Бойко Валентина Евгеньевна, учитель английского языка, Частная школа, г. Москва, Московская область
Название: All the people are different
Предмет: английский язык
Класс: 6
Тема: Внешность (Appearance)
Аннотация: В рамках режима самоизоляции мы вынуждены адаптироваться под современные реалии и использовать информационные технологии по максимуму. Ни для кого не секрет, что все ученики разные. Кому-то «переход в онлайн» дается проще, кому-то сложнее. Однако мы, как педагоги, должны быть на шаг вперед и подстраиваться под способности и потребности каждого ребенка.
Один из разработанных мною уроков по английскому языку представлен в данной статье. Используя IT-технологии, я разработала увлекательный урок для учеников 6-го класса по теме «Внешность».
Текст статьи:
Aims: to practice speaking skills (appearance)
Sub-Aims: to revise vocabulary connected with appearance using IT-technology
Personal aims: to reduce TTT
Materials: computer, Microsoft PowerPoint presentation, Google Jamboard, website www.liveworksheets.com, online dice, Skype/Zoom
Assumptions: Students know some vocabulary and most of grammar
Timetable fit: The tasks are optimized only for one lesson and logically connected with the previous ones.
Anticipated problems and solutions
— The learners may forget some words related to the topic 
show them pictures and written words in PowerPoint
1. Skills Lessons
Speaking
Reading
2. Language-based lessons (form, concept, phonology, appropriacy)
| What is the language form? | Lexis (appearance) Mostly Past Simple |
| Concept(s)? | Topic vocabulary connected with appearance |
| Any important phonological features to point out to students?
| Special attention to the pronunciation of some particular words and changing stress in word families (ugly, young) |
| What problems will learners have form, meaning/ concept and phonology? Mention your solutions | The learners may have difficulties with pronunciation correct them or ask to find the word in a dictionary and pay attention to the word’s stress The learners may forget some words related to the topic pre-teach unknown words |
| Is the issue of appropriacy relevant? Why/ why not? | The issue of appropriacy is relevant because the vocabulary learnt at the previous lessons is being practised together with grammatical structures in controlled practice |
| Stage | Aim | Time | Procedure | Pattern |
| Warm-Up | To plunge Ss into the atmosphere of the lesson | 5 min | I greet Ss “Hello!”, they respond “Hello”. I ask them “How are you?” they respond individually. I ask ‘How was your weekend? Can you tell something interesting?’ they respond individually. After listening to the answers I say ‘Ok, let’s start the lesson’. | T-Ss T-S |
| Lead-In | To discuss questions in pairs (practice speaking skills) | 5min | The word ‘Appearance’ is shown on the computer screen with the picture below (PowerPoint Presentation). I ask Ss ‘Can you guess the meaning of the word looking at the picture below?’. They answer individually. Then I ask them to work in pairs and try to remember some words connected with the topic. I ask them to use brainstorming. I say ‘The time limit is 2-3 min. Is the task clear?’ Ss say Yes or No, if ‘no’, I explain the task more clearly. After working in pairs one person from each pair says the answer aloud (one person answers only one question): For example, I ask Dasha to answer the question ‘What words did you come up with?’. If she doesn’t answer, I ask Maksim to answer the same question. We discuss all the words. | T-Ss Ss-Ss T-S |
| Pre-speaking | To pre-teach needed vocabulary | 10 min | I show Ss the presentation with the words and the pictures below and ask them to guess the meaning. They say the answers aloud. If the answers are not correct, I try to explain the meaning using simple words. | T-Ss T-S |
| Reading and Speaking | To revise grammar and speak about appearance using new vocabulary | 10 min | I tell Ss “Please look at the worksheet (Simple Past Harry Potter). Do the task in pairs. Use Past Simple form of the verbs”. Then we check the answers together. I ask Ss to describe Harry Potter in their own words and make mini-dialogues in pairs using new vocabulary. I listen to their dialogues. | T-Ss Ss-Ss T-S |
| Controlled practice | To check Ss’ knowledge on the topic that they got on this lesson and previous ones; to revise the vocabulary | 15 min | We play online board game using online dice. Ss practice vocabulary that they have learnt. I check their grammar and pronunciation skills. | T-Ss Ss-Ss |
| Giving the H/W | 2 min | I say ‘Thank you for the lesson. I hope you enjoyed today’s activities. You homework is to make a presentation about your favorite literature character. Don’t forget to use new words. Goodbye!’ | T-Ss |
