How to conduct an English lesson in an unfamiliar class

Competitions of professional skills have long and firmly entered the education system of Russian schools. One of the popular stages of the competition is the contestant giving a lesson on his subject in an unfamiliar class at another school. This stage delivers a lot of experience and excitement to competing teachers.

In my opinion, the most important and responsible moment should be the teacher's choice of a topic that will interest students and capture their attention from the first minutes of the lesson. In the subject “foreign language”, such a topic can be the topic “Acquaintance”, beaten by the teacher with “zest”. After all, students are also worried when they meet an unfamiliar teacher who will teach them a lesson for 40-45 minutes. The proposed techniques are universal, that is, applicable for students with good language skills and feasible for children with poor knowledge. Thus, the activity of students in the lesson increases, which also contributes to an increase in the rating of the teacher. In the future, children develop a sense of success, which contributes to motivation in learning a foreign language.

So, the first methodical technique is the quiz "You - to me, I - to you" (Answer my question - ask me a question), built on mutual questions and answers. The teacher invites students to answer questions, for example, about the city, village, region where he lives, the student who answered the question correctly has the right to ask the teacher his question about his city, school.

Teacher (T): My region is situated in the north-east of the Russian Federation. It is famous for its very cold winters. What region do I live?

Pupil (P): I guess you live in Yakutia.

(T): Good for you! You are absolutely right.

(P): What is the river called where our city is located?

(T): It's not the Volga. It is not the Thames. It is the Ob River.

(T): What city is the capital of Republic Sakha (Yakutia)?

(P): If I am not mistaken, it is Yakutsk.

(T): You are lucky. The capital of Sakha (Yakutia) is Yakutsk.

(P): What is mined in the north of our region?

(T): I think gas and oil are mined in your region.

The second methodical technique is “Guess what that would mean?” (What does it mean?) Secrets and Mysteries. The teacher writes different words and numbers on the blackboard. The task of students is to ask a special question with a keyword or number, which implies a detailed answer with the given word in the teacher's answer.

For example, the following is written on the board: Aldan, 21, student, China, reading, Pokrovsk, 1, a dog, apples.

(P): Where do you live?

(T): I live in Pokrovsk town.

(P): What pets do you have?

(T): I have a dog.

(P): How many children do you have?

(T): I have one daughter.

(P): What is your hobby?

(T): My hobby is reading.

(P): What fruit do you like?

(T): I like apples.

(P): What is your daughter?

(T): She is a student.

(P): Where were you born?

(T): I was born in Aldan.

(P): What country did you visit?

(T): I visited China last year.

(P): How old is your daughter?

(T): My daughter is 23.

(P): How long have you been working at school?

(T): I have been working at school for 21 years.

The third methodical technique is a variation of the previous one. To conduct it, the teacher needs to prepare in advance two or three separate sets of various items that belong to him personally, for example, photographs of family members, colleagues, his students captured at various events, diplomas, certificates, driver's licenses, souvenirs, theater tickets and programs , crafts, cosmetics, booklets, postcards, etc.

Divide the class into 2-3 groups and give different sets of items. Students, looking at your items, make assumptions about the history of your items, respectively, about you too. Each sentence of students is preceded by introductory words: I think; I guess; I suppose; in my opinion; to my mind; If I am not mistaken; It seems to me; I believe.

This exercise can be organized and carried out in the form of the previous methodological technique, i.e. in the form of questions and answers.

(P): I suppose this girl is singing at the school-leaving party. She wears a school uniform and big white bows.

(T): Yes. You are right. This girl sings very nicely and nowadays she is a student of a conservatoire.

(P): I guess you are an experienced driver. You have been driving since 1999. What car do you have?

(T): I must admit I am not a very skillful driver. My car is “Toyota”.

(P): In my opinion, you took part in a professional contest “The Best Teacher” last year. Did you like that contest?

(T): Thanks to the contest I am taking part in the contest now.

(P): I think your daughter is into diving. What sea is it?

(T): Last summer my daughter traveled to the Crimea and tried diving there. Of course, it is the Black Sea.

(P): It seems to me, you prefer cosmetic production “GM”. Why?

(T): I agree with you. Really I prefer cosmetic production “GM” because it is natural and available. I like its smell very much.

(P): To my mind, your hobby is art. Who is your favorite artist?

(T): You are absolutely right, I am fond of art. I can say the whole list of my favorite artists: Isaac Levitan, Ivan Shishkin, Ilya Repin, Ivan Kramskoi, Karl Bryullov, Victor Vasnetsov and others.

The next game is Truth or Lie.

The goal of the game - the teacher says (writes on the board) three phrases, students try to guess what is true and what is not, using introductory phrases: I can (cannot) believe that ... It cannot be true ... I think you really ... I wouldn` t say that you…

(T): I am going to say 3 statements: 2 of them are true, 1 is false. Guess what statement is false.

1. I do aerobics.

2. I swam in the Arctic Ocean.

3. I play the guitar.

At the end of the lesson, you can play the game "A Hangman" with the students and summarize the results of the acquaintance. On the board is a drawing of a gallows, under it are cells according to the number of letters in a word. Students name any letters of the alphabet, the teacher enters the guessed letters in certain cells. If students name the missing letter in the word, the teacher draws the rope first, then sequentially, the head, neck, torso, one arm, second arm and legs. Having opened several letters of the word, students can name the word in full.

As you can see, performing tasks of this nature, students train and consolidate their skills, the skills to ask questions, which, as a rule, are not easy for everyone, to express their own opinion, to make assumptions.

The above methods are based on game techniques and have a personality-oriented approach. After all, games always involve elements of surprise, surprise, act as a means of inciting and stimulating students, reduce psychological tightness due to fear of mistakes, their value lies in their practical orientation.

Literature:

1. Pavlova E.A. Games for getting acquainted (games that make it easier for a teacher to get acquainted with a new class, group) // Foreign languages ​​at school. - 2008. - No. 8
2. Pospelova M.D. If only objects could speak…// Foreign languages ​​at school. - 2005. - No. 8
3. Materials of the master class of the US Consul General in Vladivostok, Mr. T. Armbruster and his wife, Ms. K. Armbruster.

It has been proven that the more interesting the lesson, the higher the motivation and effectiveness of learning English. In this regard, there are three general types of classes: frontal, group and individual.

Front lessons

Frontal lessons are those in which the teacher gives the students new information, the students listen and then ask questions at the end of the lesson. The whole process is based on a monologue and a visual presentation of information. Usually this is not the most exciting type of class, but there is a variant of the frontal lesson that can be considered an exception: an excursion.

For example, an English lesson on the topic of animals can be held at a local zoo; the teacher can name each animal and give a short description, depending on the level of knowledge of the class. To make the children more interested, the teacher can assign group tasks. For example, at the end of the tour, each group should talk about their favorite animal ().

You can also use an interesting book as a basis for the lesson. Such, for example, as the popular book "Funny English Errors and Insights: Illustrated". This book contains 301 examples of funny English mistakes made by schoolchildren, journalists, parents and even teachers.

You can read the mistakes to the class, and if someone does not understand what the humor is, then you or one of the students can explain it to him. A child will learn a lesson much better if it is presented in the form of a joke.

Group lessons

Group classes usually involve competition or teamwork. This type of class is recommended for the advanced level. An example of an interesting lesson in this case could be a theater competition, where each group chooses a play or a fragment of it for themselves.

Each group must make their own costumes and be as creative as possible with the scenery and the embodiment of the plot. You can suggest a specific theme, such as Halloween, Shakespeare, or even a TV series.

Another example is a gaming trial. The characters in the book can serve as a basis here. One group of students can defend the actions of the character, the other can condemn; another can be a jury, and a teacher can be a judge. Have the "advocate" and "prosecutor" groups discuss their arguments, and then one or two will come forward and argue for the group's point of view.

The jury must hear the parties and reach a verdict, and the judge will manage everything that happens. It can be based on literary classics such as Great Expectations by Charles Dickens (and consider, say, whether Miss Havisham's actions are fair), as well as films or television series.

Individual lessons

Individual lessons depend on the level of each student. It is important not to impose anything in them, but only to give advice and offer interesting material for work, so that it stimulates the child - for example, homework built in a playful way, or analysis of an interesting text for advanced levels.

Interesting English lessons are not difficult to conduct, their only requirement is that they must be creative and stimulate knowledge of the language.

What interesting English lessons do you know or practice?

Grankina Svetlana Pavlovna,
English teacher,
GBOU gymnasium No. 49 of St. Petersburg

Beginning a lesson is the key to a successful lesson. It is necessary to start the English lesson correctly in order to interest children in the subject.

What is the best way to start an English lesson?

The classic beginning of the lesson is a dialogue with the teacher.

These are familiar questions from our childhood:

Are you ready for the lesson?

What's the date? The day of week?

What's the weather like today?

What was your homework?

Students memorize answers fairly quickly. The next stage is the ability to ask other guys. You can work in pairs, then ask one pair at the board. You can type questions with missing words, for example:

Whatistheweather____ today?

The student reconstructs the question and then answers it. In a strong class, you can add one new word every lesson (meaning exactly the beginning of the lesson). For example, you can learn to use not only "like" but also verbs such as "tobefondof, enjoy, adore, takedelightin, ..."

I propose to move away from tradition and introduce an element of novelty. There must be a constructive dialogue so that students and listeners become direct participants in what is happening. You can start the lesson on a friendly note, asking how the students spent the weekend or what plans they have for the coming day. Many students will open up on the other side. You will learn about their hobbies and passions.

Checking homework and consolidating the material covered is a mandatory part of any lesson. How to diversify them? It depends on the topic. If the topic is “Weather”, you can play meteorologists, if the topics are “House”, “Family”, “Appearance”, you can connect your imagination and ask one of the guys to tell about their vision of the future. All advice and recommendations must be given in English.

The key to the lesson is the speech warm-up. It is designed to create a special foreign-language atmosphere in the classroom, for the so-called "entering the lesson".

Thus, for a teacher, a speech warm-up is, firstly, a way to interest, attract the attention of students; secondly, it is a unique language teaching tool in all aspects (language - vocabulary, grammar, phonetics, sociocultural, etc.). All this at the same time and in just five minutes.

We implement the main principle of teaching English - personalization, which consists in the fact that only what is directly related to a person is well absorbed and remembered.

More examples of speech warm-up:

1. Asking “How are feeling today?” (“How do you feel?”) students have several answers and we introduce one new word, thereby expanding the vocabulary, training the statements.

2. News. A review of the news was given to students to do in the previous lesson. Various kinds of news are heard: political, criminal, musical, sports, etc. Some of the guys were too lazy and did not do their homework, and therefore they take news from their mobile phone on the go. It's okay, let them practice in translation.

3. Horoscopes are of great interest.

4. Tongue twisters can be used for these purposes.

Pansies purple, poppies red,

Primrose pale with golden head. (p)

Lovely colors gleaming brightly

Laughing water lapping lightly. (l)

William Winter and Walter Wilkins always wash the walls between the windows white with water. (w)

5. Chants, songs

Chants are good because they are easy to remember, which means that vocabulary and grammar rules are remembered.

Work with chant: one student reads the left side, the rest answer in chorus (right side).

Banker's Wife Blues

Where does John live?

He lives near the bank.

When does he work?

He works all day and he works all night

At the bank, at the bank, at the big, grate bank.

Where does he study?

He studies at the bank.

Where does he sleep?

He sleeps at the bank.

Why does he spend all day, all night, day, all night

At the bank, at the bank, at the big, grate bank?

Because he loves his bank more than his wife

And he loves his money more than his life.

Practice questions and answers in simple present tense.

An experienced teacher can come up with his own chant with the current vocabulary.

Songs are a source of new vocabulary, but more importantly, they help students relax, learn proper pronunciation, and feel capable of learning English.

Songs need to be changed more often, but sometimes return to the studied ones. Song lyrics can be changed.

If there are pictures associated with the song, then you can stop singing and devote 2-3 minutes to describing the pictures.

6. Idioms, proverbs

Once a week, the idiom or proverb that the students talk about changes - they explain the meaning, use it in a short story, dialogue, talk about the origin, describe a funny picture, select a Russian equivalent. By the end of the week, the idiom becomes "native" and is actively absorbed.

The main thing is that the teacher should not forget it later and use it more often in oral speech. If the teacher often uses "toplayhooky" (nottogotoschool), then the children not only remember the idiom, but also use it instead of "beabsent", "missclasses".

Students can be asked to draw a picture to explain the idiom. Drawings are very successful and are used for more than one year.

Proverbs can be studied very intensively - one in two lessons, you can come up with stories that end with a proverb.

For younger students, these are simple verses that almost everyone in the group should learn. It is desirable to associate the poem with the topic being studied "Food", "Animals", etc. You can recite in chorus, line by line, even read, but the text must be with missing words.

You can pick up an idiom or proverb for a poem, which we explain when everyone (or almost everyone) has learned the poem. You can change the poem, moreover, with the active participation of children. For example, consider the following poem:

Fly, little bird, fly!

Fly into the sky!

1, 2, 3, you are free!

The students were able to creatively rework the poem:

Run, little rabbit, run!

In the forest have fun!

one, two, three, four,

Do you want to run more?

cat sleep anywhere

Any table, any chair,

Top of piano, window ledge,

In the middle, on the edge,

Open drawer, empty shoe,

Anybody's lap will do,

Fitted in a cupboard box,

In the cupboard with your frocks

Anywhere! They don't care!

Cats sleep anywhere.

It is advisable to choose a picture to describe the poem. But that's the next step.

8. Pictures

It is better to use student drawings and real photos.

It's good when the textbook has a good picture on the current topic.

Then you can give homework - describe it, but in the class you must add your question, a new word, an expression that you must remember in the next lesson.

If a large stock of pictures is collected, then there are problems with phrases:

will not. But there can be a lot of pictures and you need to train often. Modern textbooks for elementary school are good, but for older students (especially those who are lagging behind), additional pictures should be used.

Learning new vocabulary can turn into an exciting game for toddlers

- “Isitunderthe____?”

Younger students are very fond of another game "Hiddenpictures", with the help of which they also practice new words, as well as new phrases. For example:

I have got a pie. My pie is red.

If there are 10 words hidden in the picture, then you can give 3-4 words and collect pictures that are not signed, so the next time the pie can get green.

What not to do at the beginning of the lesson.

A) Delay the beginning of the lesson for more than 5 minutes

B) Ask the same students

B) put twos

D) Giving too difficult a task

D) be too predictable

E) Start with a test

The beginning of the lesson takes important place to create a foreign language atmosphere in the classroom and the so-called "entering the lesson", this is a way to interest students and attract their attention.

Literature

1. V. Rogovskaya, article “Atthebeginningofthelesson”, magazine “Foreign Languages ​​at School”.

(2.3 MB)

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Back forward

Target: Approbation of technology of competency type "business game", development of professional competencies: organization, planning, conducting English lessons by students of additional training, formation of self-analysis skills, promotion of professional activities.

Conduct form: business game.

Equipment: audiovisual technical means, demonstration material, toys, game design (graphic, artistic).

Members: students of the 5th year of additional specialization - teachers of English in elementary school, students of 201 gr. - elementary school students.

Game progress

1. Lead.

We called our meeting a festival of methodical ideas. Festival means a holiday, a celebration, a victorious procession.

I present to you the participants: students of additional training in the field of a foreign language: Sutula Anna, Moskalenko Svetlana, Dudchenko Maria. They act as English teachers in elementary school. Students of group 201 are elementary school students.

2. Requirements for an English lesson in elementary school. Sutula A.

Stored in the memory of students

• 20% of what they heard
• 30% - what they saw
• 50% - what they saw and heard,
• 70% - what they themselves repeated and retold,
• 90% of what they themselves did.

An English lesson in elementary school must meet a number of requirements:

• be planned taking into account the communicative orientation that should permeate it in the course of implementing the practical goal of training;
• ensure the comprehensive implementation of educational, educational, developmental goals;
• have a favorable psychological climate for students;
• cause students to be motivated to learn English by involving everyone in an active, speech-thinking activity;
• be equipped with the necessary tools that allow you to create a learning situation;
• include a variety of educational games to relieve fatigue and stress;
• the lesson should be dynamic and be conducted at a good pace.

3. The structure of the English lesson and phonetic exercises.

Moskalenko S.

In each foreign language lesson in elementary grades, constant and variable elements can be distinguished. To permanent include: class organization, phonetic exercises, speech exercises, homework, lesson summary, organized end of the lesson.

Variables elements are determined by a set and sequence of tasks to enrich students with new language material and develop skills in listening, speaking, and reading.

The lesson should begin with a greeting and organization of the class. From the very first lessons, the teacher greets the children in English.

good morning. My name is Svetlana Vladimirovna.

I am glad to see you. Now let's begin!

Good morning, good morning Good morning, good morning

good morning to you. I am glad to see you.

Sit down, please. I'll be you teacher today.

The second stage of the lesson is the repetition of the sounds of the English language i.e. phonetic charging. Phonetic exercises allow students to focus on phonetic difficulties by working out sounds in isolation and in words, phrases, sentences, as well as in rhymes and songs. The most important thing in phonetic exercises is the improvement of pronunciation skills in general and each one individually. In elementary lessons we use presentation. (Presentation 1)

Let's remember the sounds of the English language, the monkey, our Monkey, will help us with this.

Our monkey cleans up the house. She cleans the windows first. Breathe on them [h], [h], [h].

Now repeat after me "hello, house, home".

Through the window she saw a baby elephant and teases him,

[η], [η], [η]. Let's sing a song. Are you sleeping/2times

Brother James? /2 times

Morning bells are ringing/2 times

Ding-ding-dong /2 times

Now the monkey is sweeping the floor with a broom [w], [w], [w].

Why do you cry, Willy? Why Willy, Why Willy, Why Willy

Why do you cry? Why?

Now our monkey is knocking out the doormat [t], [t], [t].

Tick-tock, tick-tock Tick-tock, tick-tock

Ticks Tommy's clock Ticks and ticks his clock.

Now she knocks out the sofa [d], [d], [d].

Dickory-dickory dock The Mouse ran up the clock

The clock struck one and down he ran

Dickory-dickory dock.

Let's sing a song

The more we get together, together, together

The more we get together the happier well be

For your friends are my friends

And my friends are your friends

The more we get together the happier we'll be.

Thank you very much.

4. speechcharger. Dudchenko M.

Speech charging- this is a short conversation with students, always in English, to introduce them to the atmosphere of the language. On the initial stage this is an elementary conversation, but gradually it becomes more complex and varied. It is necessary that children perceive this conversation as real: it can also reflect the thematic material on which work has been or is being carried out. For example, about the season, about relatives, about your favorite pet, etc. In addition, it can be a conversation to extract information about some events in the classroom, at school. For example, the guys went to the circus, you can ask about it, the holidays have passed, there was a holiday in the class, the conversation can be on this topic.

1) In the 2nd grade, the topic is studied: "Family", so the questions are appropriate.

Now, answer my questions.

What is your name? How old are you?

Where do you live?

Use the following in your answers:

No, I haven't

Do you have a sister (a brother)?

How old is your sister?

Where does she live?

2) In grade 3, the topic “Products” is studied (showing pictures or on a Smart board).

Let's remember the words on topic “Food”. Repeat after me!

To fix the theme of the products, the games "Snowball", "Deaf Phone", "Guess" are used.

Let's play a game "Snowball".

I like sweets … … .

I like sweets and bananas etc.

That's all right.

We also use presentation. (Presentation 2)

3) In the 4th grade, the vocabulary is larger. Speech charging can be in the nature of unprepared speech. An interview game is being played. Not only the teacher asks questions, but the guys ask each other questions.

Let's choose a "new pupil".

Now ask him questions, please.

What is you name?

Can you ride a bike?

How old are you?

Can you play tennis?

Do you have a dog?

5. Playing in English lessons in elementary school. Sutula A.

The game serves as a means of teaching the language, developing students' speech skills and abilities. The game in the lesson acts as a method of consolidating knowledge and a way of training.

Like any other type of activity, the game begins with a motivating reason (motive), pursues a specific goal, has a specific content understandable to the child and an executive part - game actions.

There is a need to say something in the game. It is dictated by the inner desire of the child to take part in communication, in play action.

There are six main goals for using games in foreign language lessons:

1. the formation of certain skills;
2. development of certain speech skills;
3. learning to communicate;
4. development of the necessary abilities and mental functions;
5. cognition (in the sphere of the formation of one's own language);
6. memorization of speech material.

Based on these goals, there are several groups of games that develop the intelligence, cognitive activity of the child.

1. Grammar games
2. Lexical games
3. Phonetic games
4. Spelling games
5. Creative games

In 2nd grade we have alphabet games. For example, the game "Collect everything in order." Imagine that you are in an autumn forest, the wind has mixed all the leaves with letters. You need to collect the leaves in alphabetical order. Let's repeat the letters.

Let's sing "ABC" song.

Game with numbers from 1 to 10 “Foot-prints” (Traces).

Let's repeat the numbers with you. I place them on the floor. Your task is to follow the tracks and call the numbers in order. The wind blew and mixed up all the tracks. Now you need to call the number that you see on the tracks.

The next game is called “Try to guess”. I have a magic bag. There are many toys. Try to guess what toy I have. Is it a fox?

Next game is it a bear? "What is missing?" called "What's gone?". I'll hide one toy and you have to guess what's gone. Let's begin. Close your eyes. It's a tiger.

6. Physical Minute. Dudchenko M.

- Physical minutes are a necessary part of the lesson. Age characteristics and the fact that the level of physical activity in the classroom is low are taken into account. The goal is to relieve mental stress, give a little rest, evoke positive emotions, which leads to better assimilation of the material. Types of relaxation can be various kinds of movement.

Let's have a rest. stand up!

Repeat after me.

1) Hands up! Hand down! Hands on hips Sit down stand up Hands to the sides Bend left, bend right Hands on hips One, two, three, hop One, two, three stop stand still.	2) Hands up! Clap, clap, clap hands down shake, Shake, shake Hand on hips Jump, jump, jump Hop, hop, hop Stop!
3) Nick and Andy sugar and candy I say “Jump” (run, fly, swim, dance, sit down)	4) Let's sing and dance One, two, three on the tiptoes/2 times One, two, three turn around Clap, clap, clap and step aside

7, Songs, rhymes. Moskalenko S.

One of the teaching methods in elementary school is the use of music and songs in foreign language lessons. The importance of this work cannot be overestimated.

Firstly, this is the material that children love, which is interesting to them, and, therefore, the value of working with it is positively emotionally colored for the student, makes children happy.

Secondly, songs are excellent material for practicing the rhythm, intonation of foreign speech, and improving pronunciation.

Thirdly, when working with a song, we solve the problem of repeated repetition of statements. Repetition occurs at the subconscious level. With the help of songs, one can facilitate the understanding of new grammatical material, helps to assimilate complex constructional sentences. There are songs that can be used on different stages lesson, i.e. at the time of the introduction of vocabulary or grammatical structure, during the period of training and application in speech. A vivid presentation of the material allows you to mobilize various intellectual resources (attention, imaginative thinking) and remains in memory for a long time.

For example, this rhyming is used for better assimilation of color.

I see green, I see yellow
I see that funny fellow
I see red, I see blue
I see you, and you, and you.
I see black, I see brown
I stand up and sit down.

And here is a song that also helps students learn the name of the color. A song is performed to the melody of the familiar song "We are not afraid of the gray wolf." Initially, the teacher sings the song himself, then changes the order of the colored stripes, and the children offer their own version of the song.

white and pink and gray and red
Gray and red, gray and red
white and pink and gray and red
Brown and black and yellow.

With the help of the song that will sound now, you can imagine and then learn the parts of the body, as well as the modal verb “can” - I can, I can.

Let's sing a song.
My eyes can see
My ears can hear
My nose can smell
My mouth can talk
My head can nod
My arms can hold
My legs can walk
And walk and walk.

When the guys learn this song, they can use the song-game “Alluette”, where the role of the leader is played first by the teacher, and then the guys take turns.

Alluette, little Alluette
Alluette, play the game with me
Put your finger on your nose/ 2 times
On your nose, on your nose
Don't forget, Alluette.

The children of the 3rd grade are happy to sing a song with movements in order to remember the words on the topic “My day”. It alternates very difficult sounds [w][ð] i.e. labial and interdental. “This is the way…”

This is the way
We wash our hands
We wash our face
Brush our teeth
Comb our hair
Drink our milk
Go to school
Every day in the morning.

In grade 3, students take the topic "Products". The song helps to better remember vocabulary and structure: “I like…” (I like…). And the melody is known to everyone, we sing to the motive of the song “A Christmas tree was born in the forest”. Pictures help to remember the words at the introduction stage, we gradually remove them.

I like to eat some cucumbers
I like to eat some cheese
I like to eat some oranges
And what do you like to eat?
I like to drink some apple juice
I like to drink some tea
I like to drink some lemonade
And what do you like to drink?

In grade 2, students study the topic "My favorite toys." This song can be used to better remember the vocabulary and structure of “I have”

I have, I have a tiger,
I have, I have a tiger,
I have, I have a tiger.
A tiger and a cat
Have you a tiger? Have you a tiger?
Yes, I have a tiger
Have you a cat? Have you a cat?
No, we have not.

Pairs of toys can be changed, and you get a new song.

The song “A girl from London” is interesting for the guys for many reasons. Firstly, the content of the song is 3 verses, arranged in the form of questions and answers, and they contain the most important questions about your name, where you live, how old are you. Secondly, the melody of the song is reminiscent of the sound of Big Ben, the clock installed on the Houses of Parliament in the British capital London.

8. The result of the lesson.

An obligatory element of the lesson is summing up the lesson. The teacher should emphasize achievements, student successes more than failures. Based on the purpose of the lesson, the teacher draws conclusions about the achievements.

The end of the lesson is a bright dot or an exclamation mark. The song "London Girl" could be that point. The lesson should end in an organized way:

stand up!
Raise your head
jump up high
wave your hand
And say: Good buy!

9. Lead. Final word.

Our festival has come to an end, but there is no end to creativity, let new ideas, methodological finds appear in your piggy banks, read, look for new items, put into practice, then English lessons in elementary school will be interesting and useful for children. Now I will ask the participants to express their opinion.

2nd year students acting as elementary school students. “It is interesting to participate in such lessons, we learned a lot, it was entertaining, the lesson passed quickly, we are sorry that our lessons in elementary school were not like that - with dramatizations, games, physical exercises, songs.”

5th year students acting as English teachers.

Sveta. “We were well prepared in the lessons of methodology - we know a lot of poems, rhymes, songs and are happy to learn them with the guys in the practice of trial lessons. They better remember words, grammar in songs. It is a great reward for us when students continue to sing in English during breaks, wait for us before classes, try to speak to us in English.”

Anya. " We know from psychology that for younger students the game is not the most important activity, and, nevertheless, in games, the guys remember the material better, situations can be more natural. Preparing for the lessons, we not only use the already developed games, but also come up with our own.”

Masha. " We consider it very important to maintain positive motivation in learning English. Therefore, we, future teachers, like the concept of the activity approach, the communicative orientation of all types of work.”

Further, the teachers present at the lesson asked the students a number of questions on the topic of the lesson, about the degree of formation of their professional competencies. The answers caused satisfaction both with the level of students' preparation and the level of knowledge of the material.

The materials of the business game can be used in advanced training courses for teachers of English in elementary school, in methodological associations of teachers, in the lessons of teaching English in elementary school.

Literature:

1. Hamamjyan Sh.G. Play, learn! English in pictures for preschool children. M.: Enlightenment.
2. Dzyuina E.V. Lesson developments. – M.: Vako, 2005.

The start of a new school year or semester, meeting a new group, or the first lesson with an old one after a long break - events are both exciting and frightening. No matter how many years you teach, feeling “butterflies in your stomach” before September 1st is a good and commendable thing, because it means only one thing - youDO care ☺.

Each acquaintance with a new group is preceded by a huge number of questions: what kind of students will be in my class, what are their interests, what do they like, why are they learning English, and, of course, will they like me?!

I am sure that any teacher wants to get on the same wavelength with students at the first lesson, win them over and make a good impression.

Atmosphere

1. musicconnects people . Before the lesson, create a favorable atmosphere with the help of .... music!

For students, getting to know a new teacher is also stressful. Cross the threshold of an empty and quiet classroom in anticipation of a new, unfamiliar teacher (what if he turns out to be an evil and scary gray wolf? :) reallynerve racking. If, just before the lesson, you turn on pleasant, joyful, quiet music in English, this will help relieve tension and defuse the situation.☺

2. Transform the classroom. It would be great to decorate the classroom with posters, catchy and inspiring quotes in English, funny pictures - in other words, everything that will be entertaining and useful to your students. Rest assured, they will look at and discuss these posters with great interest.

3. Smile and positive attitude. Remember to smile, be calm and relaxed. Today is the rare case when you do not need to introduce a new grammar and explain the difference between Present Perfect and Past Simple.

Just have fun and get to know your students ☺

Purpose of the first lesson

The main goal of any first lesson is to introduce the teacher to the group, to establish that very first contact, as well as to introduce students to each other.

As you develop materials for Lesson 1, keep the following points in mind:

- give up grammar exercises - leave the repetition of grammar for the next time;

- choose activities of a communicative nature, aimed at conversation, exchange of opinions, communication;

- Alternate individual, group and tasks in pairs.

Lesson start

Hello, my name is Nana and I will be your teacher this term. And what is your name?

— My name is…

-Nice you meet you, …! How are you today?

-…

Approach each student, smile, greet him/her and ask him/her name, how are you. Give everyone a little attention

Nametags

Naturally, you will not be able to immediately remember who's name is. So are your students. So ask your students to write their names on the cards you prepared in advance.

Nametags useful to you not only to remember who is who. This is a great tool for forming groups and couples.

Ideas for the 1st lesson in a new group

You and your students need to get to know each other better, right? I would like to do this in an interesting and creative way, so catch the following tasks:

# 1. Acquaintance

Prepare sheets of paper with a drawn star in advance.

Have your students write their name in the center of the star. Everyone has itAt the end of the star, students must write an interesting/unusual/funny fact about themselves.

Complete this task with your students - they will nice to know something about their teacher☺

If you are working with children, give them the task not to write, but to draw what they love (subject, hobby, etc.)

#2. Tell me about yourself

Ask each student to write their full name in English, then for each letter of your name, come up with a word that characterizes him / her in some way.

For example, my full name is Narine:

N - nice

A - apple (cause it's my least favorite fruit)

R - runner (I am into running)

I - introvert

N - Nizhny Novgorod (my hometown)

E – English teacher

# 3. Get to know each other

Divide the class into pairs. To do this, place the name cards in one place (for example, in a box), shuffle and draw 2 cards without looking. Those you have drawn will work together.

In a certain time, each couple will have to learn as much information about each other as possible (you can briefly indicate the topics that they can talk about). Then each student should introduce their partner to the new group.

#4 Truth or lie

It's time to find out how your students spent their summer holidays. For this task, you will need small pieces of paper that will say “truth” or “lie”. Each student pulls a piece of paper and briefly tells how he spent the summer - depending on what is written on the card, the student speaks either the truth or fiction.

The rest ask additional questions to guess if he/she is telling the truth or not.

# 5. Final part

I think that in the end it will be great if the students take the initiative in their own hands and take part in the organization of their educational process.

To do this, divide the class into groups. For each group, select whatman paper, pencils, felt-tip pens, that is, everything you need for creativity. Ask them to come up with and write down the rules of conduct in the classroom ( for example: listen to others), their duties ( for example: clean up the space after the class is over), set goals they would like to achieve ( by the end of this term I will…). Then ask them to present their work, and then give each work its place of honor in class.

At the end of the lesson, be sure to thank your students for being active, praise them, ask if they have questions, etc. Don't forget to praise and reward yourself for a great first lesson - you deserve it! And after such an excellent start, I am sure that the entire academic year will be no less successful!