPoint)
The purpose of the lesson: Review and consolidate the passed lexical and grammatical material on the topic "Food".
Lesson type: Knowledge consolidation lesson
Students in the class:5
Equipment used:board, book, workbook, cards, computer
Used CRC:Presentation
Short description:lesson consolidation of material
The purpose of the lesson : Review and consolidate the passed lexical and grammatical material on the topic "Food".
Practical component of the goal:to practice students in the application of the studied lexical units and lexical and grammatical structures in speech situations.
The developmental component of the goal:develop the skills of reading words in transcription, skills of dialogical speech, attention.
The educational component of the goal:the formation of a stable motivation to learn English, the formation of food culture skills, to develop the ability to work in pairs.
Equipment: board, book, workbook, cards, computer.
Presentation
During the classes
1. Organizational moment
Good morning, children! I "m glad to see you. I think you" re well. I hope we "ll have a wonderful time together. Let" s begin our lesson. We "ll talk about healthy food today.Healthy food means "healthy, wholesome food".
Slide number 2
2. Phonetic charging
Before starting the lesson, let's practice our tongues.Slide number 3
Like, ice cream, rice
[?] - milk, chicken, biscuits, chips
[?] - thank, thank you
Chuckles, Cherry, cheese
Guys, I got a note from Chuckles. Let "s read it
Slide number 3 "I" m not well. Let "s help me"
What has happened? Let "s follow Chuckles" steps.
Step 1
Slide number 4-5 Read and guess what it is. (Reading transcription)
Meat, ice cream, pasta, cake, carrot, bread, fruit, vegetables
Step 2
Open your books to page 48. Exercise 1. Fruit, vegetables or drink? Look and say.
(P1, P2, P3, P4 :)
3. Physical pause
Clap your hands when you hear the name of the drink, stamp your foot when you hear the name of the fruit, shake your head when you hear the name of the vegetable.
- a banana,
- a carrot,
- tea,
- milk,
- an apple,
- an orange,
- a potato,
- water,
- lemonade,
- fruit,
- coke,
- vegetable,
- juice.
Step 3
Slide number 6
and) What is Chuckles "favorite food? And you?
P 1- Chuckles "favorite food is chocolate. My favorite food is: .meat. And you?
P 2 - My favorite food is sausages. And you? (Work in a chain)
b) Open your workbooks to page 26. Exercise 1 (Work in pairs)
Step 4
Slide No. 7-9 Chuckles likes chocolate. He has chocolate, biscuits and Coke for breakfast.
What do you have for breakfast?
I like chocolate, but I have tea, eggs and sandwich for my breakfast.
(It "s healthy food)
Step 5
Slide number 10 You are tired. Let "s have a rest. Sing along. (Ex. 2 p.48)
(For the first time they listen to the song and repeat (We worked with this song in the last lesson). When listening to the song a second time, imitate actions)
I like apples I can crunch - (pretend to be holding an apple and biting off a large piece), etc.
Step 6
Slide number 11 Are you hungry? Let "go to the cafe. These sheets help you.
Some or any? Write and act. (Working in pairs)
A: What do you want to eat?
B: Mm, I want chocolate and :: .. cake?
A: Oh, they haven "t got :: .. chocolate.
B: Have they got :: ice cream?
A: Yes! Do you want: .. juice too?
B: No, thank you. Can I have: .. Coke, please?
A: Yes.
B: OK. Yummy!
A: Yuk!
Cherry says "Yuk!" Why?
Is chocolate useful for monkeys?
Is a cake useful for monkeys?
Is an ice cream useful for monkeys?
Is Coke useful for monkeys?
What food is useful for Chuckles?
P1,2,3 - Bananas are useful for Chuckles (fruit, vegetables)
4. Reflection
T - Why Chuckles is not well?
P 1, 2, 3 - Chuckles is not well, because he eats chocolate. (A cake, an ice cream, drink Coke)
Slide number 12 Thank you, children. You help me.
I like vegetables, I like juice,
I like bananas, I like fruits
I eat good things every day.
T - I hope you "ll eat only good things every gay too.
Thank you for the lesson. Good buy.
Preview:
Lesson topic: English lesson at the Forestry School.
The purpose of the lesson: Systematization of studied and grammatical structures on a given topic.
Tasks: Practicing grammatical skills through the construction of sentences. Using temporary constructs in a Present Simple sentence
Development of students' speech and thinking abilities.
In this English course, each lesson is story-driven, which is conducive to a variety of role-playing games. This lesson also has a plot suggested to the students in the form of an English lesson in a forest school.
In the lesson, a wide reliance was used on visual, auditory and motor visualization, which mobilize different types of memory, including motor memory.
The lesson combined different organizational forms of work:
A) individual (a story about yourself, about animals, about your friend)
B) paired dialogues
C) collective song
These forms of work contribute to creating an atmosphere of interaction in the lesson, a truly communicative environment, for example:
Reading the text, children approach the preparation of self-prepared statements.
In the lesson, a differentiated approach to mastering the language material was implemented: weak students read, strong students made dialogues, micro-monologues, and completed more difficult tasks on the blackboard.
The activities of children in primary school in a foreign language lesson should be varied, so the types of work often changed in the lesson, nevertheless, each element of the lesson was needed to solve the problem posed in the lesson.
Working with an interactive whiteboard made it possible to implement the principle of clarity. Performing various exercises on the Smart board is not only interesting for students, but also increases their motivation to learn.
The lesson developed 4 types of speech activity: listening, speaking, reading and writing. All students were involved in the work. A logical sequence was followed.
The set goals and objectives were achieved. Students' knowledge was assessed.
Lesson flow: 1.
Organizing time
Greeting. Conversation with the person on duty.
2. The teacher informs the students about the topic of the lesson, about the goals and objectives of the lesson, about what to do in the lesson.
3. Slide1.
Teacher: Mr Greenwood, a teacher of English in Green School sent a letter. Let’s read it.
The student reads the letter.
Dear friends!
Welcome to Green School!
Let’s read and write in English.
Let’s run and jump in the forest.
Let’s go to school together.
The teacher invites students to teach a lesson at Green School.
Teacher: Children, let's see who lives in the forest school.
Students go to the interactive whiteboard one by one and describe the animals on the slide.
She is a cat.
Her name is Mary
Teacher: Let's imagine a dating scene. What will we tell our friends.
Students H: I am Ann. I am 9.
Teacher: Children, look at the map and tell me what the topic of the lesson is.
Children: A.V.S.
Teacher: Do we know A.V.S.?
Weak learners recite the alphabet.
Teacher: Now let's sing a song.
Students sing a song.
Teacher: Children, in order to speak English, need to know the reading rules.
Slide 2.
Students complete the exercise.
Teacher: Now the task is more difficult.
Slide 3.
It is necessary to distribute words according to the rules of reading.
Children complete the task. Teacher: Our friends from the forest school and Mr. Greenwood are asking us to answer the questionnaire.
Slide 4.
Students answer questions, make up dialogues, talk with each other.
And what can we tell about our friend?
Let's describe a friend without giving a name. Students make up micromonologists, describe friends, the rest guess who it is, according to the description.
Teacher: Let's remember the rules of etiquette. How do the English behave at the table?
Slide 5.
Pupils are modeled on mini-dialogues.
Teacher: The following exercise will help us understand what the forest school students can do.
Slide 6.
Students follow the example exercise. What do we love to do?
Slide 7.
Work in notebooks. Students make sentences and write in notebooks.
Teacher: What can Rex do?
Homework check.
Reading the text exercise 13.
Summing up the lesson.
Children talk about what they did in the lesson, give their assessment.
The teacher evaluates the students, thanks for the lesson.
Homework giving. Exercise 4 page 8. Workbook.
Preview:
Development of an English lesson in grade 3
"Spotlight island or the land of lessons learned"
Performed:
english teacher
Kiseleva Marina Gennadievna
During the classes
1. Organizational moment
Teacher: Good morning, my dear friends! I "m so happy to see you again. How are you? Take your place. Sit down. Let "s start our lesson (Good afternoon, my dear friends! I am very glad to see you again!. How are you? Take your seats. We begin our lesson.)
Write down the date on the blackboard (Write today's date on the chalkboard)
What's the weather like today? (What is the weather today?)
What’s the day of the week? (What day of the week is it today)
2. Communication of the topic and purpose of the lesson
Teacher: Guys, our next school year is coming to an end. We learned a lot of interesting things, we learned a lot of new things.
3.The goal-setting stage
Teacher: I suggest that you go today on a journey through the land of the lessons learned and find your way to 4th grade, going through many exciting challenges.
4. Repetition of formed skills and abilities that are a support.
4.1 Teacher: Let’s start our traveling and we are at the “school island”. We got to the island of school subjects.Who wants to tell us about his or her favorite subject? Who wants to tell us about their favorite school subject
Student: Telling about your favorite school subject. (Development of a monologue statement)
Teacher: Each island has the special task for us. Look and say what subjects do children like?(Each island has a special task for us) Look and tell me, what subject do children like?
(Sl. 3 students, according to the table, relate the subject and the child talking about the favorite subject)
Teacher: Look here! It’s Lulu’s pencil case. What has she got there? Take a look. This is Lulu's pencil case. What does she have there? (Sl 4. Pupils are trying to find words on the topic "school subjects")
4.2 Teacher: Let’s go on! The next place we visit is a “Family island”. (Go! Next place we will visit is Family Island!)
Would you like to tell us about your family? (Do you want to tell us about your family?)
Disciple: A story about your family. . (Development of monologic utterance)
Teacher: Well done! Thank you. But we have another difficult task. Let’s finish the poems with words about the family. Read the poems all together(Sl.6) (Great! Thank you. But we have a new difficult test. Let's read and finish the poems with words on the topic of family.)
Disciple: Students read poems in chorus, and pick up a rhyming word on the topic "family". (Element of phonetic warm-up in the lesson)
4.3 Teacher: Don’t lose the time. Let’s go to the next island. How do you think what we will speak about? Of course it is about food. That is food island(We don't waste time. Going to the next island. What do you think we will talk about? Of course ... food! This is the island of FOOD).
Watching the Do you like training video (https://www.youtube.com/watch?v\u003dfrN3nvhIHUk )
Look here! We have a new task. Put the products into the correct shop... Look, we have a new assignment. Arrange groceries correctly.
Disciple: Students take turns distributing products in different stores by category. (Sl8)
Teacher: What I see !!! We have a very famous guest. It is the greatest Britain chef Gordon Ramsey. He is going to prepare his favorite dish A fruit salad... (Whom I see! We have a very famous guest. This is the great chef from Britain, Chef Gordon Ramsay!) The teacher greets the student posing as the famous British chef.
Student: The student prepares for cooking fruit salad and accompanies the process with his comments (Use of design technology: the student selects a recipe in advance and performs the cooking technology independently.)
4.4 Teacher: Let’s go to another island. Look at this. It is a Pet Island. A lot of families have got their own pets. Can you tell us about the pet in your family? (Going to the next island. Take a look! This is the Island of Pets. You can tell us about a pet in your family)
Student: The student talks about his pet. (Development of a monologue statement)
Teacher: Well done! Let’s have a look at another task. Find the correct word combination for every picture... (cl 11)
Student: Students should choose the appropriate phrase for the picture.
a) long legs
b) small head
c) big ears
4.5 Teacher: The next island is The Island of the king “CAN”
Watching the tutorial videohttps://www.youtube.com/watch?v\u003dtScUb08F7os
Now it is your turn to show me what can you do... (Now it's your turn to show us what you can do) The teacher calls 2 students to the blackboard, gives instructions to perform various actions. U1 and U2 turn their backs to each other - the winner is the one who completes the teacher's tasks correctly.
Ex: I can talk, I can walk, I can crawl, etc. (Students perform actions using gestures
4.6 Teacher: It's high time to go to the next island. It is My house Island. Is there anybody who wants to tell us about his home?It's time to go to the next island. This is the island "MY HOUSE" Is there anyone who wants to tell us about their home?
Student: The student talks about his home. (Development of a monologue statement)
Teacher: Ok, the next task. I have got some riddles about the rooms. Let’s try to guess this riddles. (Cont 13) Good! Next job! I have a few riddles about rooms. Let's try to figure them out.
The teacher gives a description of the rooms. Students should guess which room they are talking about (Developing listening skills)
- In this room there is a table, a mirror, and beds. We sleep here. What is this?(a bedroom)
- 2. In this room there is a table, chairs, armchairs, a sofa, a fireplace, a television and a carpet.(a living room)
3. There is a dishwasher, a fridge, a cooker, a microwave, plates, cups and other things. We usually cook here.(a kitchen)
4.7 Teacher: Good work! Hurry up. We have to go to the next island. Look at this. It is my day island.
As I know our girls have prepared the project about their working day. Let’s see.Good job! Let's hurry up! We need to go through the next island. Look! This is the island "My Day"
Students perform with the project "My working day" compiled in the technology "collage"
Thank you very much, girls! Now we learn about Mary's favorite day. But some words are missing. Let’s find ittogether.Thank you so much! Now we will find out about Mary's favorite day. But some words are missing. Let's find them together.
Students perform a lexical and grammatical task to choose the required unit.
Teacher: Just look what is it? These are our friends Larry, Lulu and Chuckles. They are greeting us and invite to the new school Year. (Just look! These are our friends Larry, Lulul and Chuckles. They welcome us and invite us to the new academic year)
The teacher shows a picture with the heroes of the textbook and says that they are waiting for him next year.
5. Reflection: What island was the most interesting for you? Let’s think what new words we have learned.Which island did you like the most? Let's remember what new words and phrases we learned?
6. The final stage of the training session:
It was a very good work. Thank you very much. I would like you to give the certificate of Achievement. See you inautumn. Good buy.It was a great job. Thank you very much! I would like to present you with a certificate of successful completion school year... Until next time!
The teacher gives the children certificates of completion of the school year and thanks for the lesson.
Technological lesson map
FULL NAME: Kiseleva Marina Gennadievna
Place of work: MKOU "Vrachovskaya primary School - Kindergarten"
Position : English teacher
Academic subject:english language
Class: 3
Lesson topic: Spotlight island or land of lessons learned
UMC: Spotlight -3
Lesson type: repetitive-generalizing / competence-oriented (actualization of knowledge, assimilation of new knowledge, primary test of understanding)
Technologies: Health preservation, play, communication-oriented learning, information and communication, system-activity learning, ICT.
Teaching methods:
on the perception of information: verbal, visual, practical;
stimulating: cognitive games, creating a situation of amusement, success;
systematizing: generalization and systematization of knowledge;
The purpose of the lesson
1. Educational - Improving phonetic, lexical and grammatical skills.
Generalization of knowledge and skills on the topics studied.
Formation of strong skills in speaking, listening on the topic under study.
Generalization of grammatical material.
2. Educational - fostering mutual respect, mutual understanding, responsibility, discipline, independence.
Increase interest in the subject being studied.
3. Developing - development of cognitive processes, memory, attention, speech observation, language guess,
Formation of skills in monologue and dialogic speech.
Sociocultural development.
Basic concepts
School, house, pets, food, routine day
Organization of space
Interdisciplinary connections
Forms of work
Resources
Physical culture, the world around, literature.
System for assessing the achievement of planned results
Frontal, steam room, group, individual.
Levels
Textbook "English in focus" Grade 3 authors N. I. Bykov, J. Dooley, M. D. Pospelova, V. Evans, Moscow "Education" 2012.
Computer presentation;
Internet resources:
Basic - BU
Increased - PU
High _ VU
Lead and maintain an elementary monologue;PU
Understand the teacher's speech by ear;PU
Accept audio text by ear with full understanding of the content;PU
Perform lexical and grammatical exercises;BOO
Use lexical units in speech in a communication situation on the topic "My home, my pet, school, this day" in accordance with the communication taskPU
the formation of motivation for learning, communicative competence in communication and cooperation with peers
Be able to choose language and speech means for solving an elementary language problem;
Interact with others, follow the rules in the game, working in pairs;
Be able to follow the pattern when doing exercises and composing your own statement;
Development of cognitive, emotional spheres
Regulatory UUD: the ability to independently set educational goals and objectives; adequately assess their capabilities and independently control their time.Communicative UUD:
- organizing and planning educational cooperation with peers;
- the ability to recognize and use in speech the main meanings of the studied lexical units (words and phrases); to express their opinion, to substantiate it within the studied topics and learned lexical and grammatical material;
- the ability to interact with others, jointly agree on the rules of behavior and communication in pairs.
Cognitive ... UUD:
- the ability to navigate in one's own system of knowledge, to distinguish new from the already known, to acquire knowledge, to find answers to questions using the textbook and information received in the lesson.
1. Greets students.
2. Helps students to engage in speech activity through questions
What’s the date today? What’s the weather like today?
Greet the teachers. Use available lexical units to greet the teacher and answer questions.BOO
To be able to choose the lexical units necessary for communication in a given situation.
Interact with the teacher during the greeting and frontal questioning.
Use speech means to solve communication problems. Feel successful in a communication situation.
They monitor the correctness of their answers and those of classmates.
To independently control the correctness of the used PE. Mutual control in a communication situation
Stage 2. Determination of the topic and objectives of the lesson.
1. At the beginning of the lesson, clearly and specifically explains the purpose of the lesson. Organizes work. 2. Suggests to define the topic of the lesson.
Get acquainted with the topic of the lesson
Highlight essential information from the material studied. To independently highlight and formulate the topic of the lesson. Make a hypothesis and justify it.
They work frontally. Discuss the best topic titles. They say the words.
Listen to the interlocutor. Be able to justify the choice of point of view. Respect for the opinions of others.
Be able to listen in accordance with the target. Accept and maintain the learning goal and goal.
Stage 3. Actualization of knowledge and localization of individual difficulties
Stage 3.1 Practice in the use of the studied grammatical and lexical units in monologue and dialogical speech
1. Organizes the game “Traveling through the country of the lessons learned in order to consolidate the topics covered and to complete the control task for each topic.
Offers to guess what is shown on the screen (repetition of school subjects).
2. Organizes work in pairs with the aim of practicing RO and various constructs Do you like? It hasgot. There is / there are etc.
Regulates work in pairs, as needed helps in the task.
Apply learned lexical structures and ROBOO
Participate in a monologue, ask a question, answer the question of the interlocutor.PU
Consciously and arbitrarily build a speech utterance in oral form
Interact with other students. Asks a question to the picture, other students answer.
They ask a question in accordance with the set communicative task, listen to the answers of the interlocutor.
Understand the teacher's questions by ear.
Build a statement that is understandable for the interlocutor.
Control the correctness of students' answers.
Exercise mutual control of the task execution process.
Identify deviations from the standard. Exercise mutual control.
Stage 3.2 Practice in listening
Organizes listening in order to understand speech by ear, actualize lexical material
They listen carefully to the proposal and guess which room they are talking about.PU
Be able to structure knowledge, highlight the necessary information in accordance with the purpose of listening.
On call, the teachers voice the correct answers.
During listening, self-control and mutual control of the task performance are carried out.
Detect deviations and differences from the standard
Stage 3.3 Dynamic pause.
Organizes watching the training video "I can" accompanied by movements in order to use the studied lexical units (activities) in the speech of students.
perform movements in accordance with the content of the task.BOO
Be able to correlate words and actions. Consciously build a speech utterance in oral form.
They listen to the commands of their classmates, perform themselves.
Understand commands by ear. Listen to each other.
Self-control and mutual control during the assignment.
Detect deviations and differences from the standard.
Stage 3.4 Practice in monologue speech.
1 Organizes the student's work to compose a monologue using vocabulary.
2. Evaluates the results of a monologue statement.
Students compose a monologue on the topic Home, Pet, Family, Day regimen.WU
Consciously build a speech utterance in oral and written form.
Listen to classmates.
Understand the answers of classmates by ear.
During the hearing, they control the correctness and completeness of the monologue statement.
Accept and maintain the learning goal and goal. Detect deviations from the standard. Accept the teacher's assessment adequately.
Stage 4. Reflection.
1. Organizes the summing up of the lesson.
2. Evaluates the results of students' work.
3 Presentation of certificates of successful completion of the 3rd grade course
Discuss what they have learned in class.BOO
Justify your opinion.
They interact with the teacher, listen to the students' answers.
Be able to formulate your own opinion.
Analyze, supplement, correct as necessary, evaluate the success of their activities.
Accept and maintain the learning goal and goal.
Preview:
Development of an extra-curricular open event within extracurricular activities in the general cultural direction "Ethics - the ABC of good!"
Prepared and conducted:
English teacher
MCOU "Physician primary school - kindergarten"
Kiseleva Marina Gennadievna
Form of conducting: travel game.
Purpose. Teach children to determine when a person can be called good;
teach to analyze life situations and draw conclusions from them;
help students realize the value of good as a life choice;
to form moral principles: integrity, a sense of mercy;
to teach children to correctly evaluate their actions and the actions of their comrades, to promote the development of students' motivation for good deeds.
Develop tactile - kinesthetic sensitivity; creativity, coherent speech;
the ability to think, to highlight true and false goals in life; to perceive people as they are.
To bring up positive character traits, the desire to do good, the attitude towards people with understanding, empathy. Foster humanity, benevolence, decency.
Equipment: statements about kindness, a multimedia board, a magnetic board, a computer, a disc with a recording of the cartoon "Just like that", a recording of "Waltz" by E. Dogi, an illustration of the Wise Owl, envelopes with an assignment for work in groups (proverbs, cut into parts according to words).
Event progress
1. Org. moment.
2. A moment of psychological mood.
Teacher. Children, create a circle. Close your eyes. Now join hands, hold on for a while. Have everyone focus on which palms the neighbor has on the right and left that you touch. Try to determine which palm is warm and which is colder. Which makes you feel better? That's right, from the one from which the heat comes.
3. Introductory conversation.
Teacher. It is the same when it is said, "warmth in the soul, good." And when does your soul feel good? (When a person hears a kind word, when a good deed is done for him, when he himself does good to others.)
Indeed, children. In human life there are things that seem to have no significance, imperceptible and impossible to measure. But without them our life becomes poorer, gray and colorless everyday life. Among all human virtues, kindness has a special place.
Think about it: what do we want when we say hello?
Good afternoon, which means good.
What do we ask God to give someone?
Good health.
How do we ask for help?
Kind people.
What is goodness? (Children answer). Who in our class can be called good, kind? Why do you think we started talking about kindness today?
Today, more than ever, we must not only speak of kindness, but also do good. There are many people who are called volunteers who do a lot of good things for other people.
4. Creation of an associative bush.
- All that we talked about, I want to collect together with you into one miraculous flower. And what kind of flower it is, you will understand after listening to the story “If I had a flying carpet”. (Read by the teacher)
Far, far beyond the sea, among the high mountains, a wonderful flower grows. It blooms in early spring and blooms all summer until late autumn. This flower has an extraordinary property: it purifies the air. Whoever breathes the air of this flower never gets sick.
If I had a flying carpet, would fly over the sea, descend in the mountains, find an amazing flower. I would collect his seeds and bring home. I would give all the people a seed each so that everyone would grow a miraculous flower, so that there would not be a single sick person.
- So I want this flower to bloom with us. And this will happen when you and I play a game called "I want."
The teacher explains the condition of the game.
- I'm starting this game. I want there to be goodness on earth. (Draws a petal to a flower on a multimedia board). Children go out in turn and draw on the petal, saying:
- I want there to be joy;
- I want there to be mercy;
- I want happiness;
- I want there to be peace;
- I want there to be friendship;
- I want humanity.
5. Setting the hour of communication.
-Children, but would you like to live in a country where people would refrain from bad deeds, evil intentions, but would be good, charitable.
-What is charity?
reference
The word charity comes from the combination "to do good."
It's a good habit to take care of other people. People appreciate empathy when it is genuine. Someone else's grief should not leave us indifferent. There is even a proverb: "There is no other person's grief."
6. Communication of the topic of the lesson. Motivation.
So today we will go to the Land of Kindness, in which we will learn to be kind, merciful, benevolent. But the stops in this country, on which we will stop, are not easy, but with different tasks. To move further across the country, we must solve them. (On a magnetic board - a map of the Country of Kindness)
7. Travel to the Land of Good.
-We arrived at the Vokzalnaya stop. We change to a city bus and drive on.
a) Stop "City of Good Deeds".
("Brainstorming": discussion of life situations).
-what will you do if near ...
- Someone is crying.
- The elder insults the younger.
- A small kitten sits high on a tree and screams.
- Little brother is sad.
- The flower in the pot lowered the leaves.
- My sister's favorite book was torn.
- Mom came tired from work.
b) Stop "Knizhnaya".
Group work: reading and discussing stories
c) Stop "Sports". (Physical education)
d) Stop "Illustrative".
The teacher shows pictures of different situations. Children tell what are bad deeds and what are good.
e) Stop "Cartoons Street".
Viewing and discussion of the cartoon "Just like that".
-And in our class, at school there are children who demand a reward for something?
f) Stop "Lesnaya".
Acquaintance of students with the Wise Owl, who brought assignments for children: in envelopes, there are cut proverbs about kindness and they need to be folded and read.
(Work in groups).
1st group
- A good word / and will warm you in the cold.
- Everyone is capable of spite, / and good can only be done by a real person.
- A good word builds a house, and a bad word destroys.
2nd group
- You cannot appreciate the good / until you do the good yourself.
- From a kind word / and the ice will melt.
- The first step towards good / not doing evil.
- A good word to man / that rain in drought.
(Children read educated proverbs.)
The teacher hangs the Charity Rules on a magnetic board and reads it out.
Charity rules
- The first step to good - do not do evil.
- Whoever wishes good for a person gets it himself.
- Live, do good, and do not demand rewards for it.
- Help the weak, the little ones, the sick, the old, those who are in trouble.
- Pity others, not yourself.
- The greatest joy for a person is to live for people.
- Do not be greedy.
- Forgive mistakes to others.
8. Lesson summary.
-That's the end of our journey through the Land of Kindness. But I know that some children were preparing poems for our lesson.
Children recite poetry to the sound of E. Doga's "Waltz".
Teacher. According to legend, when a person is born, God lights up a new star in the sky and sends the child a Guardian Angel. In a dream, the Angel kisses the child three times:
- On the forehead - so that she grows up smart;
- In the face - to be beautiful;
- In the chest - so that health, love and goodness move into his body, heart, soul.
May your star of kindness never go out. If we all do good, our planet will turn into a magical world. So let there be more goodness, happiness and those who are in a hurry to create it on earth. (On the multimedia board - an image of an Angel)
9. Photo report
Preview:
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