Урок в рамках обновления содержания образования «Traditional stories»
Рогова Виктория Викторовна
учитель английского языка
КГУ «Ставропольская средняя школа»
с.Ставрополка
район имени Габита Мусрепова
Северо-Казахстанская область
Learning objectives(s) that this lesson is contributing to
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5L1. 5L3. 5L6. 5L8. 5S1. 5S2. 5S5. 5S8. | ||||
Lesson objectives | All learners will be able to:
Understand classroom actions . Listen to and understand a story using contextual clues. Understand short basic instructions for a limited range of classroom routines spoken slowly and distinctly. Make basic statements. Understand the main points of the story.
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Most learners will be able to:
-Enjoy listening to a story. – Understand the main points of short, slow, carefully articulated talk. -Respond appropriately to some yes/no questions, to some information questions about pigs correctly. -Use some short form answers correctly.
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Some learners will be able to:
Memorize parts of a story during the lesson. Understand short narratives on a limited range of general and some curricular topics. Recount very short basic story and events on a limited range of general topics. Use present simple forms correctly in narration. Ask questions on a limited range of general topics. |
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Previous learning | Animals. Plural ‘s’ forms.
Personal pronouns: he, you, I. Present simple forms. Adjectives. |
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Plan | |||||
Planned timings
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Planned activities (replace the notes below with your planned activities)
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Resources
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minutes
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1.Greeting song “Hello! How are you?” 2. Phonetic drill.
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video-song multi-media presentation
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20 minutes
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3. Pre-learning.
The teacher spells ‘story’ by writing each letter in the air one by one. Learners guess the word. 4. Speaking. The teacher monitors learners as they ask and answer questions about stories. Do they use like/enjoy + _ing? Learners ask others questions: Do you like/enjoy listening to stories/ fairy-tales? Learners think of a story with three pigs and a wolf in it. The teacher writes “Three Pigs” on board, translates and finds out who knows and who likes this story. 5. Pre- listening. Teacher explains the story they are going to listen is called ‘Three little pigs’. 6. Listening. Learners listen to the beginning of the story: “The three little pigs are brothers. They are going into the forest. They want to build three houses”. The teacher asks questions: Who is in the story? Are they brothers? Where are they going? What are they going to do? Learners listen to the audio story “Three little pigs”. Teacher asks weak pupils to read the text.
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An audio story
multi-media presentation |
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Middle 17 minutes
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7. Physical pause.
8. Speaking. Learners listen to the story again and do tasks on worksheet. Compare answers with a partner. 9. Hot seat activity. One learner sits at front of class. Learners ask him/her questions. e.g. How old are you? Where do you live? Do you like stories and fairy-tales? What’s your favourite story? Do you like to be an actor? 9. Role play “Three little pigs”. 10. Reflection. |
Video-song
worksheets
Hot seat activity.
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Additional information
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Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?
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Assessment – how are you planning to check learners’ learning?
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Cross-curricular links Health and safety check ICT links Values links
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-Praise -Scaffolding – Gestures – Questions | -Formative assessment
-Answering the questions – Peer-assessment |
– Performance arts
– Dynamic pauses – ICT
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Reflection
Were the lesson objectives/learning objectives realistic? What did the learners learn today? What was the learning atmosphere like? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why?
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Summary evaluation
What two things went really well (consider both teaching and learning)? 1: 2: What two things would have improved the lesson (consider both teaching and learning)? 1: 2: What have I learned from this lesson about the class or individuals that will inform my next lesson?
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Приложение
Wolf: “Little pig, little pig! Open the door and let me in.”
Wolf: “I’ll huff and I’ll puff and I’ll blow your house down.”
Wolf: “Pigs, pigs, let me in.”
Naff-Naff: Hello, boys and girls. I’m Naff-Naff.
Snuff-Snuff: I am Snuff-Snuff.
Niff-Niff: And I am Niff-Niff.
Song
Who’s afraid of big bad wolf, big bad wolf,
big bad wolf. Who’s afraid of big bad wolf,
La-la-la-la-la-la
Naff-Naff: Now stop dancing and listen to me.Winter is coming.The wolf is hungry.We must build a house and live there together.
Snuff-Snuff: I want to eat and sleep.
Niff-Niff: I want to sing and play.
Naff-Naff: As you like. I shall go and make a house.
Snuff-Snuff and Niff-Niff: So we shall go and make a house too. (go away)
Niff-Niff: I have built my house of grass.
my house of grass, my house of grass.
La-la-la-la-la-la
Snuff-Snuff: I have built my house of sticks.
my house of sticks, my house of sticks.
La-la-la-la-la-la
Naff-Naff: I have built my house of bricks.
my house of bricks, my house of bricks.
La-la-la-la-la-la
Niff-Niff and Snuff-Snuff: Close the door, close the door! The wolf is coming.
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