Разработка урока по теме
“Things We Need to Study English”
Lesson Specifics
Target age/level: 8th grade /intermediate
Theme: language and problem-oriented teaching
Time required: 1 period
Aims of lesson: 1) linguistic skills development
2) pre-course orientation
Objectives:1) a mingle activity with emphasis on oral
fluency
2) general revision of the verb TO BE and
PRESENT SIMPLE TENSE
3) acting solutions to the problems of
choice and preferences
Classroom Techniques: 1) Oral Presentation
2) Variational
Drill
3) Information
Transfer
4) Communicative
Game.
Materials Required: 1) handouts “Test: Are you able to follow orders?”
“Things you need to study English”
“Whom
is this story about?”
“Xs and Os game”
“Feedback Quiz”
2) pictures “ School things”
3) audiocassette “Garolyn Graham: Grammarchants”
Equipment: ACR
Procedure
I. Warming-up
a) At
the beginning of the very first lesson it’s advisable to explain to students
the importance of being attentive, following instructions of their teacher. For
this purpose 2-3 minutes is devoted to the TEST “ARE YOU ABLE TO FOLLOW
ORDERS?” This test, at the same time, can serve as an ice-breaker due to its
humorous conclusions.
TEST
ARE YOU
ABLE TO FOLLOW ORDERS?
You have 3 minutes
to complete this test.
1. Before doing anything, read the whole task through.
2. Write your name in BLOCK letters in
the right upper comer of your task sheet.
3. Circle your name.
4. Draw five small boxes in the left bottom corner of your
task sheet.
5. Tick each box.
6. Put your surname at the bottom of the page.
7. Under your name (not surname) write
your phone number, (if you have no phone number, write 1000, please)
8.
Pronounce this number loudly, so that everyone
could hear you.
9. Circle this number.
10. Draw a triangle in the right bottom
corner of your task sheet.
11. Put any number from 1 to 9
in this triangle.
12. Circle the word "triangle"
in point 10 of this task.
13.
Say loudly '"I have almost
finished", so that your teacher could hear you.
14. Raise your hand.
15. Now, as you have carefully read
everything, do points 1 and 2 oniy.
b) To
get acquainted with a new group and to define the level of a commmand of English
of each student the following PERSONIFICATION TASK is suggested: “Imagine
that you are one of these objects and show through your description of it your
personality and the way you usually work and study.”
ABOUT WHOM IS THIS
STORY?
I’m going to tell you
a very short fairy-tale about Mr White. He lives on the edge of the blackboard
in our classroom. His wife is Mrs White. If they don’t work hard they are very
tall, but if they work hard they become smaller and smaller. When we study well
they are our best friens, when we don’t study well enough they are our enemies.
- When does Mr White get up?
- How much time does he work every day?
- Are (Were) you one of his friends?
- What is his neighbour?
- How long can he live?
c) Then
the teacher begins the “teaching” part of the lesson with some questions
logically leading to the theme and plan of it, e.g. “Can you guess about
what are we going to speak today? Why did I give you these pictures just now?
How can they be related to the topic of our lesson today?” Students answer
these questions and formulatethe the topic and the main stages of their work.
Then the teacher names the aims and explains THE PROCEDURE OF THE LESSON.
d)The
goal of using GRAMMAR CHANTS is to start the lesson go and to refresh the
routine procedure of grammar revision.
|
GRAMMAR CHANTS
|
|
Questions
with the Verb To Be
Am I? Are you?
Is he? Is she?
We’re the Yes/No
questions
of the verb to be.
Where are you?
Where is he?
We’re the information
questions
of the verb to be.
|
Checklist
Are the lights on?
Yes, they are.
Is the blackboard clean?
Yes, it is
Is the chalk on the blackboard?
Yes, it is.
Are the students here?
Yes, they are.
Is the teacher here?
Yes, she is.
Is it time to begin?
Yes, it is.
|
b) The
LEXICAL GAME “Xs AND Os” is an unusual but motivating way to check how students
have memorized the new words from the previous task.
|
ru …er
|
ru…er
|
wal..an
|
|
ch…k
|
ch…k
|
boo…ase
|
|
comp…er
|
dus..r
|
pe…il
|
c) The next task suggests using these
words in the sentences of their own. They use some SKELETON SENTENCES given.
I can write with … . I draw with … . I always take … to school.
We have … in our classroom. I keep my … in the … . I would like to buy … .
III. Speaking Activities
a) This
kind of reading strategy gives a chance not only to read the text on the topic
which summarizes the above-discussed ideas but at the same time to relax a
little bit. It is a kind of LIMBERING-UP.
b) The
next stage of the DISCUSSION GAME is to activate the words on the topic
“Schooling” for future use. The teacher asks students to choose a person who
will read the text out loud and ask the questions given below. The others must
listen to it and answer the questions on the text “About whom is this story?”
Students should ground their choice. They may not agree with one anther and
insist on their point of veiw.
THINGS
YOU NEED TO SUDY ENGLISH
If you want
to study English you’ll certainly need a number of things.
At first you
need to buy a copy-book or even several copy-books. Then of course you
won’t do without a text-book. Sometimes students have two text-books or three
text-books, it depends in what way and how long they are going to study
English.
Very often at
the end of your text-book you have a vocabulary where you can look up
unknown Englsh words. But you may as well take down words in a separate
copy-book and it’ll become your own vocabulary. Sometimes you’ll write
dictations at the lesson of English. Then why not to write them in a special
copy-book for dictaions?
It’s rather
helpful to read English books in the original or you may try to read magazines
in English. So the more Englsh books you read, the more English words you write
in your copy-book, the more English words you have in your vocabulary the
better you’ll know it!
c) The
next activity of the VALUE CLARIFICATION TECHNIQUE deals with the work of the
whole group. They need to sum up what has been done and said so far. In this
activity it is recommended to stimulate students speaking by giving them an
example e.g. “The most necessary thing at English is ...” or “I think
everyone needs a copy-book and ... at the lesson.” It is very important
that the students are gradually worked into speaking freely and on the spot.
They are involved in it step by step beginning with short utterances and later
with more or less long ones.
Reflection
At the end of
the lesson the teacher asks students to give their own evaluation of the work
done. The teacher also expresses his/her opinion and gives recommendations,
estimate students’ work and tells what they are going to to at the next lesson.
For it students work with “FEEDBACK QUIZ.”
Feedback Quiz
- By the end of my lesson you have
a) had
a sweet nap
b) had
a look at your new teacher
c) got
to know what things you’ll need at your lesson of English
d) had
a nice chat with your neighbour
- The topic of the lesson was connected with
a) studying
Geography
b) studying
Geography and English
c) studying
English
d) nobody-knows-what-was-it-about
- Now you know that at the lesson of English you’ll need
a) a
sandwich and a bottle of coke
b) a
walkman not to fall asleep
c) all
the stationery you could only buy
d) a
book, a copy-book, a vocabulary and a pen
- My hand-outs were
a) not-observable
b) too
complicated
c) COOL!
d) rather
useful
- At the next lesson we’ll probably
a) study
Geography again
b) study
the topic “At the lesson of English”
c) enjoy
ourselves
d) go to the shop to buy a text-book in
English
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