Методическая разработка урока английского языка с детьми младшего школьного возраста по теме Цвета/Части тела (на основе УМК Spotlight)

Методическая разработка урока английского языка с детьми младшего школьного возраста.
Course-book: “Spotlight 3” by Virginia Evans, Jenny Dooley, Nadezhda Bykova, Marina Pospelova. Unit 9. Lesson 1.
Aim: By the end of the lesson the children will be able to describe the imaginary pet.
Skills: receptive (listening) and productive (speaking).
New Language: colours, parts of the body, “It has got long legs…”/ ”Its tail is long…” structures.
Lesson Plan
Time Activity Teacher does/ says: Pupils say/ do: Comments
5 min. Warm-up. Revising parts of the body and colours. Teacher names a part of the body and its colour (a blue head, a pink nose, a red mouth). The pupils have self-made flashcards covering all the necessary colours. They take the right card and put it on the right part of the body. The pupils can do this standing up.
10 min. Pre-story. Introducing the topic (“Poggo’s friend”). Introducing the unknown words (lonely, unhappy, to create, to imagine).
Predicting the story.
Giving instructions. Teacher shows a picture of Poggo (Spotlight 3: p.74 ex.3) and asks: Is it a head? Is it big or small? Is it a tail? Is it long or short? What is it? etc.
Teacher says: You are going to listen to the story about Poggo’s friend. What will be in the story? What do you think you’ll have to do?
Teacher explains the activity: listen to the story, draw and colour Poggo’s friend. The pupils say what animal has such long legs/ big ears as Poggo’s.
The pupils say the words/ phrases connected with Poggo and his friend.
Two pupils give out coloured pencils and blank sheets. Bring in a big picture of Poggo.
Collect what pupils say on the board and ask them to predict the plot.
When pencils are given out, revise colours again.
10 min. While-story. Developing listening skills: for gist, for detail. Teacher tells the story about Poggo’s friend with miming and gestures so that the pupils can understand the plot.
Then teacher keeps telling the story giving instructions for drawing and colouring Poggo’s friend. The pupils listen to the first part of the story to get the main idea (listening for gist).
Then they listen to the second part of the story (listening for detail), they draw and colour Poggo’s friend (the imaginary pet) following the instructions. Check that the pupils understand the plot and the instructions.
15 min. Post-story. Checking understanding
Developing speaking skills
Personalizing Teacher asks the pupils to show their drawings to their classmates and compare them.
Teacher asks the pupils to name the imaginary pet. Then teacher tells the pupils to ask questions about the imaginary pet (“What colour is its head?” and so on). Finally, teacher asks the pupils to describe Poggo’s friend. (“It has got a big head. Its head is brown…”)
Teacher asks the pupils if they have friends and what person can be “a really good friend”. The pupils compare their drawings and see if they are alike.
The pupils try to come up with a name for the imaginary pet, ask question about it and describe it.
The pupils answer the questions and try to explain to each other why it’s so important to have friends. Go around the classroom and look at the pupils’ drawings
Walk around the classroom and correct the pupils’ mistakes.
Help the pupils to shape ideas. Use L1 if necessary.
The lesson based on developing listening and speaking skills was held in third grade class (children aged 8 to 10). The pupils are very energetic, active, demonstrating positive motivation for learning English. In terms of learning styles most of the pupils are mixed style learners as they feel equally comfortable with different types of activities.
The text used for listening is about Poggo, the main character of Module 5 in Spotlight 3 Student Book (p.74 ex.3), who looks unusual and feels so lonely and unhappy without a friend. He needs help. Poggo describes his imaginary friend (the imaginary pet). Children have to draw and colour it in order to help Poggo, to make him happy.
The pre-stage was organized effectively, the children revised all the necessary words and phrases, described Poggo’s appearance and got all the stationary and tools required. The while-stage was quite challenging as they had not only to draw the imaginary pet (to understand what parts of the body it has), but also to colour it. However, they coped with the task successfully and found it quite useful. The post-stage was the hardest part of the lesson as the children had to overcome the language barrier and found it difficult to express their thoughts in English. At the same time, they liked it as they had an opportunity to use English as a means of communication. It’s important for them to realize that English is not only one of the subjects they study at school, but also a way of communication, a means of expressing their thoughts and ideas. When they feel able to use it in real life situations, it encourages them to work harder.