Образец плана урока
план-конспект урока (английский язык, 10 класс) по теме

Lesson plan cover page

Country

Russian Federation

Name

Natalia Kravchuk

CiSELT unit and title

Teaching integrated skills

Brief description of context, location and time (size of classroom, facilities/resources available, time of day, lesson length, etc) – 50 words maximum

• The classroom is small with fixed desks in rows across the room
• Date: 29.04.2013. Location: English classroom Pskov, Pechorskaya Str., 3, School № 24. Timing and length of Lesson: 09:50, 12:50
•  ( 80 minutes)

Brief description of learners (how many,  age, level, special needs/behavioural issues, etc) –
50 words maximum

• Level: B1+.  My students are 15  years old, they are almost the same  ability, nobody is above a high intermediate level of English. There are 10 students. There is one girl who speaks English quite well. Nationality: Russia. the teens are quite active, creative and mobile.

Brief description of the new idea and why chosen – 50 words maximum

I have decided to use the activities presented in the unit  Teaching integrated skills as it is the most beneficial approach, more like real-life communication. It’s quite challenging for both, students and teacher. Improving in one area has a positive impact on other areas. It appeals to different learning styles.

Lesson plan cover page

How does the lesson fit with syllabus/timetable?
(30 words maximum)

Students have experience with listening skimming and scanning techniques.
Students are familiar with most of the vocabulary in the article.
Students are familiar with classroom discussions and summarizing.

Learning outcome

By the end of the lesson students will be able to…

1. To practice in developing their skimming and scanning listening skills.
2.  To revise vocabulary essential for understanding the article as well as to provide practice in use and pronunciation.
3. To integrate listening into writing and speaking skills and provide practice in summarizing.

Materials and references (attach worksheets)

facilities available: blackboard, pieces of chalk. Authentic material (audio recording of newspaper article on http://www.breakingnewsenglish.com/0511/051126-dolphins.mp3): ‘Swim with dolphins to reduce stress’; pictures of nature and animals; handouts with the vocabulary exercises ; handouts with the listening comprehension activities.

Anticipated problems – 50 words maximum

1. Students may have difficulty in understanding the recording.
2. Students may struggle with quite a bit of the vocabulary in the article.
3. Students might struggle to imagine the situations presented in the first speaking activity and to convey their feelings.

Proposed solutions – 50 words maximum

1. I play it as many times as is required to complete the listening comprehension tasks.
2. I will present and practice difficult words
3. I will show various pictures of beautiful, tranquil scenes of nature and pictures of the mentioned animals to elicit responses.

Lesson procedure

Time

Teacher activity

Student activity

Interaction

Stage aim

5-7min

10

8 min

17-20 min

5-6 min

10-15

5 min

Greeting

Warming up

The teacher asks:

” Do you find that your lifestyle in the city makes you stressed?

How often do you interact with the natural environment?

Do you think that animals can help us to feel good?

How do the following animals make you feel: dolphin, dog, horse, rabbit, kitten?

Imagine swimming with a dolphin in a tropical paradise. Would you like to do this and how do you think this would make you feel?

Sets the task: to match up the new words with the scrambled definitions alongside on the handout. ( handout vocabulary)

Checks the students

writes a list of the new vocabulary words on the blackboard. Gets students to complete the following vocabulary exercise by inserting the correct word.

Checks answers and models each new vocabulary word, drilling pronunciation.( handout the exercise)

Audio tape of the newspaper article(http://www.breakingnewsenglish.com/0511/051126-dolphins.mp3): ‘Swim with dolphins to reduce stress’);

provides students with the handout with the listening tasks.

Tells them:” You are  listening  to the tape to find the answers to the questions in the first and second activity”( handout listening tasks)

Playing the tape again.

Monitors

Checks the answers

statements are true or false.

Play the tape again ( handout true or false)

Instructs them to listen to the article, underlining any words which are inconsistent with the article and writing the correct word in its place.

Students checking  answers in pairs.( handout listening for mistakes)

The teacher monitors the students’ work and makes any corrections in their speaking.

Then the teacher with the class checks the words.

Summarizing the article

Checking

The teacher divides the students into groups of 3 and get them to discuss their opinions of the contents of the article.

• Their opinions on human well-being being dependent on interactions with the natural world.
  • how their moods are affected by being in nature.
  • Their opinions on the use of conventional therapy, such as drugs, versus animal/natural/alternative therapies.
  • Do they have any personal stories in which animal interactions have been beneficial.

Setting HW

 The teacher asks the students to write their articles and present it using Power Point Program. The best article will get a prize.

Asks for the conclusion and aims at the end of the lesson

Saying Goodbye

Students greet the teacher

Students answer the questions

Students match the new words with the definitions on the handouts

Students complete the exercise

Students listen to the recording

Students listen to the recording

Students  present their answers to the whole class and correct the
false statements if necessary

Students listen to the recording and make changes

Students present a summary of the article

Students discuss the questions in groups

Students write down the HW

Students say Goodbye

T-Ss

T-Ss

Pair work

Individual

Individual

Individual

Pair work

Group work

Group work

Ss

Ss

for students to prepare for the lesson, greet the teacher involving into the work

Create interest in the topic using discussion and the personalization technique. Pre-teaching and practicing vocabulary through matching and comprehension exercise, to facilitate short discussion.

recognize, revise and produce vocabulary, plunging into the topic.

Checking the vocabulary

Listening comprehension: Listening for the gist and listening for specific information (scanning).

Listening for specific information (scanning)

Listening for specific information – Listening for mistakes

Writing skills: summarizing the article. Speaking skills: discussion

Practice speaking

Organization of the learning process and ending the lesson

Reflection

What went well? Why?

(refer to the learners, learning outcomes and stage aims, lesson procedures, tasks / activities and materials)

SS were engaged and argued well. They generally demonstrated imagination. They worked individually in pairs and as a class.

I found creating my lesson for class was pretty challenging. It was very important for me to learn how and practice how to integrate the main skills. I find such integrating lessons quite beneficial and useful for students as they give them a lot of opportunities to develop skills at the same time. I think they were quite motivated because the topic was interesting and up-to date. I expected they would have some problems in expressing  opinions  about diseases  ( I thought they didn’t know  all the diseases ).

They turned out to be very broad-minded, intellectual and creative. They spoke a lot. All the learners anticipated in the discussions and were quite active during the lesson. Fortunately, the students and I were in rapport.  The main aims were clear enough for students’ understanding. The aims were realistic, not too easy and not too difficult. All the stage aims were in accordance with the main aims and all the stages of the lesson were logically connected with each other.

At the end of the lesson not the teacher, but students themselves reckoned up what they’ve learned. The homework was also a kind of development their creative and language abilities.( to write an article)Planning this lesson was a good experience and got me thinking in advance of great activities that I really want my students to experience, as well as, has brought some issues to my attention that I must take into consideration when doing this lesson in the future once again.

What didn’t go well? Why?

(refer to the learners, learning outcomes and stage aims, lesson procedures, tasks / activities and materials)

I didn’t use choral drilling  ( didn’t have enough time to do it ) at the lesson.

In the last activity, while discussing the issues, not all the students spoke, one of the student was always interrupting and I couldn’t take this situation. And while listening to the article, not all the necessary information was understood by the learners.

What changes will I make next time? Why?

I would like to make a few changes next time.

Of course, I would drill all the difficult sounds with my students, using various techniques: like fingers, tones, rhymes.  I will take into account the active and less active students and will give a word oftener to shy students. To keep a sort of balance in learners; speaking and discussion.

At the end of the lesson to show their mood in colors (diagram). I also haven’t enough time to do this.

I would make some changes in the last activity: making a role play with the characters, with role plays, learners are given information about a ‘role’ they must play. They practice small dialogues using the roles they’ve been given. (  a doctor, a dolphin, a disease, a patient etc) , they are given ‘role cards’, which could be just the name of the role, or maybe they are given instructions as to what to do. This would  lead to interesting discussions on topics that learners don’t often get a chance to talk about

They can be set in specific contexts, and created to practise specific target language or vocabulary.Learners often feel that role plays free them up - they feel less restricted, because they are playing the role of somebody else. Or I would make a survey  on the topic o”Their opinions on the use of conventional therapy, such as drugs, versus animal/natural/alternative therapies”. Surveys are another useful way to practice target language in a fun way. Putting learners in groups to prepare five or six questions each, with choices. For example: “How often  do you usually go  to the doctor?”

• never
• every day
• when I’ve got a disease
• I hate doctors at all

Then you can form new groups with one student from each of the first groups. They survey their new group members, then go back to their original groups, share their findings, come to a conclusion and prepare a short presentation for the rest of the class.

Result

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