План-конспект открытого урока в 4 классе по теме "Сезоны и погода" и самоанализ урока
план-конспект урока по английскому языку на тему

FINAL TASK.

LESSON PLAN.

Course book: English III. Vereshchagina I.N., Pritykina T.A., Prosveshcheniye 2002.

Lesson: 88 p.299 – Optional lesson

Units: The English Year and Seasons.  

THEME of the lesson plan: Seasons and Weather

Aims: By the end of the lesson the children will be able

• to build confidence in practicing vocabulary through choral repetition, in pairs, in groups, individually on the topic;
• to promote self-esteem and provide more opportunities for self –assessment;
• to speak about different seasons,  the weather in summer, spring, autumn and winter and the activities children can do and enjoy doing in four seasons of the year.

PLAN

POST-LESSON REFLECTION NOTE

written by Gelyus A.V.

The most difficult thing for me is to analyze the lesson myself.  I’m never totally satisfied with the lesson as there is always something that I would have changed because in teaching others we teach ourselves, it’s never too late to learn and every learner is not expected to know everything.

To start with, I’d like to say that I really enjoy working with  primary pupils as they are mostly intuitive users, they are frank, openhearted and eager to study and go to school.

The very group consists of 9-year-old 14 pupils. The group contains a full range of different kinds of learners, different personalities and behavioural types with individual traits. The pupils’ leading learning intelligences are visual, musical, kinesthetic and interpersonal. My children vary considerably in their speed and skill in learning language: some of them are language-talented, but few of them are language-limited. That’s why I use various ways, methods and activities at the lesson to motivate my young learners. They learn best by reading, hearing and seeing words, cooperating. They care for tongue twisters, songs, test reading and playing games. It goes without saying, that everybody is aware of the fact that repetition, rhyme, rhythm help learners remember. They dislike writing quizzes and dictations; it’s really difficult for my young learners to spell the words in English. So, I have to pay more attention at the lesson to developing writing skills.

The theme of the lesson about seasons and weather was especially easy for young children to understand as they are part of their everyday reality.

Watching video at the beginning of the lesson was the introduction to the atmosphere of summer time and winter fun. Children are always excited when they watch video at the lessons.

Pair and group work at the practice stage provided an opportunity for me, as a teacher, to circulate and monitor selected learners during the process.

Reading a dialogue was learning “by eye” and a visual reference which helped understanding.

During the lesson I used the presentation where all the vocabulary (12 months of a year, what’s the weather like? how’s the weather? Spring, summer, winter, autumn, it’s snowy rainy, cold, warm, hot, foggy, windy etc.), the tasks, tongue twisters, a crossword were presented. The presentation always saves my time at the lesson, but takes much of my time to prepare for the lesson.

At this lesson I wanted to focus on reactivating key   vocabulary, systematizing all the knowledge on the topic to help them to speak in general about all the seasons of the year.

Thanks to the reflection at the end of the lesson (where my young learners had to choose a green leaf if they liked the lesson, or an yellow leaf if they couldn’t be sure whether they enjoyed the lesson or not, or a red leaf if it was quite boring for them at the lesson and stick it to the tree on the blackboard) my pupils were really satisfied with the lesson because all the leaves in the tree were green. They liked mostly pair work, interesting tasks (like choosing a card with a question to answer it, doing the crossword puzzle, singing songs and reciting poems.)

The lesson was really interesting for pupils and for me; I provided a variety of task types to suit different needs and different cognitive preferences.