This lesson was taught with the pupils of the 3
rd class. There are 16 pupils in the class of ages 8-9. Speaking about learning styles of the pupils we can group them into 3 types of learners: visual (those who are good at drawing, arts and crafts), interpersonal (they are best in mixing with others, understanding others, leading) and logical (they prefer exploring patterns, logic).
Most of the pupils are interested in learning English, have a positive attitude to English classes and are very creative.
In my work with the class I use the course-book of V. Evans, J. Dooley, N.Bykova. Spotlight 3. – M.-Express Publishing\Prosveshcheniye Publishers, 2014. This course suits my pupils as it matches their learning styles. The materials for the lesson were taken from Module 5 “Furry friends”, Lesson 9 a. It was the first lesson on the module. That’s why more time was taken to introducing new vocabulary and grammar structures (head, legs, body, tail, thin, fat, short, long, “has got”, “It’s got a …”) and revising already known words (mouth, nose, ears, big, small, words naming animals).
The presentation stage began with revising words naming animals introducing new vocabulary. I tried to organize the stage so as to respond to the abilities of all the pupils- visual learners (flash - cards, words written on the board), auditory learners (tape – recording), kinaesthetic learners (put the cards next to the written words).
At the practice stage I offered my pupils a series of exercises to develop their reading and speaking skills. They matched words and pictures, made sentences, discussed in pairs, drew pictures, described the picture according to the example.
At the production stage the students made a mini-project in groups, so everyone could find the task possible for his\her learning style (drawing, making sentences, presenting).
Analysing the results I can say that we reached the aim of the lesson - to describe the picture of an imaginary animal. 90% of pupils productively used new words and grammar structures in their descriptions. In the progress report cards 85% of pupils noted that they can identify animal body parts and describe the animal as very well,10% as OK and 5% as not very well. Besides, I think that the exercises were relevant to learners’ needs. They were fun, interesting, motivating and meaningful.
Хромова Татьяна Михайловна
"Нет правды без любви к природе,
Любви к природе нет без чувства красоты".
Я.П. Полянский
Работаю учителем биологии в МБОУ - лицей №28 города Орла имени дважды Героя Советского Союза Г. М. Паршина с 2014 года. Образование - высшее (окончила факультет естественных наук ФГБОУ ВПО "Орловский государственный университет" с красным дипломом, "Отличник учёбы ОГУ", лауреат губернаторской и президентской стипендий), имею дополнительное образование "Преподаватель высшей школы", аспирант ФГБНУ ВНИИ СПК.
В своей работе ориентируюсь на личностный подход и качество знаний. Большое внимание уделяю не только формированию универсальных учебных действий, но и развитию логического мышления, навыков самостоятельной научно-исследовательской деятельности, формированию метапредметных связей.
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