English lesson notes for primary school. Subject: Hello English! Hello English!

The lesson is intended for English teachers in primary school, designed for children in grades 1-2 (first year of learning English), it is possible to conduct classes within class hour. Students receive new information through games and fairy tales, they update existing knowledge and apply it in practice.
Target: introduce students to the subject, practice new ones English words and sounds in oral speech, create conditions for the development of creative abilities.
Tasks:
develop speaking skills with new LE;
develop the ability to work in pairs, compose an etiquette dialogue-greeting;
develop the ability to work in groups, participate in games in an organized manner;
promote the formation of positive interest in learning English.
develop the ability to recognize and use words on the topic “Acquaintance”, recognize the teacher’s attitudes in English.
Equipment:
transcription icons; toys, mood cards for each child, pictures of cartoon characters.
Lesson type: Combined.

During the classes

1. Organizational moment
Hello, children. Hello children.
Sit down, please. Sit down please.
I "m Alina Yuryevna. What is your name? (children answer in Russian)

2. Setting the lesson goal
How many of you know why we have gathered today? Right. To learn English. Why do we need it? (children answer in Russian)
Where do they speak English? (children answer) Good. Fine.
Let's look at a cartoon character who speaks English and try to recognize him. (children are shown a picture of Mickey Mouse)
Well done! Well done!
Having learned English, you and I will be able to find friends from other countries, go on a trip and communicate freely, we will be able to write, read books in English, even watch cartoons!

3. Phonetic warm-up.
Have you noticed that English words are pronounced a little differently? In order for you and me to be understood, we must learn to hear English sounds.
Let's play a game. I will name the words. Every time I say an English word, quickly clap your hands and we will try to repeat this word.
Progress of the game: the teacher names the words after hearing English words, the children clap their hands, then repeat the new word in chorus several times.
Words:
Telephone;
ball;
doll;
a cat;
cat;
dog;
a dog;
teacher,
a teacher;
hello;
children.
Great! Great! So we learned how to greet you. Let's say hello in English “Hello, children”, the children answer “Hello, teacher” (we repeat several times)

4.Acquaintance with new sounds, updating previously familiar sounds. (Transcription icons)
Now I will tell you very an interesting fairy tale about our tongue. But I will really need your help, we must repeat and show each sound.
Fairy tale:
Show me your tongue.
Where does the tongue live? In a warm, cozy house (point to cheeks, lips).
When the tongue is scared, it hides behind a strong fence (show teeth).
One day the tongue got bored and decided to meet with friends.
He met a goose [g], [g], [g], [g], [g].
Met a cow [m], [m], [m], [m], [m].
Met a hedgehog [f], [f], [f], [f], [f].
Met a dog [r], [r], [r], [r], [r].
Suddenly it blew strong wind , , , , ,
door slammed [w], [w], [w], [w], [w],
the rain began to patter [p], [p], [p], [p], [p].
The tongue ran home [t], [t], [t], [t], [t], lay down in the crib, stretched and snorted [h], [h], [h], [h], [h]. Let's not disturb the tongue from sleeping and say shh-sh-sh-sh-sh.

5. Physical education minute.
Hands up, (we raise our hands up)
Hands down, (we lower our hands down)
Hands on hips, (hands on hips)
sit down! (sat down)
Stand up, (stood up)
hands to the sides (hands to the sides)
Bend left, (bent to the left)
bend right. (leaned to the right)

6. Training in the use of studied samples and vocabulary in dialogical speech.

Now we know how to pronounce sounds in English. Let's try to get acquainted. I "m Alina Yuryevna. And you? (children say their name)
Now let’s choose a toy for ourselves and play (With the help of toys, children make up a greeting dialogue and introduce themselves).

7. End of lesson. Reflection.
I'm always very happy when the guys do so well. Did you like the lesson? What have we learned today, what have we learned? What was difficult/easy? Let's choose a card with a mood and tell us how we felt during the lesson. Why?

We are used to thinking about how to make a lesson useful: how to plan it so that everything is done in time? How to explain clearly new topic? How to work it out effectively? But not less attention You should also pay attention to making the lesson interesting. No matter how much useful material we prepare, the student will learn it much faster and better if he is involved.
Here are some strategies you can use to make any lesson and any topic interesting.

1) Warm up

The beginning usually sets the tone for the entire lesson. So if you want your lesson to immediately engage your student, start with an interesting warm-up, such as a game.

2) Games

This is the most effective method interest the student, and at the same time work new material. Games on any lexical or grammatical topic can be found on ESL sites and in various collections, such as Grammar Games and Activities And Vocabulary games and activities. By the way, adult students love games no less than children.
Practical and interesting task, which does not require additional materials- role-playing game . This task is more complex than just discussing the topic. It requires active participation from the student acting And creative approach, and therefore full attention.

3) Songs

Music is great for language learning. Words set to a rhythm are remembered faster. In addition, the song usually uses the same grammatical tense. Find out from the student what musical styles and he likes groups. By singing phrases from his favorite songs, he will quietly learn new vocabulary and master the necessary grammatical forms.

4) Stories

Present new grammar or vocabulary to the student in story form. For example, if you are studying the topic “ Past Continuous/Past Simple”, you can start: “Yesterday, while I was going to work by the underground, a man came into the carriage and sat down opposite me. He had a monkey in his lap. The monkey was wearing jeans and a yellow jacket”(by the way, this is true story). Such a presentation of the topic will be much more interesting for the student than: “Right, today we are going to study the difference between Past Continuous and Past Simple.”

5) Communication

In any task, include an element of Speaking, because for most students this is the most interesting aspect of learning a language. Even if you need to do an exercise like fill in the gaps, discuss with the student the photo that goes with the exercise or the most interesting sentence in it. Any task can always be “diluted” with the help of communication.

6) Changing tasks

Never turn a lesson into a lecture. Even students with good concentration will find it difficult to listen to a monologue in a foreign language for 20 minutes. In addition, modern students are accustomed to quickly changing from one type of activity to another and to an interactive form of learning. Therefore, to keep it interesting, alternate the type and duration of tasks. Also, always prepare tasks that involve communication and active participation of the student. It is better to leave written exercises for homework.

7) Creative homework

By the way, about homework. Of course, it also has to be “useful,” but that doesn’t stop it from being interesting. Give your student creative homework assignments that he or she will want to do. For example, if you are studying the past simple, ask him to prepare a summary of an episode of his favorite TV series. If you are studying the topic “Food”, ask him to create a menu for his own restaurant. Creative and interesting homework can be invented for any grammatical or lexical topic.

8) Flexible lesson plan

A plan is a necessary part of the lesson, and structure is key good result learning. At the same time, the lesson is much more interesting if the teacher knows how to adapt the plan to its course. Sometimes there comes a time when you need to deviate from the plan, for example, if the student really asked interest Ask about grammar or the text you are working with has affected him and requires discussion.

9) Personalization

Any topic can be made interesting if you connect to it personal experience student, his opinion or preferences. For example, if you are studying the Present Perfect topic, ask the student about his or her travel or work experience (e.g. Which cities have you visited? Where have you worked?). The same can be done with any lexical topic.

10) Update

At this point we will talk about how to make the lesson interesting for the teacher. Your lesson can only be interesting for your student if it is interesting for you yourself. With the help of new activities, strategies and methods, the same topic can be taught differently each time.

Interesting lesson = full attention of your student = quick and effective learning of the material = progress and pleasure from learning the language.

Good luck and interesting lessons!

When I started teaching seriously at school foreign languages, my first group was a teacher’s dream come true: 10 interested in learning, motivated, attentive and patient students. Therefore, I was absolutely not embarrassed by the fact that I started each lesson with “How are you today?”

As their knowledge grew, the answers to the questions became more extensive, the conversation dragged on and took more than 5 minutes. By the end of the semester, my students received their A1 certificates and I received my firstfeedback: Everything is fine, but it’s just very boring to start every lesson with the same thing.

Then I seriously thought about how to start an English lesson correctly.

Why is it so important to start the lesson right?

The proverb says: “ A good beginning is half done" Likewise, the introductory part of the lesson is a key aspect of effective teaching.

Introductory part lesson is needed in order to:

- present the topic of the lesson

- get students interested in the topic

— set the pace of the lesson and the atmosphere necessary for learning

Imagine tired students who most likely came to your lesson after work, study, perhaps they had a hard day. Our task as teachers is to smoothly switch and focus their attention on the English lesson and prepare them for everything that they will do during the lesson.

Basic principles of the introductory part

To start a lesson effectively, you need to remember the following principles:

1. The introductory part should be short and take from 3 to 10 minutes depending on the length of the lesson.

- if the lesson lasts 30 minutes, it is optimal to allocate 3 minutes for warm-up;

- if the lesson lasts an hour and a half, you can do a 10-minute warm-up.

2. . “Great advice, Captain Obvious,” you say. But it should be remembered that interest encourages motivation to learn and stimulates the desire to learn.

If your students are interested in the topic you raised in the introduction, they will be more willing to express an opinion, share experiences, agree or refute information.

3. Relevance. When selecting and developing activities for the introductory section, be sure to keep in mind the ultimate goal of the lesson and the program as a whole. A mismatch between the introductory part and the main part of the lesson can cause misunderstanding among students and the question “Why did we do all this?”

4. Authenticity. « Being fully exposed to the authentic materials is one of key factors for language acquisition". Authentic materials can serve to increase student interest, provided they are selected according to the level, age, and interests of your group.

Types of tasks for the introductory part

There are two types of introductory exercises:warmers and lead-ins .

Warmers are used to increase the energy level in the classroom, creating a positive and relaxed atmosphere before the main part of the lesson begins. They may not always be related to the topic of the lesson. TOwarmersinclude games, quizzes, tongue twisters, songs, etc.

Lead-ins are a summary of the main part and content of the lesson. The purpose of this kind of assignment is to motivate students and focus their attention on the topic of the lesson, to create a connection between the topic of the lesson and the lives of students (personalization).

Lesson Introduction Ideas

We published not long ago. So today we’ll look at ideas forlead-in tasks:

Multimedia tasks

1. Songs . Before starting the lesson, play a song that fits the topic of the lesson. Try playing the song before the students arrive - while they are getting ready and taking their seats, they will already have a chance to listen to the piece and form an opinion about it. As soon as the lesson begins, discuss how the song made an impression, whether you liked it, what it is about, etc.

2. Video . Use a music video/fragment from a movie, TV series, etc. For this you will need a projector. The principle of discussion will be the same as with the song.

3. Freeze . Show students a still from the video. Discuss what is happening there and what will happen next. After the discussion, you can watch the video to the end and talk about whether they expected this ending or not and why.

4. Photo . Discussion of an image is a very common task. To make a bigger impression on students, use a projector to display the photo on a wall or board.

Phrases, sentences, quotes

5. Finish the sentence . Write the beginning of a sentence on the board in advance (for example,I feel the happiest when...) and ask each student to complete it as he/she sees fit. A brief discussion may follow.

6. Quote . Write a pre-selected quote on the board. Ask how students understand it, whether they agree or disagree, who might this quote belong to, why they think so, etc.

7. Idiom/proverb/catchphrase. Ask your students to explain how they understand the phrase written on the board. Ask if they agree with it or not and why.

Visual aids

8. What common? Prepare several photos on the same topic. Discuss with them what these photographs have in common. Ask students to guess the topic of the lesson from the pictures.

9. Moving agree/disagree . Ask students to rise from their seats. Prepare some statements in advance. Set rules - if they agree with the statement, then they occupy, for example, the left side of the classroom, if not, then the right.

10. Moving true/false. The principle is the same as in the previous task. Prepare some facts. If students believe that the statement is accurate, they occupy one part of the room, if not, then another.

Repetition

11. Use the word. Write down the vocabulary you recently covered on the board in advance. Ask a question such as " How was your weekend?" When answering a question, the student must use one or more words written on the board.

12. Explain the word. Prepare cards with new vocabulary in advance (one card - one word) and lay them out face down. Students must explain the meaning of the words; If the student doesn’t know the word, let him try to guess its meaning based on the topic.

Lifehacks for the introductory part of the lesson

— It is important to prepare the class for the introductory part in advance: write on the board the phrase/expression/quote that you will discuss, turn on the projector, display a video, photo, clip, etc.

So, even before the lesson begins, students will begin to think about what is written on the board, to understand whether they like what they just read/saw. This way you will start the learning process before the lesson starts.

— the question “How are you?” takes place. But you shouldn't use it at the beginning of every lesson. Ask it before the start of the lesson, when students are just entering the classroom.

Use this question in the introduction if the topic of the lesson really relates to it.

Don't be afraid to experiment and Happy Teaching!

How often, after taking English courses online or completing courses, do you find that you have not mastered your language skills sufficiently? Or perhaps you teach yourself and notice that sometimes not all grammatical rules are absorbed by students to the required extent, and the study of vocabulary does not bring results - words are forgotten or are not recorded at all in the students’ memory.

What is the reason for the effectiveness of our lessons?

How to teach an English lesson so that students remember as much as possible useful information? Let's consider key rules building lessons.

• Analyze the English lesson plan as a whole. The most important condition that should be observed when drawing up lesson plans is the gradual learning of the language: any one topic must be inextricably linked with others. If, for example, having studied passive voices, you will not return to this topic during the next classes, then we can say with confidence that this topic will be forgotten by students. The same is true with vocabulary. Often, having studied vocabulary, say, related to the topic “Shops,” they never return to it later. Thus, phrases learned during work on the topic will be forgotten by the end of the course because they will not be included in the active vocabulary.

• An excellent example of how to properly plan lessons is the course system of the famous EF English First school, which organizes English language courses in St. Petersburg, Moscow and a number of other Russian cities. All lessons are inextricably linked, and there is constant active work on using the learned speech models throughout the course. For example, vocabulary learned by students in the High Flyers course, designed for children 7-9 years old, is actively used in the next EF Trailblazers course, which is studied by children 10-13 years old. In this way, a rich active vocabulary is formed.

• The effectiveness of lessons largely depends on how diverse the lessons are in form and content. The teaching methodology is constantly enriched with new techniques and technologies that are successfully used by the teachers of the EF English First school. During lessons, gaming technologies are widely used, especially in English lessons for children, interactive whiteboards, course participants participate in creating presentations, and have their own video and audio lessons. For teenagers and adults, the school organizes weekly events in the Life Club - parties, birthdays, holidays and seminars, where students can develop their language skills in an informal setting.

• Each lesson must have a stage during which students are convinced that the knowledge gained will definitely be useful in life. Such a strong connection to life situations demonstrated beautifully in the EF Real English course, where each lesson explores specific life situations.

• Reward system. It is important for any student, regardless of his age, to be encouraged during his studies, while creating additional motivation. Anything can serve as an incentive: points, grades, some symbols or badges that are handed out during classes. EF English First has created a special program called ″Progress Report″. This report provides all the information about the student’s progress in the form of a graph. Thus, each student clearly sees what he has already mastered, what needs to be repeated, and what peaks still need to be conquered.