Цели и задачи урока по формированию компетентностей:

Предмет:	The English language
Группа:	4 b
Время:	45 minutes
Тема урока:	My working day
Цели и задачи урока по формированию компетентностей: А) по решению проблем Б) информационной В) коммуникативной	А) to identify present simple affirmative, negative, and question forms, and short answer; to use third person singular present simple forms to complete sentenees; to act out a story. Б) to study new vocabulary: core: I have breakfast at eight o clock. I do not have breakfast at seven o clock. He gets up early. He does not get up late. Does he live in a big house? Yes, he does/ no, he does not. Catch the train. Do you walk to school?! Yes, I do/ no, I do not. What time do you go to school? Extra: later, start work, at night. В) to understand an authentic material; to say phrases about their daily routine using new words;
Тип урока:	Lesson of new knowledge
Технологии, применяемые на уроке:	Game, health-saving, group, problem method, integrated technologies;
Методы:	Game, TPR, demonstrative, audio-lingual, communicative methods;
Межпредметная связь:	English + drawing+ sing;
Средства обучения:	CB (p.43) & TB “Family and friends 3”; CD 49; daily routine flashcards 81-88.
Ход урока	Деятельность учителя	Деятельность ученика	Ожидаемые результаты
1. Organization moment – 2 min;	-Good morning, children! I’m glad to see you! How are you? Sit down, please! What’s the weather today? What’s the date today? Who’s on duty today? Who is absent?	-Good morning, teacher! We are good! Today is windy/ sunny/ frosty/ cloudy? Today’s is …	To make an atmosphere of the English language;
2. Warmer – 3 min;	-Now use the Daing routines flash-cards to play miming flash-cards (see page 20) or miming snap(see page 22) to revise the words from lesson 1	Pupils get cards: They start to work in a team	To revise the verbs;to energize the class at the start of the lesson
3. Lead-in – 5 min;	- now will talk about who gets how much and who does what. Write your answers and look at the picture p. 43 in the text book. - proposals aim to acknowledge and learn to answer he questions posed draw out in a circle. - does he live in a big house? What time does he start work?	- I am breakfast at eight o clock yes, he does/ no, he does not - he start work at seven o clock.	Verification of know ledge on past lesson the ability to work with the cards improving skills sentence structure.
4. Stage of first evaluation of understanding material – 7 min;	- look at the example with children and check the they understand they have to choose the correct form p. 43 № 3 - Billy get/ gets up at seven o clock. - now do the rest of the exercises individually. - now working in pairs and ask each other questions and answer them.	Pupils work individual in the note-book; turn to each other and ask quistions.	Fixing of the studied material in memory and practical tasks.
5. Stage of fixing material – 12 min;	Put flashcards in the first six daing on the board in random order and can see the word; -Pupils are now saying that you see 1th picture;2 th - Good, very good. Now tell me now many who wakes up; breakfast… - I now call me child to the board to it will be as a teacher, he asks you questions, you answer them.	Pupils answer (collective work); Pupils goes and starts the game, ask questions later his classmate out that other disciple, and also questions.	Oral answers; Pupils remember words visually Attract the attraction of pupils and teach correctly answer.
6. Stage of listening – 8 min;	- Pupils, please listen to a story! Be attentive! After listening you answer questions	Pupils listen to a recording CD 49; Pupils answer teacher’s questions (interaction=communication)	Focus children’s attention on a story; Elicit understanding of a short story (authentic material); pupils understand teacher’s questions and answer to them;
7. Stage of generalization and systematization 4 min.	Put flash-cards 81-88 up around the room. Point to the flash-cards and ask children questions with times e.s. Do you get dressed at seven o clock? Elicit short answers Asks children to work in the pairs children look at the flash-cards and ask and answer questions. Monitor and help where necessary.	pupils answer the questions; draw a jackaroos and describe them;	Remembering new vocabulary & a grammatical
8. Feedback – 2 min;	Teacher carries out reflection: teacher creates the situation, connected with pleasant emotions, feeling of satisfaction of activities, self-competence and self-respect	Pupils analyze their mood and emotional state, activity at the lesson, the content of educational material	· Development of abilities to think critically · Development of abilities to make analysis of feelings, emotions, personal changes in the learning process, competence Formation of self-respect, self-detection and motivation for further learning
9. Putting marks and homework – 2 min.	Homework Workbook page 112; learn new words;

Дата добавления: 2015-09-29