План-конспектурока №1
Класс:8
Тема: Me in the World
Оборудование:рабочаятетрадь,мультимедийнаяпрезентация, sheets of paper for the personality test, cards with words for the body language game, word search hand outs
Результат:в конце урока учащиеся смогут научиться описывать личность
Цель: введение и практика нового лексического материала
Задачи:
Практические:
- совершенствовать лексические навыки на основе поиска слов(wordsearch)
- совершенствовать и контролировать умение говорения на уровне сверхфразового единства
- совершенствовать навыки аудирования (listeningfordetail)
- развивать навыки чтения (readingfordetail)
Развивающие:
- способствовать развитию произвольного внимания, логической и слуховой памяти, аналитического мышления.
наосновеупражнений ex.1, p.76, ex.2b, p.76, ex.2c, p.77, Power Point presentation, word search
-развиватьтворческиеспособностинаосновеупражнения.1, p.76 (when Ss are to explain a word using body language)
- развивать умение оценивать других на основе задания, когда учащиеся читают друг другу и оценивают
- совершенствовать учебные умения - применять различные стратегии выучивания новых слов на основе упр1 стр 76
- развивать критическое отношение к тестам на определение качеств личности на основе упр 2b,p.76. 2b,p.76
Образовательные:
- to build awareness of non-verbal communication on the basis of the task when Ss are to explain a word using body language
- сформировать представление о культурных коннотациях слов, использующихся для описания качеств личности. ex.1,p.76
Воспитательные:
- совершенствовать умение работать в парах и группах на основе задания, когда учащиеся должны читать друг другу и оценивать, упр 2б, стр 76, упр 3 и 5а, стр 77
- стимулировать положительное и уважительное отношение друг к другу на основе работы в парах и группахex.2b,p.76,ex.3and 5a,p.77
Ход урока
Время | Этап | Задачи | Деятельность учителя | Деятельность учащихся | Формы работы |
10’ | Lead-in приветствие организационный момент ice-breaking activity | -to break the ice -to motivate the students -to warm-up the students -to give them an opportunity to develop speaking for fluency skills | -Good afternoon, students! Take your seats. Now who’s on duty today? What’s the date today? Who’s absent today? -Thank you, take your seat. Well, first of all I’d like to know more about you. For this I suggest you taking part in a very funny activity. I’ll give you a toilet roll. Your task is to take as many scraps of paper as you wish. -Now you should tell me as many facts about yourself as you have scraps of paper. For example, I have 5 scraps of paper. So, I say: My name is Nadezda Aleksandrovna. I love English. I like listening to music. I write short stories in English and in Russian. I want to become friends with you! Now it’s your turn. | -Good afternoon! -I’m on duty. It’s the … of….. All are present. -Ss take scraps of paper and talk about themselves. | фронтальная работа |
10’ 5’ 3’ 6’ 6’ | Основная часть targeting setting the context eliciting modeling drilling written record controlled oral practice freer practice | -to involve Ss and see what they already know - to introduce new vocabulary - to ensure that Ss grasp the core meaning and use of the target language (TL) -to show example pronunciation of the TL -to give Ss an opportunity to pronounce the TL -to clarify the spelling of the TL -to let Ss practice using the form of the TL -to improve lexical production skills - to develop and control speaking skills -to develop listening (listening for detail) skills - to develop reading skills (reading for detail) - to develop/stimulate voluntary/involuntary memory, long-term, short-term, visual, auditory memory - to develop creative abilities -critical thinking - to stimulate and develop the ability to work in groups/pairs - to encourage students to act with respect to other individuals - to develop self/peer evaluation skills - to develop study skills - to build awareness of non-verbal communication | -I’ve learnt a bit about you. But I still want to know you better. And our today’s topic will help me in that. So, look at the slide and read out the topic. -Do you understand the question? What does it mean? -That’s right! Today we will learn a lot of new words which will help us to talk about people. And we will learn the new words in different ways. And we’ll see what helps to guess their meanings. (T shows the slide with the title “What helps to guess new words?”) -Let’s start with the first portion of words. Open your books at p.76 and look at the words in the first line in ex.1. Let’s try to guess their meanings. The pictures on the slides and the pictures of elves in your books will help you. - Look at the first slide and say after me “shy”! So, what is the meaning of the word in your opinion? (T shows the slide with the words and pictures)(the same with the following words). Well, you’ve managed to guess all the words! And what helped you do that? -Right! So, pictures help to guess the words! (the answer appears on the first slide) -Now let’s turn to the words under number 2. You know the meaning of the parts of these words. Look at the first word. What is “fun”? What is “to love”? What is “home”? What is “hard”? What is “to work”? (the meanings of the parts of the words appear on the screen) Repeat after me and try to guess the meaning of the whole word. (T reads out the words one by one) (the meanings of the words appear on the screen) -Great! Now we know the meanings of these words. What helped you to guess their meanings? (the answer appears on the first slide) -Let’s move on and look at the third line. Say after me and try to guess what these words mean. (T reads out the words) Do they remind you of some Russian words? -That’s correct! So what helped you to guess? (the answer appears on the first slide ) - I believe you know the meanings of the words in the last line. So let’s recollect their meaning. For this I’ll give the cards for 4 of you. Your task is to show and all the rest should guess the meaning. Say after me “friendly” (and the first S shows his word, then the same with the rest 3) (the words on the cards are translated) (the answers appear on the slide) - Well done! So, what helped you to guess the words? (the answer appears on the first slide) -See, we know the meanings of all the words. Let’s see what helped us to guess their meanings. (T turns to the first slide) Please, read out the points. - So? That’s what helps to guess the meanings of the words. Let’s recollect all the words once again. Look at the slide and say after me. (T reads out all the new words) - Alright! So, open your notebooks/dictionaries and write down all the words with the translation. You have 5 minutes. - Now I suggest that you should practice reading the words in pairs. Your task is to read the words properly, to listen to your partner and give them marks for reading. (T walks around the room and listens to everyone) -Alright! Who’s got a 5 (4,3,2,1)? Raise your hands. I see you all read well! And now who wants to read the 1st/2nd/3d/4th list? Well done! - So, we’ve learnt many words used to characterize a person and now we’ll learn what you’re like. For this you’ll do a test based on your drawings. Now draw a face on a sheet of paper. You have 1 minute. Then put it aside. Now look at ex.2b. Here you have pictures and their interpretations. Your task is to match them. For example, if the eyes are big, you are an adventurous, outgoing and fun-loving person. Is the task clear? You have 2 minutes. You may work in pairs. - Ok, let’s check your answers. For this you’ll listen to a tape. Try to catch the right answers. (T plays the tape) -So, let’s see. Sveta, read out your answers (T checks and corrects) - Well done! So, let’s turn to your drawings. Look at the face you’ve drawn and in pairs answer the questions from ex.3 using ex.5a. The ex.will help you to do your homework. I’ll show you the example. I’ve drawn the face (T shows the face on the slide). The test says that I’m romantic, dreamy, shy. I agree that I’m dreamy and romantic. But I don’t agree that I’m shy. Is the task clear? You have 3 minutes. -Now who wants to tell us their interpretation of the picture? -If there’re at least 4 minutes left T suggests completing the word search | - One of the Ss/all the Ss read/s out the topic – What am I like? -Какойя (похарактеру)? -the Ss say after the T and try to guess the meanings of the words with the help of the pictures on the slides -Pictures!! -Веселье, любить, дом, тяжелый/усердный, работать. -Ss repeat after the T and try to guess the meanings of the words:любящийповеселиться/веселый,домашний/любящийсвойдом,трудолюбивый/работающийусердно -Knowing the meanings of the parts of the words -Ss say after the T and guess the meaning -Yes!Романтичный и артистичный! -The words are like Russian words! -4 people in turn present what is written on their cards, all the rest try to guess - дружелюбный, чувствительный, веселый/энергичный, добрый -Mimics/ gestures/ body language -Some of the Ss read out the points -Ss say after the T -Ss write the words down -Ss read the words to each other and give each other marks for reading -Ss raise their hands -Some Ss read the words aloud -Ss draw a face -Ss do ex.2b and check in pairs -Ss listen to the tape and check their answers -One of the Ss reads out their answers -Ss do ex.3/5a -Some of the Ss interpret their pictures -Ss complete the word search | фронтальная работа индивидуальная работа работа в парах фронтальная работа individual work individual work/pair work whole class activity/ individual work pair work whole class activity individual work |
5’ | Follow up | - to develop reflexive abilities -to explain home task -to give marks | -Alright! The lesson is coming to an end. Let’s write down your home task. Activity books, p.47, lesson 1. There are 3 tasks there. They are not difficult. In the third task you are to agree or disagree with the results of the test. We’ve completed a similar task today, so you’ll manage to do this. Use ex.5a at p.77 in your textbooks. Is the task clear? -Now let’s recollect what we’ve done today. What new words have we learnt? Have you learnt anything new about yourselves? -You’ve worked well today! Thank you for the lesson! And here are your marks (T gives marks and comments on them) | - We have learnt new words, completed the test, etc. -Ss write down their home task -Ss answer the question | whole class activity |
