My family and Friends — КСП, план урока, Английский язык, 4 класс
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Краткосрочный план
| Раздел |
People and relationships
|
| Тема урока |
My family and Friends
|
| Класс |
4
|
| Цели обучения в соответствии с учебной программой |
4.1.3.1 Понимать основные идеи небольших диалогов с поддержкой на более широкий круг общих и учебных тем
4.1.5.1 Определять начальные, средние и конечные фонемы, а также их сочетания
4.2.3.1 Описывать людей и предметы простыми словами в рамках ограниченного круга общих и учебных тем, описывать прошлый опыт в рамках более широкого круга общих и некоторых учебных тем
4.2.5.1 Отчетливо произносить большее количество слов, короткие фразы и простые предложения
|
| Цели урока |
Students know and use simple vocabulary to identify family members and friends.
Students know how to identify initial, medial and final sounds in familiar words about family and friends.
Students know how to describe a person using simple adjectives and familiar sentence patterns.
Students know how to understand key information in a short dialogue and describe a past experience with a friend or family member.
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| Ценности |
Students practise care, respect and appreciation by listening attentively and speaking kindly about family members and friends. They value cooperation by taking turns and supporting classmates during pair and group activities.
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Ход урока
| Этап урока/ Время | Действия педагога | Действия ученика | Оценивание | Ресурсы |
|---|---|---|---|---|
| Warm-Up and Greeting 5 minutes |
Organisational moment:
Welcome students, check readiness, and introduce the topic, “My family and Friends.”.
Invite students to name one family member or friend and say one kind word about that person.
|
Students greet the teacher and get ready to learn. Students name a family member or friend and share a kind word. | Readiness and participation — 1 point. Shares a relevant person and kind word — 1 point. Stage maximum — 2 points. | board, notebooks |
| Topic Introduction 7 minutes |
Problem statement:
Ask: “How can we describe people who are important to us?”.
Show the key vocabulary and simple descriptive sentence patterns for family members and friends. Ask: “What words can describe a person?”.
Слайд 1 — My Family and Friends
Слайд 2 — A friend may help you with a tricky task, make you laugh, or listen when you feel upset.
Слайд 3 — Today we will find out…
Слайд 4 — People in Our Lives
Слайд 5 — Describing Words
Слайд 6 — Which matters more in a close friend: being helpful or being funny, and why?
Слайд 7 — Listen for Sounds
Слайд 8 — Share a Memory
Слайд 9 — What We Can Say
Слайд 10 — Remember and Try
|
Students suggest ways to describe important people. Students identify and repeat relevant words, such as kind, funny, helpful and friendly. | Suggests one relevant descriptive word — 1 point. Uses or identifies a suitable word in context — 1 point. Stage maximum — 2 points. | |
| Dialogue and Sound Work 9 minutes |
New material explanation:
Model a short dialogue: “Who is this?” “This is my cousin, Alex.” “What is Alex like?” “Alex is funny and helpful.” “What did you do together yesterday?” “We played football.”.
Explain that students should listen for the speakers, the person described, the adjectives and the past activity.
Model the sounds in “friend”: identify the initial /f/, medial vowel sound and final /d/. Invite students to listen and repeat.
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Students listen to the dialogue and identify who is speaking, who is described, the person’s qualities and the activity from yesterday. Students repeat “friend” and identify its initial, medial and final sounds. | Identifies the person and one descriptive detail from the dialogue — 1 point each, max 2 points. Identifies the initial, medial and final sounds in “friend” — 1 point each, max 3 points. Stage maximum — 5 points. | dialogue cards, board |
| Sound Matching Game 7 minutes |
Instructions:
Give pairs word cards: “mother,” “brother,” “friend,” “sister,” and “family.”.
Ask pairs to sort the words by a named initial, medial or final sound, say each word clearly, and explain one sound choice.
|
Students work in pairs to sort the words by the called sound. Students pronounce the words and explain one choice, for example, “Friend starts with /f/.” | Correctly sorts three words by the called sound — 1 point each, max 3 points. Clearly pronounces two words — 1 point each, max 2 points. Stage maximum — 5 points. | |
| Describe and Share 9 minutes |
Questions to the class:
Ask students to choose a family member or friend and write three simple sentences describing the person, including at least two adjectives.
Ask them to add one sentence about a past shared experience, using a model such as “Yesterday, we played…”.
Invite several students to share their descriptions aloud.
|
Students write three descriptive sentences with at least two adjectives and one sentence about a past shared experience. Students share their sentences aloud and listen respectfully to classmates. | Writes three relevant descriptive sentences — 1 point each, max 3 points. Includes at least two suitable adjectives — 1 point. Describes a past experience using an understandable sentence — 1 point. Stage maximum — 5 points. | |
| Quick Check Quiz 5 minutes |
Instructions:
Present a short written check: choose the main idea of the model dialogue, identify the first sound in “sister,” identify the final sound in “friend,” and complete “My friend is ___.”.
Ask students to complete the four items independently and check their answers together.
|
Students answer four quiz items independently, then compare their responses during the answer check. Students identify the dialogue’s main idea, the requested sounds and a suitable descriptive word. | Correctly identifies the dialogue’s main idea — 1 point. Identifies the initial sound in “sister” — 1 point. Identifies the final sound in “friend” — 1 point. Completes the description with a suitable adjective — 1 point. Stage maximum — 4 points. | |
| Reflection 3 minutes |
Runs the "Where did this lesson land?" reflection. Students drop a point on a 2D grid — clarity vs interest. The class scatter reveals the quadrant problem.
|
Students complete the "Where did this lesson land?" reflection and assess their understanding of the topic. | Names one relevant new word — 1 point. Gives one understandable description or past-experience sentence — 1 point. Stage maximum — 2 points. |
Здоровье и соблюдение техники безопасности
| Здоровье и соблюдение техники безопасности | Keep bags and other belongings out of walkways, and handle word cards and classroom materials carefully. Speak respectfully about classmates and family members; students may choose whom to describe and should not be pressured to share private information. |
О материале
- Тип материала
- План урока (КСП)
- Предмет
- Английский язык
- Класс
- 4 класс
- Язык
- Английский
- Направление обучения
- Физмат
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