Урок английского языка по теме «Родная страна. Праздники родной страны. Масленица»

Lesson stage

Methods and techniques

(What the teacher does and how)

Language learning aims

(Why the pupils should do that)

Linguistic outcome

(How does the activity practice the target language)

Skills practised

Focus

(teacher-centred or pupil-centred)

Time

(min)

Introduction / Beginning

1. Eliciting the topic: pupils look at four pictures of the festivals, and try to find the similarities between them. The teacher helps the pupils with helping questions ('What are the people doing? What feelings do they have? Why are there a lot of people?). If it does not help, a teacher uses a game: she pronounces a word, and pupils should write its first letter on the blackboard to get a name of the lesson's topic.

2. Engaging: then, the teacher asks to name the festivals in the pictures. The last one is unfamiliar to the pupils, and the teacher explains that she will talk about this festival at this lesson.

To practice answering WH-questions, to practice the alphabet.

The activity practices the target language;

e.g. 1) 'The people are happy', 'They are celebrating something'; 'A frog' - 'F' - 'An egg' - 'E', 'A snake' - 'S', etc. 2) 'La Tomatina', 'Christmas', 'Midnight Summer Festival'.

Speaking

Teacher-centred

5

Presentation/meeting new language/exposure to new language

1. The teacher introduces the pupils to the new words. On the interactive board, there are pictures, illustrating the words, and explanations of their meaning. Spelling is not given at first, the words are pronounced by the teacher. She explains each word, then shows the all the pictures and reads the words. Pupils repeat after her. Then, she shows spelling under the pictures, read the words again, pupils repeat after her.

To introduce new vocabulary about Maslenitsa.

1) The activity does not practice the target language yet.

Listening, Speaking

Teacher-centred

5

Practice/guided practice/manipulating language

1. Pupils do a task on sheets of paper. They need to make the new words out of mixed letters. They can use handouts with the new words. After they are finished, the teacher shows the correct answers on the board.

2. Then they play a matching game in pairs. The teacher gives each pupil 4 cards with new words and 8 cards with pictures for a pair. The latter ones are put in the middle of the desk so that the pictures are not seen. In turns, pupils uncover the pictures, look if they have a word for the picture. If yes, they take the card, match the picture with the word and pronounce the word. If not, the card is returned. The pupils need to collect all 4 cards each. They can use handouts with new words to help them.

3.After that the teacher tells the pupils a story about Maslenitsa. The presentation is illustrated with photographs of the celebration and a video at the end. After that, she asks questions about the text. If pupils have difficulties in answering the questiong from the first time, the teacher gives them the same text for reading. The pupils read the text and try to answer the questions once again.

4. Pupils work in pairs. They need to answer the questions (Do you eat pancakes? Do you like them? What would you like to have a pancake with?) to each other. Before the discussion, the teacher gives an example, answering the questions for herself. After the discussion, some pupils can tell the teacher their answers to these questions.

5. The teacher tells the pupils an easy recipe of how to make a pancake. Then, the pupils imagine that they are going to have a pancake party, and they are to do a mingling interview to learn what do their friends want to have pancakes with (options are given on handouts in a form of a table). An example of a dialogue is given on the handout.

To practice new vocabulary, to practice asking and answering yes/no and WH-questions.

1, 2) The activities practice the target language; e.g. 'a pancake', 'a scarecrow', 'to burn'.

3) The activity practices the target language; e.g. 'People celebrate Maslenitsa at the end of February and the beginning of March', 'A pancake is a symbol of Maslenitsa'.

4) The activity practices the target language; e.g. 'I like pancakes. I eat them with jam' - 'I don't eat pancakes'.

5) The activity practices the target language; e.g. 'John, what do you want to have with a pancake? Caviar, honey, jam or butter? - I want to have a pancake with caviar'.

Writing, Reading, Speaking

Teacher-centred

5

5

10

5

8

Closing / ending the lesson

1. The teacher gives the pupils their homework; they should write at least 5 sentences about a Finnish traditional festival they like.

2. The teacher summarizes what they have learnt today ('Now you know about the most famous Russian festival, and I hope you will have a great pancakes party with your friends next spring to celebrate Maslenitsa') and thanks children for their work.

Homework aim: to practice vocabulaty about festivals, to practice writing affirmative sentences in Present Simple, to practice writing.

The activity practices the target language; e.g. 'I like Midsummer festival. People celebrate it in June'.

Writing

(HW) Pupil-centred

2