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Class: 6

Presentation for the lesson

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Class: 6th grade

UMK: Your friend French” for grade VI by A.S. Kuligina

Lesson topic: Leisure, hobbies

Lesson type: Lesson on systematization and generalization of knowledge and skills.

Objective of the lesson:

Development and consolidation of skills in oral speech on the topic “Loisir”

• Development of communicative competence of students.
• Learn to receive, use and analyze the information received, systematize and generalize students’ knowledge on the topic.

Educational:

• Master new lexical units and speech structures on the specified topic
• Develop phonetic and lexical skills.
• Improving oral and written communication skills on the topic “Leisure, hobbies”
  • solve problem situations;
  • carry out research activities
• Development of listening skills. Ability to listen to video materials.
• Improving reading skills with understanding of the main content.
• Development of lexical skills. Learn to use new vocabulary in speech on the topic “Je voyage”.
• Improving auditory pronunciation skills. Compliance with the norms of pronunciation of French sounds when reading aloud and in oral speech

Educational:

• Develop the ability to construct independent oral statements based on the primary assimilation of educational material, logical thinking.
• Development of mental functions associated with the speech activity of students.
• Development of memory, thinking, attention.
• Developing the ability to transfer developed skills to a new situation

Educational:

• To cultivate a sense of respect for the interlocutor, an individual culture of communication,
• Formation of a tolerant attitude towards representatives of French-speaking countries.
• Formation of the need to use English as a means of communication.
• Formation of a scientific worldview.
• Expanding the horizons of students.

Planned result:

Subject Skills:

• Use lexical units and speech structures on the topic of the lesson in oral (dialogical) speech.
• Watch and understand authentic videos with detailed understanding of relevant information
• Conduct a dialogue on the topic, observing the norms of speech etiquette.

Personal

• formation of a responsible attitude towards learning, readiness for self-development and self-education; formation of communicative competence in communication and cooperation with peers.
• formation of sustainable educational and cognitive motivation and interest in learning.

Regulatory

• implementation of regulatory actions of self-observation, self-control, self-assessment in the process of communicative activities in a foreign language;
• developing the ability to independently control and manage your time.

• independently set new educational goals and objectives;
• adequately assess your ability to achieve your goal.

Communication

• organizing and planning educational collaboration with the teacher and peers,
• using adequate language to express one's feelings, thoughts, motives and needs.
• constructing oral statements in accordance with the assigned communicative task;

Students will have the opportunity to learn:

• take into account different opinions and interests and justify your own position; take the initiative in organizing joint action;
• engage in dialogue and participate in a collective discussion of the problem.

Technological map of the French language lesson in the 5th grade of MBOU Secondary School No. 28 in Bryansk

Teacher Aleksankina I.N.

UMK “Le français, c’est super!” - 5" A. S. Kuligina, M. G. Kiryanova

Lesson topic: Food

Lesson type: review lesson

Objective of the lesson:

Educational: creating conditions for the use of subject skills (improving language and speech skills), improving subject skills on the topic “Food”

Students will learn:

talk about yourself, your eating preferences based on visual clarity and/or verbal supports (keywords, plan, questions);

recognize the studied lexical units (words, phrases, cliché lines of speech etiquette) in written and spoken text, including polysemantic ones, within the scope of the primary school;

use in oral and written speech in their basic meaning the studied lexical units (words, phrases, cliche remarks of speech etiquette), including polysemantic ones, within the scope of the topic;

operate in the process of oral and written communication basic syntactic structures and morphological forms French in accordance with the communicative task in a communicatively significant context;

comply with the existing norms of lexical compatibility in the French language;

distinguish by ear and adequately, without phonemic errors leading to communication failure, pronounce all the sounds of the French language;

observe the correct stress in the words studied;

pronounce phrases adequately, without errors leading to communication failure, from the point of view of their rhythmic and intonation features;

recognize and use in speech: various communicative types of sentences: affirmative, negative, interrogative (general, question);

recognize and use nouns with definite/indefinite/partial articles in speech;

recognize and use in speech nouns in the singular and plural, formed according to the rule and elimination;

speak briefly without prior preparation on a given topic in accordance with the proposed communication situation;

use linguistic guesswork in the process of reading and listening (guess the meaning of unfamiliar words based on context and word-formation elements);

guess the meaning of unfamiliar words by similarity with Russian/native language, by word-forming elements, by context;

express feelings and emotions using intonation;

recognize that words belong to parts of speech based on certain characteristics (articles);

Developmental: creating conditions for the formation of UUD (communicative, cognitive, regulatory) in grade 5 based on the lesson topic

Communication

Students will learn:

adequately use communicative, primarily speech, means to construct a monologue statement, master the dialogic form of communication;

formulate your own opinion and position;

ask questions;

answer questions

Students will have the opportunity to learn:

adequately use speech means to effectively solve a variety of communicative tasks.

Cognitive:

Students will learn:

construct messages verbally and in writing

carry out analysis of objects highlighting essential and non-essential features;

carry out synthesis as composing a whole from parts;

carry out comparison and classification according to specified criteria

Students will have the opportunity to learn:

consciously and voluntarily construct messages in oral and written form

Regulatory:

Students will learn:

define and save a learning task;

take into account the action guidelines identified by the teacher in the new educational material in collaboration with the teacher;

plan your actions in accordance with the task and the conditions for its implementation, including in the internal plan;

take into account established rules in planning and controlling the solution method;

evaluate the correctness of the action at the level of an adequate retrospective assessment of the compliance of the results with the requirements of a given task and a given area;

adequately perceive the teacher’s suggestions and assessment;

make the necessary adjustments to the action after its completion based on its assessment and taking into account the nature of the mistakes made, use suggestions and assessments to create a new, more perfect result

Students will have the opportunity to learn:

in collaboration with the teacher, set new learning objectives;

show cognitive initiative in educational cooperation;

independently take into account the action guidelines identified by the teacher in the new educational material;

independently adequately assess the correctness of the action and make the necessary adjustments to the execution, both during its implementation and at the end of the action.

Educational:

Students will develop:

the ability to self-assess based on criteria for the success of educational activities;

the internal position of the student at the level of a positive attitude towards school, orientation towards the meaningful aspects of school reality and acceptance of the model of a “good student”;

broad motivational basis for educational activities;

Students will have the opportunity to form:

expressed stable educational and cognitive motivation for learning;

sustainable educational and cognitive interest in new general ways of solving problems;

adequate understanding of the reasons for the success/failure of educational activities;

positive adequate differentiated self-esteem based on the criterion of successful implementation of the social role of a “good student”.

Lesson technical equipment:

Computer presentation of the lesson

Didactic handout: grammar test on the topic “Partial articles”

Lesson progress

Formation of UUD

Lesson stage name

Lesson Stage Objectives

Teacher activities

Student activities

Personal

Regulatory

Cognitive

Communication

Motivation for activity

Slide No. 1

Introduction of the lesson topic

Slide No. 2

Slide No. 3

Activation of reference knowledge

1) Phonetic exercise

2) Speech exercise

Slide No. 4

Intensifying the use of lexical units in speech on the topic

Slide No. 5

Slide No. 6

Control of dialogic speech

Slide No. 7

Slide No. 8

Dynamic minute

Slide No. 9

Monitoring students’ knowledge of grammatical material on the topic “Articles”

Slide No. 10

Slide No. 11

Slide No. 12

Homework

Slide No. 13

Lesson summary and reflection

Slide No. 14

Slide No. 15

Create a motivating situation, arouse students’ interest and readiness for learning activities

Mobilize students to work through lesson stage symbols

Improving pronunciation skills

The situation of using speech samples

Check students' knowledge of LE studied on the topic

Improve monologue and dialogic speech skills based on previously studied models

Create a natural situation for using speech patterns

Provide short-term active rest

Check students’ knowledge of the studied grammatical material on the topic “Articles”

Organize assessment of educational activities

1. Greets students

2. Questions the duty officer about absentees

1. Draws students’ attention to the picture of the products.

2. Offers to define a lesson plan

1. Provides a sample reading

2. Offers the choice of the reciter using a counting rhyme

1. Offers to name the food products presented on the slide

2. Offers to find the “extra” word

1. Offers to create microdialogues and find out the food preferences of classmates

2. Talk about their food preferences, answering questions from classmates

3. Invites you to think about proper and healthy eating (based on visualization)

1. Organizes and conducts exercises

1. Offers to play the game “Sorting”.

2. Reminds me of the rules of the game: sort products into baskets by gender and number

3. Offers you to complete the task “French Grammar Experts”

4. Offers you to check the test yourself

1. Gives students homework

1. Asks whether you liked the lesson, what types of work you liked, what was difficult to do, what you learned during the lesson

2. Offers to evaluate your mood at the end of the lesson using emoticons

1. Greet the teacher

Getting ready for the start of the lesson

Receive teacher information

Understand the significance of the material proposed for study

1. Name the topic of the lesson

2. Name the stages of the lesson by symbols

Performing tasks of a reproductive nature

1. Listen

3. One student recites a poem by heart.

1. Name food products

2. Read the words, identify the “extra” word, explain why

Work in pairs(possibly of a replaceable nature)

1. Make up microdialogues, answering questions from classmates (using reference phrases)

2. Talk about their food preferences

3. Examine the slide, determine what proper healthy eating means, and exclude “junk” foods.

1. Perform actions

1. Remember the forms of the definite article

2. Sort words by gender and number

3. Complete a test task on the topic “Partial article”

4. Self-check of the completed test

1. Record homework in diaries

1. Comment on the work in the lesson, clarify what they liked, what caused difficulties

2. Determine their mood at the end of the lesson using emoticons

Sensemaking

Establishing a connection between the purpose of educational activity and its motive

Broad motivational basis for educational activities

Adequate response to the question posed

The ability to self-assess based on criteria for the success of educational activities

Ability to respond to questions asked

Formation of the value of a healthy lifestyle

Broad motivational basis for educational activities

Adequate differentiated self-assessment based on success criteria

Adequate understanding of the reasons for the success/failure of educational activities

Sustained educational and cognitive interest in setting new tasks

Broad motivational basis for educational activities

Define and save a learning task

Set new learning objectives in collaboration with the teacher

Predict the result

Planning Determining the sequence of actions

Control in the form of comparison with a standard. Correction. Grade

Plan your activities, act according to plan

Build a statement based on the model

Independently adequately assess the correctness of the action and make the necessary adjustments to the execution, both during its implementation and at the end of the action

Assess the correctness of an action at the level of an adequate retrospective assessment of the compliance of the results with the requirements of a given task and a given area

Adequately perceive the teacher’s suggestions and assessments

Carry out reflection on the results of educational activities

Analysis of objects to extract features

Analysis, synthesis - composing a whole from parts Conscious and voluntary construction of a statement

Comparison and classification according to specified criteria

Adequately use speech means to effectively solve communicative problems

Construct a speech utterance based on a model

Adequately use communicative, primarily speech, means to construct a monologue statement, master the dialogic form of communication

Interact with peers

Adequately use speech means to effectively solve assigned communicative tasks

Ability to accurately express one's thoughts

Municipal Educational Institution Studenetskaya Secondary School" of the Venevsky district of the Tula region. Outline of a French lesson on the topic "Les études à l'école" ("Study at school") in terms of the requirements of the Federal State Educational Standard Mishina Veronika Valerievna French teacher 2013 Class: 3 Subject: French Textbook : Le français c'est super! (author: Kuligina A. S. and Kiryanova M. G.) Lesson topic: “Les études à l'école” (“Studying at school”) Lesson type: combined lesson Purpose of the lesson: Formation of communicative competence of students on the topic “Studying in school." Equipment: laptop, audio recording for the lesson, handouts, textbook. Objectives of the lesson: Practical: to systematize students’ knowledge of the use of lexical units on the topic “School supplies”; intensify the use of the verb “être” (to be, to appear, to be) in the singular and plural in the present tense. Educational: to develop listening skills through repetition of learned vocabulary on the topic “School supplies”; develop reading aloud skills on the topic of the lesson. Developmental: - create conditions for the development of the intellectual, emotional and motivational spheres of students; - develop the creative abilities of students; - promote the development of logical thinking, attention, memory, guesswork. Educational: - to cultivate a culture of communication in the process of performing group work and a culture of mental work; - cultivate interest in foreign language culture. Technological map of the lesson Stage of the lesson and its goals 1.Organizational moment. Goal: creating a positive attitude towards the upcoming work. Formed UUD Content of activity (interaction) The teacher’s actions are personal and cognitive UUD The teacher welcomes the students. - Bonjour, mes enfants! - etc. - Je suis très contente de vous voir tous. Commençons notre leçon! In a playful way, the teacher immerses students in the topic of the lesson (the teacher takes out school supplies from his briefcase, naming them in French), encouraging students to guess the topic of the lesson. Opened slide No. 1 Actions of students Students greet the teacher. - Bonjour, Madame! Students guess the topic of the lesson by answering: - Les études à l’école. 2. Phonetic exercises. Goal: 1) developing listening skills by repeating learned vocabulary on the topic “School supplies”; 2) development of reading aloud skills. regulatory UUD cognitive UUD (modeling) - On commencement notre leçon par la poèsie. Slide No. 2 presents a poem on the topic “School supplies.” Audio recording starts. “Le cartable” Dans un cartable d’écolier Beaucoup de choses on peut trouver: Gomme stylo, crayons, cahiers. Regle, livre et plumier. The teacher suggests finding familiar lexical units and guessing the meaning of unfamiliar lexical units. - Maintenant on va lire cette poèsie. The teacher offers to read a poem. On subsequent slides, the main LE on the topic “School supplies” are coded (pictures instead of words). Students listen to the poem. Students name words and guess the meaning of unfamiliar words. Students read a poem. Students decode the poem. 3. Main part. Goal: 1) systematization of students’ knowledge in the use of lexical units on the topic “School supplies”; 2) intensification of the use of phrases in a negative form. Communicative and regulatory UUD - Les enfants, qui peut dire en français: “I put it in the briefcase” et “I don’t put it in the briefcase.” The teacher asks students to remember these phrases in French. After the students’ answers, the teacher shows the phrases on slide No. 3. -Maintenant on va travailler en groupes. The teacher organizes work in groups using handouts (pictures depicting school supplies and foreign objects: animals, fruits, etc.). Students say the phrases “Je mets… dans mon cartable” and “Je ne mets pas… dans mon cartable”. In groups, students compose a mini-story on the topic “What I put and what I don’t put in my briefcase.” For example: Je mets deux livres dans mon cartable. Je ne mets pas le chien dans mon cartable, etc. 4. Physical education session Purpose: relaxation of students, personal and communicative UUD - Maintenant on va faire de la gymnastique. Leader: nous chantons (we sing), nous écrivons (we write), nous lisons (we read), nous sautons (we jump), nous dansons (we dance), etc. The teacher acts as a moderator. Students demonstrate actions with gestures and facial expressions. 5. Organization of training of grammatical skills. Goal: to activate the use of the verb “être” in the singular and plural in the present tense. cognitive and communicative UUD cognitive, regulatory and communicative UUD -Enfants, rappelons-nous le verbe “être”. 1) The teacher organizes a chain game in order to remember the forms of the verb “être”. 2) The teacher calls the pronoun and asks to name the corresponding form of the verb and vice versa. After the students’ answers, the verb conjugation is shown by the teacher on slide No. 4. -Maintenant on fait des phrases avec le verbe "être". The teacher invites students to compose phrases with the verb “être”, following the rules of grammar. Slide No. 5 presents 3 columns: 1 column – pronouns; Column 2 – forms of the verb “être”; Column 3 - LE on the topic “School”. Students intensify the use of the verb “être”. - Je suis Tu es Il est Elle est On est Nous sommes Vous êtes Ils sont Elles sont. Students name the correct form of the verb or the correct pronoun. Students compose phrases, following the rules of grammar. Je suis petit. Tu es écolier. Il est professeur. Elle est écolière. Nous sommes enfants. Ils sont petits. Elles sont grandes. 6.Introduction to school life and education in France. Goal: developing motivation to learn French. communication, cognitive, regulatory, personal UUD Based on the presentation, the teacher talks about the French education system. slides 6 -15. - This is what a French school looks like. Children go to school from the age of 3 - and this institution is called mother's school (école maternelle). Primary school starts at age 6 and includes 5 grades. At the age of 10-11, French schoolchildren go to collège, 6th grade, where they study for 4 years (from 6th to 3rd grade). From the age of 15, from the 2nd grade, schoolchildren study at the lyceum, and upon completion they take a comprehensive final exam (baccalauréat), which gives the right to enter a university without exams. Studying at “Higher Schools” is considered more prestigious in France than at universities. Higher schools can be private or public. Public higher schools are usually affiliated to a specific ministry. The grading system in France is from “0” to “20” points. Slide 16. Students listen to the teacher’s story. Students look at photographs of educational institutions 7. Final part. Homework. The teacher presents and explains how to complete homework. Students are invited to find similarities and differences between the French and Russian schools. Students record their homework in diaries. 8. Summing up. Reflection. cognitive, personal and communicative UUD The teacher sums up the lesson: - what did we talk about in class today? - what did you learn new? - What tasks did you find difficult to complete? - What was the most interesting? Invites students to evaluate their work and the work of their classmates (hands out “emoticons”). The teacher coordinates the actions of the students. The teacher thanks the students for their work and says goodbye to them. -Merci pour votre travail. Au revoir. slide 17 Students say that they learned something new, what tasks were difficult to complete, and what they liked most about the lesson. They evaluate their work and the work of their classmates using emoticons. Students say goodbye to the teacher. - Au revoir, Madame! Thank you for your attention!

Technological map of lesson No. 1

Subject French

For the first year of study

Lesson topic: "Hello France! Alphabet. Speech etiquette formulas “Getting to know each other.” Score 1-12. .»

Lesson type: lesson on introducing new material.

Planned learning outcomes:to form elementary systemic linguistic ideas about the language being studied (letters and sounds).

Personal:develop motives for educational activities and personal responsibility in the learning process.

Subject:master communication skills as a means of holistic implementation of a speech act in a communication situation (dialogue-questioning, control of knowledge of the alphabet, numbers up to 12, control of vocabulary acquisition).

Metasubject:use sign-symbolic means (letters, words), listen and answer the teacher’s questions.

Resource: textbook, workbook, notebook for writing down new words. French: 5th grade:for educational institutions in 2 hours. Ed. "Education".

Communicative:

Cognitive:

1. Organizational moment (2 min)

Greets students and sets them up for the lesson in a positive manner, organizes their attention.

Getting ready for work. Concentrate attention

Motivation for learning activities, self-determination

Organizing your educational activities

Planning educational collaboration with teachers and classmates

Goal setting

Attentive and ready to cooperate

2.. Speechcharging (5 min)

Bonjour. Ravie de vous voir. Asseyez-vous.

Ouvrez vos livres a la page 4

Repeat the pronunciation of words after the teacher.

step-by-step activities to achieve results

self-regulation

Interaction with the teacher.

Analysis

Peer assessment

3 Updating knowledge (15 min.)

- Que savez-vous de la France?

Students share their knowledge and ideas about the country.

Evaluating the material presented.

Making the necessary adjustments.

Interaction with the teacher.

Analysis.

Teacher assessment

4. Setting a learning task (2 min)

Activates students' knowledge. Creates a problematic situation.

Dites-moi,aimez-vous des poèmes?

They set goals, formulate (clarify) the topic of the lesson.

formation of readiness for self-education

goal setting

asking questions

formulation of cognitive goals and problems

teacher assessment

5. Updating knowledge, mastering new material (17 min)

Offers to repeat and write down a verse based on numbers 1-12.

They repeat the verse after the teacher, paying attention to new vocabulary.

Evaluating the material being learned, forming a positive self-esteem

Planning your actions; adequate perception of the teacher’s assessment; assessment of the correctness of the action at the level of an adequate retrospective assessment; making necessary adjustments to the action after its completion based on an assessment and taking into account the nature of the errors made.

Formulating your own opinion; ability to negotiate and come to a common decision in joint activities

Constructing a speech utterance orally

Self-esteem.

6. Reflection

(2 min)

Organizes reflection.

The teacher clarifies whether everyone has achieved the goal.

The teacher evaluates the students' work in class.

Students carry out self-assessment, correlate the goal and results, and the degree of their compliance.

Formation of skills of mutual and self-esteem, reflection skills. Evaluate your own educational activities: your achievements, independence,

initiative, responsibility, reasons for failure.

Carry out control in the form of comparing your work with a given standard. Make the necessary additions and corrections to your work if it diverges from the standard (sample).

Participate in a collective discussion of the learning goal

Systematize, compare, analyze, summarize and interpret information

Self-esteem.

Self-test.

Grading.

7. Homework (2 min)

Reports homework.

Learn a verse with numbers 1-12.Laleç onestfini. Au revoir.

Perceive information, consciously write down homework

Choosing Homework Items

planning your actions

Interact with the teacher

self-control