Відповіді студента на практичне питання державної атестації студентів на здобуття освітньо-кваліфікаційного рівня «спеціаліст»

Етап 1.

Початок уроку. Ор­ганізація класу. Прийом: Бесіда з учнями.

Етап 2.

Фонетична заряд­ка. Розучування вірша.

Прийом 1: Слухан­ня вірша у ролі мишки

Прийом 2: Повто­рення кожного ряд­ка за вчителем.

Прийом 3: Завер­шення учнями кож­ного рядка вірша.

Прийом 4. Читання вірша напам'ять.

Етап 3.

Подача нових лексичних одиниць.

Прийом 1.

Ознайомлення з назвами тварин. Активне слухання.

Прийом 2. Автоматизація дій учнів з новими лексичними одиницями.

Прийом 3. Читання нових слів.

Прийом 4. Запис нових ЛО у словнички.

Прийом 5.

Гра на засвоєння правопису нових ЛО.

Етап 4.

Навчання граматичного матеріалу Present Simple у заперечній формі третьої особи однини та множини

Прийом 1.

Слухання вірша у виконанні вчителя.

Прийом 2. Повторення кожного рядка вірша за вчителем.

Прийом 3. Декламування учнями вірша з опорою на схему.

Прийом 4. Складання речень за таблицею.

Прийом 5.Скадання власних речень з використання допоміжних дієслів у заперечній формі.

Прийом 6. Виконання вправи за підручником.

Етап 5.

Навчання діалогічного мовлення.

Прийом 1

Активне слухання.

Прийом 2.

Оволодіння репліками діалогу за допомогою вчителя.

Прийом 3.

Читання діалогу в парах.

Прийом 4. Складання власних діалогів за зразком вправи.

Етап 6.

Пауза для релаксації.

Прийом 1.

Виконання вірша та імітування рухів за вчителем.

Етап 7. Навчання читання.

Прийом 1.

Ознайомлення з новими ЛО з тексту.

Прийом 2.

Читання тексту про себе.

Прийом 3. Перевірка розуміння тексту.

Етап 8.

Пояснення домашнього завдання.

Прийом 1. Запис домашнього завдання.

Етап 9.

Підсумок уроку.

T: Good morning, dear children! I am glad to see you here in the classroom. Now we begin to work. Let’s play a game “Echoes”.

Ps: OK!

T: Are you ready?

Ps: Ready!

T: Are you feeling fine?

Ps: Fine!

T: Is the weather good?

Ps: Good!

T: Is everything OK?

Ps: OK!

T: Thank you, enough.

T: So, let's start our lesson. Today we’ll speak about wild animals, a mouse and a kitten and make up sentences with the new words, recite the rhyme about a little mouse and read the text about a kitten.

T: Let’s learn the poem about a little mouse. Listen to a little mouse (вчитель показує маленьку мишку):

Little grey mouse

Where is your house?

“I can show you my flat.

If you don’t tell the cat.

I live under the floor

My flat has no door”.(Впр. 1 c.30);

T: Now let’s say each line of poem after me:

Little grey mouse

Pls: Little grey mouse etc.

T: Now I'll begin each line of the poem and you should complete it.

Little grey….

Pls: ( all together) …mouse.

T: Where is ….

Pls: ….your house? Etc.

T: Now we are going to recite a poem. Who will start?

( A few pupils recite the poem)

T: Whose reciting was the best one?

P1: I think her.

P2: I think his.

(Pupils decide who wins).

T: I think he was the best in reciting the poem. So, he is the winner and gets the reward. (He receives the green card. Pupils receive these cards with different colors, where green is excellent, pink is super, yellow is brilliant, blue is well done).

T: You already know a lot of wild animals in Ukrainian, some of them you saw in the Zoo. Now let’s learn these names in English.

(Teacher shows a card with animal and names it in English): bear; Repeat after me: a bear. This is a bear. This is a big bear. This is a big brown bear. This is a wild animal. (Pupils repeat after the teacher). Etc.

T: Now answer my questions: Who is it? Is it a bear? Is it a bear or a cat? Is it a wild animal? It is a bear, isn’t it? Etc.

(teacher puts the card in the blackboard with magnet).etc.

T: Now you can see the names of the animals on the blackboard. Read

the names of them after me.

T: bear

Pls: bear…. Etc.

T: I see you know how to read the names of the animals. Now write down all these names and their phonetic spelling into your vocabu­laries. (While pupils write down words in their vocabularies, teacher takes off the cards from the blackboard).

T: Let's play the game "Write the missing letters". On the blackboard you can see only the first and the last letters of the words; write the missing letters and you'll get the names of some animals. Form two teams. Each team should write the missing letters as quickly as possible. We'll see which team will win. Let's start the game.

Team 1 Team 2

B..r ze…a

Ti..r m…e

E……t li..n

(All member of the winning team receive yellow cards).

T: Dear boys and girls, today you’ll learn how to say what you or your brother, sister or a friend don’t want to do every day, every morning, usually, often, sometimes, always.

But at first listen to a poem: (Teacher reads the poem with the stressing on the auxiliary verbs don’t and doesn’t).

Nick doesn’t want to go.

To the Zoo, to the Zoo.

Helen doesn’t go.

To the Zoo, to the Zoo.

He doesn’t listen to me.

But she does.

I don’t go,

To the Zoo, to the Zoo.

Yes, we too.

T: Let’s learn this poem by heart. First, I’ll say each line and you will repeat after me.

T: Nick doesn’t want to go.

Pls: Nick doesn’t want to go. Etc.

T: Now try to recite the poem. Look at the scheme which will help you. (The scheme is introduced on the blackboard or on the poster).

Sample

Nick …… want to go.

To the ….. , to the Zoo.

Helen….. go.

To the Zoo, to the …..

He …. listen to me.

But she …...

I … go,

To the Zoo, to the….

Yes, we too.

Т: Як ви помітили заперечна форма теперішнього часу (Present Simple Tense) утворюється за допомогою допоміжного дієслова do and does і частки not.

( впр.2. с. 30.)

Example in your books on page 30. I (we, they) do not (don’t) go to school on Saturday and on Sunday. He (she) does not (doesn’t) go to school on Saturday and on Sunday.

T: Now let’s do exercise 3on p.31. Let’s do it one by one.

I play football

My sister go to school

Taras don’t water flowers

We doesn’t play snowballs every day.

Tanya go to the Zoo

They play in the yard

skate

T: Make up your own sentences in negative form.

(Pupils make their own sentences and present them one by one and receive color cards).

T: Open your books at p. 31 ex. 6. Ask questions to the following statements.

T: Now let’s listen to the dialogue ex.4 on p. 31.( Teacher or the tape-recorder reads the dialogue). But first look at the box with the new words. Read after me: really, kind.

T: First, I’ll say each line and you will repeat after me: Why are you crying, Ann?

Pls: Why are you crying, Ann? Etc.

T: Read the dialogue in pairs. Lena and Victor start, please.

(Teacher listens to each pair and correct mistakes if any).

T: Make up your own dialogues about your favorite animal using ex.4 p.31.

(Pupils make up their own dialogue and present them).

T: I see you are a bit tired. Let’s relax a bit and learn a poem and do exercise after me. Stand up and repeat after me.

I am a boy (a girl)

A little one.

I like to play,

I like to run.

(Pls. follow teacher’s moving and repeat the poem after the teacher).

(Ex. 5 p. 31)

T:Take your seat, please. Let’s continue our work. We are going to read the story about what children can do on a rainy day. Open your books at page 32 and read the words in a box after me.

T: Now read the story “What children can do on a rainy day” silently.

T: You have read the story “What children can do on a rainy day”. Now answer my questions.

1. What are the children’s names?

2. Why do they cry?

3. What do they want to do?

4. How many kittens ate there in the box?

5. Who is not very happy and why?

(Pls. answer the teacher’s question).

T: Your homework for the next lesson is to read the text ex.7 p.31-32, and ex.8 p. 32.

T: Write down your home task into your diaries.

T: Today you’ve worked very well. Let’ say thank you to our mouse, who helped us at the lesson. Now show me your reward cards and count them. You marks for the lesson are: Your marks are…etc. Thank you for your work. See you tomorrow.