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Open lesson on English language in 4th grade

on this topic " school supplies, academic subjects"

(consolidation and introduction of new vocabulary

using 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 the names of school subjects: English, Russian, Reading, Art, PE, Maths, Music.

Vocabulary to reinforce: 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 they can be used;

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 into 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?

Reporting the goals and objectives of the lesson: This lesson we continue to speak about school things and school subjects.

The 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 exercise:So, we will have to work a lot as usual. But as always, our faithful assistants – School things – will be with us.

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 good study is a good memory. Let's exercise our memory. Let's play a 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 your eyes and turn! Turn back and open your eyes! Guess!

4. Learning the skills 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 discovered that you do not have a pen (eraser, pencil, ruler...) that you really need? (children's assumptions). Let's find out how English schoolchildren behave in such 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 based on the model, but using the names of other school supplies).

Now I am sure that during 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 objects (paints, piano, ruler,...). The guys answer using 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 can you 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 model).

6) Show and say what 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 minute:

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 imitate the movements.

7 . Learning to read text and extract 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 return again to the tasks of the lesson and remember what we did 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?

Transform the underlined verbs into the past tense and tell us what we did today:

We…

1) told about school things and how we could use them;

2) asked your classmate to lend you a thing you needed;

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's over. You may be free.

Preview:

Plan – summary of an open lesson in English in grade 2 on the topic “Description of an animal.”

The purpose of the lesson: systematize and consolidate the acquired lexical and grammatical skills on the topic: “Animals” and lead to a monologue on the topic: “Description of an animal.”

Tasks:

1. Repeat vocabulary on the topic “Animals”, intensifying the use of these LEs in speech - names of animals, flowers, adjectives to describe an animal (fairy-tale character) using a communicative approach to teaching, using outdoor games, riddles, interesting tasks - puzzles.

2.Training reading technique.

3. Activation of the use of various grammatical forms, the use of grammatical schemes.

4. Output to speech monologue statement on the topic: “Description of an animal.”

Equipment: pictures with animals (in electronic version), cards - “torn leaves” (in electronic and printed version), printouts of grammar tests, soft toys - animals, electronic presentation of the lesson.

During the classes:

I Organizational moment:

1. Greeting – Good morning, my friends! I am glad to see you. Sit down, please.

2. Communicating the goals and objectives of the lesson to students.

Let's begin our lesson. Today we will 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, 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”

The students sing a song about the alphabet in chorus. (See Appendix 1)

2. Phonetic exercise: Today we will learn how to read the letter E in an open syllable. An open syllable is a syllable that ends with a vowel; in this syllable, the 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 technique: Let’s do some exercises. Let's read. The teacher suggests doing exercise 2, 4 p. 67 (reading) in the textbook.

On the slide there is a diagram showing the rule for reading the letter E. Look here, you can see the rule. Write it. The teacher suggests looking at the rule on the slide and writing it down in your 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. The teacher then hides the image. Children must name the animals from memory. Students name the animals.

5. Let's play. You did a good job with this task. Let's play. The game is called “Who is bigger?” The class is divided into two teams, students from each team take turns giving the names of the animals, whoever names the most earns a point, the points are summed up at the end of the lesson, and the winner is announced.

6. You know a lot of animals, but let's remember how some of these words are written. Let's play another game. Game – “Insert the letter”. (See Appendix No. 3)

The guys race to mark the missing letters in the words, and at the end they test themselves by reading the words on the slide aloud.

7. Let's guess the scanword. (See Appendix No. 4) Look at the screen, find familiar words, name them.

8. Physical education minute:

Let’s sing the song “Clap your hands together” You and I have done a lot and are already tired. Let's relax and sing our favorite song. ‘Clap your hands’. Students sing a song in chorus, performing movements from the song's text. (See Appendix No. 5)

9. Solve the crossword puzzle. (See Appendix No. 6) Students are asked to solve a crossword puzzle. Look at the screen, insert the missing letters in the cells, you will get words, in the highlighted cells - keyword, name it.

10. It's time to write a short test and check how much we know grammar so that we can correctly compose sentences when talking about an animal. Students are given copies of the test and must circle the correct answer. At the end, students 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 won’t be difficult for you to describe any animal. Let's use diagrams that will help us with this. The teacher suggests using grammatical schemes, voices them, and 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 new things we learned, what we learned, what we liked, what we didn’t like.

Grading for the lesson.

Homework: p. 67, ex. 3 (written)

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: Repeat and consolidate the lexical and grammatical material covered on the topic “Food”.

Lesson type: Lesson to consolidate knowledge

Students in class: 5

Equipment used:board, book, workbook, cards, computer

Used DSOs: Presentation

Short description:lesson consolidation of material

The purpose of the lesson : Repeat and consolidate the lexical and grammatical material covered on the topic “Food”.

Practical component of the goal:practice students in applying the studied lexical units and lexico-grammatical structures in speech situations.

Developmental component of the goal:develop skills in reading words by transcription, skills in dialogical speech, and attention.

Educational component of the goal:the formation of sustainable motivation for learning English, the formation of food culture skills, and 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 exercise

Before we start the lesson, let's practice our tongues Slide No. 3

Like, ice cream, rice

[?] - milk, chicken, biscuits, chips

[?]- thank you, 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 No. 4-5 Read and guess what it is. (reading by 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 break

Clap your hands when you hear the name of a drink, stamp your foot when you hear the name of a fruit, twist your head when you hear the name of a vegetable.

• a banana,
• a carrot,
• tea
• milk,
• an apple
• an orange
• a potato,
• water,
• lemonade,
• fruit, fruit
• cake,
• vegetable,
• juice.

Step 3

Slide number 6

A) 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? (They 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 No. 10 You are tired. Let's have a rest. Sing along. (Ex. 2 p.48)

(They listen to the song for the first time and repeat (We worked with this song in the last lesson). Listening to the song a second time, imitate the actions)

I like apples I can crunch - (they pretend to hold an apple and bite 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. (Work 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 No. 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 Forest School.
The purpose of the lesson: Systematization of studied and grammatical structures on this topic.
Tasks: Practicing grammatical skills through sentence construction. Using tense constructions in the Present Simple sentence
Development of students' speech-thinking abilities.
IN this course In English, each lesson is built on a plot basis, which encourages a variety of role-playing games. This lesson also has a plot, proposed to students in the form of an English lesson in a forest school.
The lesson used broad reliance 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 (story about yourself, about animals, about your friend)
B) paired dialogues
B) collective song
These forms of work help create an atmosphere of interaction and a truly communicative atmosphere in the classroom, for example:
While reading the text, children come up with independently prepared statements.
During the lesson, a differentiated approach to mastering language material was implemented: weak students read, strong students composed dialogues, micro-monologues, and completed more difficult tasks on the board.
The activities of children in elementary school during a foreign language lesson should be varied, so the types of work during the lesson often changed, however, 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 activities: listening, speaking, reading and writing. All students were involved in the work. A logical sequence was followed.
The set goals and objectives were achieved. The students' knowledge was assessed.

Lesson progress: 1.
Organizing time
Greetings. Conversation with the duty officer.
2. The teacher informs students about the topic of the lesson, the goals and objectives of the lesson, and what is to be done 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 one by one go to the interactive board and describe the animals on the slide.
She is a cat.
Her name is Mary
Teacher: Let's imagine the introduction 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 students recite the alphabet.
Teacher: Now let's sing a song.
Students sing a song.
Teacher: Children, in order to speak English, you need to know the rules of reading.
Slide2.
Students do the exercise.
Teacher: Now the task is more difficult.
Slide 3.
It is necessary to distribute the words according to the reading rules.
Children complete the task. Teacher: Our friends from the forest school and Mr. Greenwood ask us to answer the questions in the questionnaire.
Slide4.
Students answer questions, make up dialogues, and talk with each other.
What can we tell you about our friend?
Let's describe a friend without giving a name. Students make up micromonologues, describe their friends, and the rest guess who it is based on the description.
Teacher: Let's remember the rules of etiquette. How do the British behave at the table?
Slide 5.
Students compose mini-dialogues based on the model.
Teacher: The next exercise will help us understand what forest school students can do.
Slide6.
Students perform the exercise according to the model. What do we like to do?
Slide7.
Work in notebooks. Students make up sentences and write them down in their notebooks.
Teacher: What can Rex do?
Checking homework.
Reading text exercise 13.
Summing up the lesson.
Children talk about what they did in class and give their assessment.
The teacher evaluates the students and thanks them for the lesson.
Giving homework.Exercise 4 page 8. Workbook.

Preview:

Development of an English lesson in 3rd grade

"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 doing? Take your seats. Let's start our lesson.)

Write down the date on the blackboard(Write today's date on the board)

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. Communicate 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. Goal setting stage

Teacher: I invite you today to go on a journey through the land of lessons learned and find your way to the 4th grade, going through many exciting tests.

4. Repetition of formed skills and abilities that are a support.

4.1 Teacher: Let’s start our travelling and we are at the “school island”.We ended up on the island of school items.Who wants to tell us about his or her favorite subject?Who wants to tell us about their favorite school subject?

Student: A story about your favorite school subject. (Development of a monologue statement)

Teacher: Each island has the special task for us. Look and say subjects what do children like?(Each island has a special task for us) Look and tell me what object children love?

(Sk. 3, students use the table to match the subject and the child talking about their favorite subject)

Teacher: Look here! It’s Lulu’s pencil case.What has she got there?Look. This is Lulu's pencil case. What does she have there? (DC 4. Students try to find words on the topic “school subjects”)

4.2Teacher: Let's go on! The next place we visit is a “Family island”.(Go ahead! The 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?)

Student: A story about your family. .(Development of monologue 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.(Vol. 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.)

Student: Students read poems in chorus and select a rhyming word on the topic “family.” (Element of phonetic warm-up in class)

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's Food Island(Let's not waste time. Let's go to the next island. What do you think we will talk about? Of course about... food! This is the island of FOOD) .

Watching the educational video Do you like (https://www.youtube.com/watch?v=frN3nvhIHUk )

Look here! We have a new task. Put the products into the correct shop. Look, we have a new task. Organize groceries correctly in stores.

Student: Students take turns distributing products into different stores according to categories. (DC8)

Teacher: What do 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. (Who do I see! We have a very famous guest. This is the great British chef, Chef Gordon Ramsay!) The teacher welcomes the student portraying the famous British chef.

Student: The student prepares to prepare a fruit salad and accompanies the process with his comments (Use of project technology: the student selects a recipe in advance and independently carries out the cooking technology.)

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? (Let's go to the next island. Look! This is Pet Island. You can tell us about the 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. (DC 11)

Student: Students must choose the appropriate word combination 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”

Watch a training videohttps://www.youtube.com/watch?v=tScUb08F7os

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 board, gives instructions to perform various actions. U1 and U2 turn their backs to each other - the one who completes the teacher’s tasks correctly wins.

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 anyone who wants to tell us about his home?It's time to go to the next island. This is the island "MY HOME" Is there anyone who wants to tell us about their home?

Student: The student talks about his house. (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.(DC 13).Okay! Next task! I have several riddles about the rooms. Let's try to solve them.

The teacher gives a description of the rooms. Students must guess which room they are talking about (Development of listening skills)

1. In this room there is a table, a mirror, and beds. We sleep here. What is this?(a bedroom)
2. 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 refrigerator, 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! We need to go through the next island. Look! This is the island "My Day"

Students present the project “My Working Day”, compiled using collage technology.

Thank you very much, girls! Now we learn about Mary's favorite day. But some words are missing. Let's find ittogether.Thanks a lot! Now we learn about Mary's favorite day. But some words are missing. Let's find them together.

Students complete a lexical and grammatical task to select 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 best? Let's remember what new words and expressions we learned?

6. 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 great job. Thank you very much! I would like to present you with a certificate for successfully completing the academic year. See you again!

The teacher gives the children certificates for completing the school year and thanks them for the lesson.

Technological lesson map

FULL NAME: Kiseleva Marina Gennadievna

Place of work: MKOU "Vrachovskaya" Primary School- kindergarten"

Job title : English teacher

Academic subject: English language

Class: 3

Lesson topic: Spotlight island or land of lessons learned

UMK: Spotlight -3

Lesson type: repeating-generalizing / competency-oriented (updating knowledge, assimilation of new knowledge, initial testing of understanding)

Technologies: Health saving, gaming, communication-oriented learning, information and communication, system-based learning, ICT.

Teaching methods:

according to information perception:verbal, visual, practical;

stimulating: educational games, creating a situation of fun and 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 being studied.

Formation of strong speaking and listening skills on the topic being studied.

Generalization of grammatical material.

2. Educational– fostering mutual respect, understanding, responsibility, discipline, and independence.

Increase interest in the subject being studied.

3. Developmental - development cognitive processes, memory, attention, speech observation, linguistic guesswork,

Formation of monologue and dialogic speech skills.

Sociocultural development.

Basic Concepts

School, house, pets, food, routine day

Organization of space

Interdisciplinary connections

Forms of work

Resources

Physical education, the environment, literature.

System for assessing the achievement of planned results

Frontal, pair, group, individual.

Levels

Textbook "English in Focus" 3rd grade authors N. I. Bykova, J. Dooley, M. D. Pospelova, V. Evans, Moscow "Enlightenment" 2012.

Computer presentation;

Internet resources:

Basic - used

Increased – PU

High_VU

Conduct and maintain a basic monologue; PU

Listen to the teacher's speech; PU

Perceive audio text by ear with a 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 communicative task PU

formation of learning motivation, communicative competence in communication and cooperation with peers

Be able to choose language and speech means to solve a basic language problem;

Interact with others, follow the rules of the game, working in pairs;

Be able to act according to a model when performing exercises and composing your own statement;

Development of cognitive, emotional spheres

Regulatory UUD:the ability to independently set educational goals and objectives; adequately assess your capabilities and independently control your time.Communicative UUD:

• organizing and planning educational collaboration with peers;
• the ability to recognize and use in speech the basic meanings of the studied lexical units (words and phrases); express your opinion, justify it within the limits of the studied topic and acquired 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 one’s knowledge system, distinguish what is new from what is already known, acquire knowledge, find answers to questions using a textbook and information received in class.

1.Welcomes students.

2. Helps students engage in speech activities with the help of questions

What’s the date today? What's the weather like today?

Greetings from the teachers. Use available lexical units to greet the teacher and answer questions. BOO

Be able to choose the lexical units necessary for communication in a given situation.

Interact with the teacher during greetings and questioning, carried out frontally.

Use speech means to solve communicative problems. Feel successful in a communication situation.

Make sure your answers and those of your classmates are correct.

Independently monitor the correctness of the PE used. Mutual control in a communication situation

Stage 2. Determining 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. Offers to determine the topic of the lesson.

Get to know the topic of the lesson

Identify essential information from the material studied. Independently identify and formulate the topic of the lesson. Put forward a hypothesis and justify it.

They work from the front. Discuss the best topic names. They pronounce words.

Listen to your interlocutor. Be able to justify the choice of point of view. Be respectful of the opinions of others.

Be able to listen in accordance with the target setting. Accept and maintain the learning goal and task.

Stage 3. Updating knowledge and localizing individual difficulties

Stage 3.1 Practice in using the studied grammatical and lexical units in monologue and dialogic speech

1. Organizes the game “Travel through the country of lessons learned in order to consolidate the topics covered and complete control task on every topic.

Offers to guess what is shown on the screen (repetition of school subjects).

2. Organizes work in pairs to practice RO and various structures Do you like? It has got. There is/there are etc.

Regulates work in pairs, helps in completing the task as necessary.

Apply learned lexical structures and LO BOO

They participate in a monologue, ask a question, and answer the interlocutor’s question. PU

Consciously and voluntarily construct a speech utterance in oral form

Interact with other students. Asks a question about the picture, other students answer.

They ask a question in accordance with the communicative task, listen to the interlocutor’s answers.

Listen to the teacher's questions.

Construct a statement that is understandable to the interlocutor.

Monitor the correctness of students' answers.

Carry out mutual control of the process of completing the task.

Identify deviations from the standard. Carry out mutual control.

Stage 3.2 Listening Practice

Organizes listening for the purpose of understanding speech by ear and updating lexical material

They listen carefully to the sentence and guess what room they are talking about. PU

Be able to structure knowledge, highlight the necessary information in accordance with the purpose of listening.

When called, teachers announce the correct answers.

During listening, self-monitoring and mutual monitoring of the task are carried out.

Detect deviations and differences from the standard

Stage 3.3 Dynamic pause.

Organizes viewing of the educational 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 construct a speech utterance in oral form.

They listen to the commands of their classmates and perform them themselves.

Understand the content of commands by ear. Listen to each other.

Self-control and mutual control during the task.

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 based on the results of a monologue statement.

Students compose a monologue on the topic Home, Pet, Family, Daily routine. VU

Consciously construct a speech statement in oral and written form.

Listen to classmates.

Listen to your classmates' answers.

During the hearing, the correctness and completeness of the monologue statement is monitored.

Accept and maintain the learning goal and task. Detect deviations from the standard. Accept the teacher's assessment adequately.

Stage 4. Reflection.

1. Organizes a summary of the lesson.

2. Evaluates the results of students’ work.

3 Presentation of certificates for successful completion of the 3rd grade course

Discuss what they learned in class. BOO

Justify your opinion.

Interact with the teacher, listen to the students’ answers.

Be able to formulate your own opinion.

Analyze, supplement, correct as necessary, and evaluate the success of their activities.

Accept and maintain the learning goal and task.

Preview:

Development of an extracurricular open event as part of extracurricular activities in the general cultural direction “Ethics - The ABC of Good!”

Prepared and conducted:

English teacher

MKOU "Vrachovskaya primary school - kindergarten"

Kiseleva Marina Gennadievna

Form of conduct: travel game.

Target. Teach children to determine in what cases a person can be called good;

learn to analyze life situations and draw conclusions from them;

help students understand the importance of goodness as a life choice;

to form moral principles: integrity, sense of mercy;

teach children to correctly evaluate their actions and the actions of their comrades, to promote the development of motivation in students to do good deeds.

Develop tactile and kinesthetic sensitivity; creativity, coherent speech;

the ability to think, to identify true and false goals in life; perceive people as they are.

To cultivate positive character traits, a desire to do good, and an attitude towards people with understanding and empathy. Cultivate humanity, kindness, and decency.

Equipment: statements about kindness, a multimedia board, a magnetic board, a computer, a disk with a recording of the cartoon “Just Like That,” a recording of “Waltz” by E. Doga, an illustration of the Wise Owl, envelopes with a task for working in groups (proverbs cut into parts according to words).

Progress of the event

1. Org. moment.

2. A minute of psychological mood.

Teacher. Children, create a circle. Close your eyes. Now hold hands and hold for a while. Let everyone focus on the palms of the neighbor on the right and left that you touch. Try to determine which palm is warm and which is colder. Which one makes you feel better? That's right, from the one from which the heat comes.

3.Introductory conversation.

Teacher. The same thing happens when they say, “it’s warm in the soul, it’s 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, invisible and impossible to measure. But without them our life becomes poorer, gray and colorless everyday life. Among all human virtues, kindness occupies 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 bestow on someone?

Okay, good health.

How do we go about asking for help?

Kind people.

What is good? (Children answer). Who in our class can be called good, kind? Why do you think we are talking about kindness today?

Today, more than ever, we must not only talk about kindness, but also do good. There are many people who are called volunteers, they do a lot of good deeds for other people.

4. Creating an associative bush.

- Together with you, I want to collect everything that we talked about into one miraculous flower. And what kind of flower this is, you will understand after listening to the story “If I had a flying carpet.” (read by teacher)

Far, far across 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 magic carpet, I would fly overseas, land in the mountains, and find an amazing flower. I would collect its seeds and bring it home. I would distribute a seed to all people, 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 here too. And this will happen when you and I play a game called “I want.”

The teacher explains the conditions of the game.

- I'm starting this game. I want there to be good on earth. (Draws a petal to a flower on the multimedia board). Children take turns and finish drawing one petal at a time, saying:

- I want there to be joy;

- I want there to be mercy;

- I want there to be happiness;

- I want there to be peace;

- I want there to be friendship;

- I want there to be humanity.

5. Setting a social hour.

-Children, I would like to live in a country where people would refrain from bad deeds and evil intentions, but would be good and charitable.

-What is charity?

Reference

The word charity comes from the combination “to do good.”

- Good habit- take care of other people. People appreciate sympathy when it is sincere. Someone else's grief should not leave us indifferent. There is even a proverb: “There is no such thing as someone else’s grief.”

6. Report 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, and benevolent. But the stops in this country where we will stop are not easy, but with different tasks. To move forward in the country, we must solve them. (On the magnetic board there is a map of the Country of Kindness)

7. Journey to the Land of Good.

-You and I have arrived at the Vokzalnaya stop. We change to a city bus and move on.

a) Stop “City of Good Deeds”.

(“Brainstorming”: discussing life situations).

-What would you do if next...

- Someone is crying.

- The elder insults the younger.

- A little kitten sits high on a tree and screams.

- Little brother is sad.

- The flower in the pot dropped its leaves.

- My sister’s favorite book was torn.

- Mom came home tired from work.

b) Stop “Knizhnaya”.

Group work: reading and discussing stories

c) Stop “Sportivnaya”. (Physical education minute)

d) Stop “Illustrative”.

The teacher shows illustrations depicting various situations. Children tell which actions are bad and which are good.

e) Stop “Cartoon Street”.

Watching and discussing the cartoon “Just Like That.”

-Are there any children in our class or school who demand a reward for something?

f) Stop "Lesnaya".

Introducing students to the Wise Owl, who brought tasks for children: in envelopes there are cut proverbs about kindness and they need to be folded and read.

(Work in groups).

1 group

- A kind word / will warm you in the cold.

- Everyone is capable of spite, / but only a real person can do good.

- A good word builds a house, / but a bad word destroys it.

2nd group

- You can’t appreciate good things / until you do good things yourself.

- A kind word / and the ice will melt.

- The first step to good / not to do evil.

- A kind word to a man / like rain in a drought.

(Children read out educated proverbs.)

The teacher hangs the “Rules of Charity” on the magnetic board and reads it out.

Charity rules

- The first step towards good is do not do evil.

- Whoever wishes good to a person receives it himself.

- Live, do good, and don’t demand rewards for it.

- Help the weak, the little, the sick, the old, those who are in trouble.

- Feel sorry for others, not yourself.

- The greatest joy for a person is to live for people.

- Do not be greedy.

- Forgive the mistakes of others.

8. Summary of the lesson.

-This is the end of our journey through the Land of Good. But I know that some children prepared poems for our lesson.

To the sounds of “Waltz” by E. Doga, children read poetry.

Teacher. According to legend, when a person is born, God lights a new star in the sky and sends a Guardian Angel to the child. In a dream, an angel kisses a 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 will infuse 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 on earth, happiness and those who are in a hurry to create it. (On the multimedia board there is an image of an Angel)

9. Photo report

Preview:

To use the preview, create a Google account and log in to it: https://accounts.google.com

First, remember that a teacher's job is not to teach, but to help you learn. You can lead a horse to water but you can’t make it drink (You can lead a horse to water, but you can’t make it drink). The recommendations below constitute a kind of English language plan.

Language centre

No matter how hard we try to consciously control the learning process (self-learning) and record information, subconscious aspects play a big role. In order to increase the effectiveness of learning, 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 have a direct path from perception to the associated image, without a bridge. But you cannot operate with this categorically, if you need the student to “emerge” (remember, clarify) some word, and within 5-10 seconds (depending on the situation) the word does not arise, do not let the person feel in a dead end situation . To ensure that there are fewer such moments, it is better to build the English language with a leading effect - so that everything new is warned.

Don't strain

Many teachers make a common mistake - they begin 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 redundant. Because information is most favorably absorbed in a psychologically comfortable environment.

And you can increase perseverance in other ways. In particular, an English lesson plan can be built 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 move on, they will become bored.

Change of activity

Children and adolescents, especially children aged 7-8 years, begin to lose concentration after prolonged monotonous activities. Therefore, it is advisable to switch to something else every 5 minutes. For young children, this period is correspondingly shorter, and those who are older can maintain attention on one task longer. At the same time, try to think through your English lesson plan in such a way that tasks always have a logical beginning and end, and do not roll in a chaotic lump. Physical activity in class is always encouraged. You just need to remember that after dispersal, children may not be so easy to calm down.

Giving your child a choice

Impaired motivation is partly a consequence of learned helplessness syndrome. Control and lack of choice, or more in a 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 studies. Try not to overuse tasks where the child must answer in one word, and do not require standard wording.

Games and simulation

Subconscious information processing mechanisms are designed 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 one in which the person himself is directly involved. In the context of a lesson, the exercises are, for the most part, virtual, and the games are those in which the child finds himself. Therefore, gaming practice is both pleasant and effective.

Grouping words

The process of replenishing vocabulary can be divided into topics, or it can be lesson-by-lesson. In any case, an English lesson plan should group words into semantic categories within which interaction occurs. For example, it is not enough to simply 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 the student does most of the talking. Naturally, as the lesson progresses, you talk to adapt the children to English speech, correct mistakes, and also establish personal contact, but always strictly limit yourself in time.

Literacy

Prepare carefully. When working with any textbook, you need to create a lesson plan for an English lesson. Spotlight, Oxford heroes, Longman, Family and friends, Chatterbox - although they are colorful and extremely clear, no book is universal in working with children. It is always better 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 English lesson plan with elementary errors in the combination 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 should feel the impact of children, right? And they give back to you. But there is no need to “praise them more often.” Nice words must be deserved. Children always feel false. But if they succeed, just show them how happy you are. You don’t have to set any kind of bar for this, because any success is a success.

On this page you can find various free English lessons. Here are English lessons for all levels of language proficiency, as well as different methods: audio, video, for children, adults and others.

List of lessons:

Online English lessons "from scratch" by topic

Offered online lessons for beginners on various topics. You will be able to learn the basic grammatical rules of the English language, achieve a serious vocabulary (about 2000 words), learn how to write 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 book Bag of Bones. 100 lessons presented, over 2,400 words covered.

These lessons contain only real English (American) language. The lessons are very useful for increasing vocabulary by learning without taking them out of 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 in 16 hours on the Culture channel watch online for free. Tables, lesson descriptions, videos

English lessons for preschool children I.A. Murzinova

Lessons for teaching English to children. They are designed both for English teachers in kindergartens and for parents of children preschool age.

Educational series Extra English

This is the story of Bridget and Annie, who rent an apartment in London. They have a neighbor, Nick. He loves Bridget, but she doesn't love him, but Annie loves him. This is how they lived until Bridget received a letter from Argentina.

Free online English practice for different levels

This section contains more than 20 topics with English sentences and with translation into Russian.

English lesson on the topic " Traveling "

Lesson type: integrated application of knowledge and methods of activity.

The purpose of the lesson: create meaningful and organizational conditions for students to independently apply a set of knowledge and methods of activity.

Educational: promote the development of oral speech skills.

Educational: promoteformation of communication skills and development of activity in the lesson.

Developmental: promote the development of speech activity, memory, imaginative thinking, cognitive interest, reflection of activity.

Tasks:

practice vocabulary on the topics “Travel”, “Transport”, “Action verbs”;

consolidate the use of the verb tense form “Present Simple”;

practice speaking, listening, writing skills.

Lesson equipment:

blackboard;

projector and screen;

visual materials:

• slides (countries/attractions, transport);

  things for the trip (bag, passport, money, tickets, clothes, first aid kit)

  physical minute text;

Handout:

• forms of lexical tasks;

  envelopes for group work;

  postcards.

The logical diagram of the lesson is built in accordance with the technology of learning in collaboration and consists of 4 stages:

I . stage – Arouse interest:

Organizing time;

introduction to the topic;

setting the goals and objectives of the lesson.

II. stage – Stimulate discussion:

activation of LE: countries, luggage, transport (slides, collecting a travel bag, assignment forms);

drawing up a travel plan (slides, teamwork).

III. stage - Organize for discussion:

group work (envelopes with illustrations, supporting diagrams);

individual work.

IV. Reflective-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 V topic.

T: People usually travel in summer. So, today we are going to speak about travelling. 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 express their opinions about the proposed quote).

3. Staging goals And tasks lesson

T: So, today we are going to make a plan of travel. 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.Activation of LE:

Countries

T: Let's start with the countries. What countries do you know?

P1 : P2: P3: (students name countries known to them)

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 the slides and pronounce phrases)

T: Now I want you to watch video. Listen to the video and tell me please why do people travel

(Watch 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 for 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 approach the tables on which various items, 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 call different kinds transport).

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, match the illustration and the word, then check at the board 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 exercise)

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 description 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 saying the names of the countries; members of other groups must guess from the description which countries they are talking about)

Next task - text for reading you should read and finish the funny story.

Figure 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 as desired, using supporting diagrams if necessary)

T: Well done, my friends! At home you can draw up your plans.Be creative!

Figure 3

IV. Reflective-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!

Have you chosen the teaching profession? 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 children - your students - that help you remain young at heart. In addition to the knowledge, skills and abilities that a teacher imparts to children every day, sometimes he has to prove his professionalism to his colleagues. How to be convincing?

Prove by action that you are competent. If you are a foreign language teacher, then creating and conducting, for example, an open lesson in English is sometimes difficult. But everything comes with experience. Gradually, day by day, you learn not only to interact with children, but also to apply various techniques, notice the most effective ways and teaching methods. Yes, at a university or other educational institution they give you a base, a basis, a classical approach. And you, in turn, must unleash your creative potential.

How to conduct an open lesson in English?

Holding an open event that can be attended by both colleagues and the administration often brings fear. Why? Many teachers don’t know how to make a lesson interesting, productive, and varied. It is necessary not only to demonstrate your skills as a teacher, as an organizer, but also the knowledge that you taught the children. So where to start?

1. Time spending it is usually known in advance, so it is possible to find and select material. The main thing is not to put it off until later.
2. Choosing a topic, give preference to lexical. The foreign language lesson must be in a foreign language. And if you are explaining grammar, you will still have to use a lot of Russian words sometimes. It’s another matter if the topic is already familiar and you want to practice it.
3. 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).
4. We are developing a plan outline. We will not delve into the structure in detail now (in the article “Development of English lessons” you will find all the information). In this case, it is necessary to work out all the expected answers of the children and write down all your actions. In other words, make a detailed plan.
5. 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 in an open lesson it is better not to do this.
6. We use modern technical means. This will be an additional plus to your piggy bank.

Typical mistakes of teachers

If you already have extensive teaching experience, then you sometimes do not make stupid mistakes. But young professionals often do. When conducting an open lesson, try to consider the following points.

• Set up the kids Do not be scared inspectors. After all, teachers are tested, not students. This will make it easier for them psychologically. Sometimes many teachers intimidate children. Under no circumstances should this be done! You will turn them against you, they will be afraid to say superfluous word, raise your hand, although they will know the answer. But you need to show the students’ activities.
• Even though the teacher checks, he should not speak the entire lesson. The teacher guides, asks questions and gives instructions - and children act. Most of the time should be focused on showing their skills and proficiency in the language. And you, teachers, only help them and move them towards a certain goal.
• Sometimes problems arise with the activity of children. We all know very well that there are weak and strong students. In an open lesson, don’t push 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 taking a differentiated approach.
• If this is a foreign language lesson, then speech must be foreign. Do not speak Russian, only in case of “complete difficulty”. Alternatively, if the class did not understand the assignment, ask someone who is considered the best student in the class to translate.
• In an open lesson you sum up all those skills which schoolchildren mastered during your cooperation. Therefore, there is no need to explain again, for example, how to read a text, how to listen, how to speak. Only some hints can be used.
• Any activity direct to conversation. The main goal of any training is to develop the ability to communicate in a foreign language. Show that children not only know how to repeat after the teacher, but also express their thoughts in a foreign language.
• Many teachers love "rehearse an open lesson." Not worth it do this. The subsequent presentation will not be interesting for children, and even (these are children), they may get ahead of the material and say something unnecessary. 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 shortcomings, correct them and feel more confident.

In the article we reviewed 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 also like to give some final tips. Try to focus the class on work as much as possible, interview everyone, pay attention to each student. The main thing is to interest children. If they are interested, you will succeed.