The Importance lesson observation in language teaching content introduction

Table 2.
"students 5"

No. /p	Group	AT	FROM
one	.	Bogdan S.	.
2	Gregory.	Victoria .	D.
3	Darina.	BUT.	B.
four	.	Christina O.	.
5	Ivan.	Maria.	L.
6	Marganita.	T.
7	BUT.	.
eight		Tatiana Z.
9		.
TOTAL	7	9 students	5

the first group (7) children with balanced excitation and. children high-synthetic activity, abstraction generalization. children flat, , a significant margin.
group (9 students) with excitation over . children to concentrate , therefore to admit . Im repeating earlier.
group (5) - guys, slow reaction or teachers, poor in emotionality. students have significantly greater assimilation than .
the individuality of each , then, the students of the same be different topic of the lesson, group rolling stock.
Since 10 . They were carried out through multi-level.
examples of application in the classroom.
Russian language 5
Theme “Phrase. »
Goal: Familiarization of phrases.
lesson:
. moment.
1. Greeting. lesson students. work number notebooks (work).
2. .
II. Update.
On the epigraph: "Language is inexhaustible words" .S ..
: What is the lesson about?
( is a phrase.)
: a synonym for the word ""
(words)
(Students topic - "Phrase")
: . Today we will lead the phrase and.
Frontal.
Students are allowed to use .
[Appendix 1 1 and 2]
1. the unit is called ?
2. phrase from ?
3. what components ?
4. How are the words?
5. How to express between in ?
6. means can communication words ?
Task "Check"
crossword:
horizontal:
4. , installed by ;
5. words;
6;7. grammatical.
vertical:
1. View, which is with, preposition and;
2;3. phrases.

A: + verbally composes , all of + gives 3 examples.
B: crossword puzzle + rule including from .
Group: crossword.
Practical Learned.
Teacher: and write down the notebook, with arrows, parts of phrases, letters.
.fly, ; .katsya, sport; ., spectacle; , G.; , snow.
Teacher: you?
Students: word combination.
: Why phrases from words?
knowledge .
:
Teacher: Guys, are you on?
gymnastics for .
. Work new. situation:
1) Teacher: in a phrase.
 
Sea shore
 
Outline
Read
(in the first and phrases the word is -, in the third -. These combines "". In the fourth phrases -. These word is "verb".)
2): word combinations distribute two columns to the word.
book, village, very well, coped with the task, lessons, heard.
: What are the facts? (column we, where the word is a noun, a name, the second is a phrase, the word is a verb.)
: you like collocations, if "name"? (). What about the word "verb"? ()
A: Let's conclude. on the topic " ".
The work of assimilation.
Collective work exercise 129.
[Appendix 2 3]
And and: phrases + to + make a sentence from.
Group: phrases + record.
Fizkultminutka.
studied.
Job.
Teacher: . (Punch card of each) student:
Group (word combinations, writes down the required column, titles). makes up a phrase from .
__________________________
Last name first name

No. /p

Group (reads, the student is in the right place)
__________________________
and student

No. /	Nominal	Verbs

 (student phrases, with the right one)
__________________________
and student
 
solemn march
Festive
Report
guests
Address
Seriously Verbs
adults
Approach
School
3. Individual. . (Everyone has it )
conducting: skills and verbs.
.
Specify phrases
;
Participation in ;
in ;
Honor;
along the path;
phrases.
factory;
sun;
Courageous;
aroma;
on the ;
verb phrases.
;
Spreads out the plain;
;
Pine top;
.
VII. and new material.
. exercise. ()
Repeat .
picture. Compose phrases.
C: drawing the word combinations them.
Group B: by text, sentences and define.
[B 2 Figure 4]
. results.
Detection on .
Teacher:
- and skills in the work of today's lesson?
- you difficult?
- Over what else?
- out caused u ?
2. Exhibition.
In advance with the student's assignments, results and exhibited.
. Reflection.
lesson in 5th grade
"Views by, punctuation marks of sentences"
Lesson : sentence recognition utterances, the goal is the basis of discrimination, use from the situation.
Type: skill skills.
 
I stage. .
stage. knowledge.
text (distributing .)
Guys! passed the text, which on . But I can't do this. Maybe you can help me?
are reading.
From to late l.
– what is the text for you? (Not in offers.)
punctuation marks in sentences? you why one is put! ? .
Help me .
Students: formulate. (punctuation in .) We write down the lesson and in .
: Do you think the same depends on punctuation? better, when?
Teacher: above the text: arrange the possibilities for punctuation of sentences.
U and have no punctuation, have options (. / ! or . / ?).
(The teacher notes in rows, all signs)
Teacher: I see that all the punctuation of the sentences failed. Let 's , need and , execute it ? (there are on?
Teacher: What are we?
Students :
- find out why on by ?
- what are these?
- correct punctuation in .
III. Implementation. Problems.
Teacher: , , how to achieve?
(Student suggestions: textbook, what this topic)
information from, students.
[at 3 5]
Teacher: you this topic? (that knew the topic)
What's new?
thought otherwise?
incomprehensible?
: Guys, let's turn to, we are in the lesson. Try to follow and punctuate the sentences. (for screen) - Check you signs text. - Comment, this you are the end of the sentence.
(students)
: Sign from the target, not uttering the sentence punctuation mark.
: Guys, is it important to be able to with intonation? (intonation helps sentences). distinctly different types.
146.148().
[B 3 Figure 6]
:
: Let's compose and incentive, in must ask, demand a book.
, the word "please" letter two .
Group A independently sentences, given the words- (, hurry up, please).
: conclusion we ? Encourage action in many ways:,, demand to order, in such it can be soft.
Exercise 149 (Creative, in). Write using different .
Each is offered a text, to - tasks: what are the goals of the statement, what punctuation. ? Each student is to be answered a question by .
work . One of the groups reads and explains, they are different in terms of what proposals they put.
Other correctness.
The teacher's notebooks, and from the groups are checked.
[at 4 7]
IV. Test.
Test
Group B:
 unfaithful 
1.This offer.
) How long did you go? ?
) Well, -,
Choose the lights.
) weaver with ,
matchmaker Babarikha
say.
2. Given.
a) did not deliver
Left the girl.
) And in mind?
c) prince
Do not worry.
3. incentive.
) Help, .
b) And that hour
with son .
) Is there a diva?
Test
 
Find options.
1. narrative sentence.
) me, or ?
) Think about it.
) Beats among,
worn over.
2. offer .
a) sings
And chews.
) Al in the answer?
) my,
you .
3. incentive offer.
), empress.
b) was; honey -
And only .
) What are you, overeating?
table assignments.
Then for .
V. _ : our lesson is over, I ...
I have more...
For I praise?
For can classmates?
interesting?
What ?
in it …
I was that...
, on , failed? ? consider the future?
essays different in sentences, it will turn out more expressive;
with intonation, will be better;
use a polite tone in , then do not quarrel .p.
evaluate and work, expose and evaluate, justify.
stage. exercise.
homework - . 150.
language lesson 5
Lesson topic ""
OBJECTIVE: from "offers to" their design. recognize the types of intonation correctly.
move
1. homemade.
Make up sentences beginning with interrogatives: What? ? ? How?
2. Work.
Verbal purpose of the poem:
a)
- same slob!
y view time:
skin, nose horn -
you moms?
(H. Belloc, . Boroditskaya)
) What heads
Are they swimming?
Whose hands
far away?
What's there
snort?
People says:
.
(FROM. )
in) 
For nettles
,
If a -
Not .
(. Marshak)
3. Free.
A B
 
_once in case _isosh_. stove_ki vy_ g__ sliver and l_ next _. All cats go out through the street. Ug_, who remained, noticing the bright ones, did not, but _em became help_. I kind of dug in apples. "-meow" - cry, tr_. Zach_ room, and to_ bright _ blazes. Grabbed _ with _doy put out the fire. saved the dacha_ _heat. For _ an act of _ bodies to award a special _ for _, is she to him? -, the main _dal is human, the word vn_.
(. Kuklachev)
Group
ember
(/A) a dacha of such (o/)isosh(/e). From the oven (/-) from the vy (/) chila g (/) ryashch (/ I) and fell (e /) squeezing (a / o). cats are frightened (/a) chili (/s) on (/e) tsu. Ember, in, bright tongues, ran away, became a loud (/-) eat (/ a). in (o /) (o /) kind of time apple (/) neither. I hear "-" - such a cry, (e /) important. (/a)zhu, and already (/a)ver (e/)it. in(e/) with (o/) and quickly . So saved (u / u) (o /) heat. _roy act (/a) I special m (/) distance (o/), but only to him? - to my mind, (e / and) him - human, the word and ( / and).
(YU. )
4. related.
With . Reading observations - pp. 59-60, intonation sentences.
. 151(); ex. 152 (oral).
[4 Figure 8]
: Remember! be any purpose .
In there are special "": well, here, , , eh . When the importance of words, put and sentences:
! Will! !
5. exercise.
Group .155.write off, signs, word parsing  crystal.
At .155., placing signs, parsing the house .
exercise 155. write off, punctuation.
[Appendix 5 9]
6. work.
Group
text, missing arranging signs. sentences of their purpose of utterance. A sentence that thought of this, .
Group
Write off the missing letters marks. Above their kind of utterance intonation. , which is expressed this, underline.
  
Write down the text, punctuation. sentences view on and .
Good early spring. walking along the tree path. But the forest is birdlike. the birds hurry theirs.
Take care. destroy forests .
All are evaluated.
Then there is the lesson.
stage . : the lesson came up, and I want ...
7. task.
Write out 5 from Andreevich. Define their goals.
Presented with tiered span groups . that no one yourself, for every situation. Individual lessons data account for learning.