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Zhunusova Saule |
Erkenovna The date:
8 “A” - ____________ Subject: English Grade: 8 “A”
The theme of the lesson: “Fears and fantasies”
The resources of the lesson Teacher’s book, student’s book, internet, CD-ROM
The aids of the lesson Flipcharts, tablets, Estimated sheets, CD-ROM, video of physical education, pictures, test, stickers, colors pens.
The aim of the lesson To use grammar material “used to”.
The objectives of the lesson • Describe things people imagine and worry about
• Describe things that happened in the past but don’t happen now
• Develop and improve the monological and dialogical speech.
• Develop the written language.
• Practice their skills and habits in writing and reading
• Practice their skills and habits in speaking and listening
• Use grammar material “used to”.
• Develop their logical thought and interest to study English
The type of the lesson New lexical and grammar lesson
The methods of the lesson Work in groups, work in pairs, individual work
Time Teacher’s Role Student’s Activity
4 min. Teacher has a dialogue with students
Take your seats please.
How are you today?
I’m fine thank you!
I’m very glad to see you!
Calling the register:
Who is on duty today?
What date is it today?
Who is absent today? (Flipchart №1)
Teacher asks students to stand and make a circle then tell each other kind words- adjectives describing the person. Teacher asks students come to teacher’s table and choose one piece of the paper, read the word and find students who have the same word. By this way they will compound three groups. The name of the first group will be “Green”, the second “Red”, and the third “Yellow”.
Teacher puts the colored tablets according their words on the table to each group (Application № 1, № 2)
Teacher gives the “Estimatedsheets” and describes how to fill it.(Application №3) Students has dialogue with teacher.
We are fine thank you and you?
We are very glad to see you too!
Calling the register:
I’m on duty today.
Today is the__________.
All are present. (dialogue between teacher and student.
Students stand and make a circle then tell each other kind words- adjectives.
Students come to teacher’s table and choose one piece of the paper, read the word and find students who have the same word. Compound three groups.(work in class)
Students listen the explanation.
Checking home task.
2 min. Teacher asks the home task. What was your home task? Let’s check it. (Flipchart № 2)
Teacher asks students to change their copybooks with their classmates and to compare the right answer on the white board with their answer. (Flipchart № 3) Students answer. Our home task was exercises 1-5 at page 14 (Work book). (dialogue between teacher and student)
Students change their copybooks with their classmates and compare the right answer on the white board with their answer. (work in pairs) Estimate.
Following up activities.
20 min. • Introduction
Teacher asks students to pay attention to the rebus and find the theme of the lesson. (Flipchart № 4)
Answer:“ Fears and fantasies” (Flipchart № 5)
Teacher reads the theme and the aims of the lesson then asks to open their student’s book at page 30-31 (Flipchart № 6)
Teacher asks the meaning and translation of the new words. Teacher introduces students with new words: frighten-қорқыту
worry about –ар жағында беймаза болу
have nightmares-қорқынышты түс көру
pretend-өтіріктен бола қалу
dream about –армандау
(Flipchart № 7)
Explains the difference between I believe you (=believe you’re telling the truth) and l believe in ghosts(= l believe they exist).
Teacher asks student to do ex. 1(a) at page 30 “Key vocabulary” and asks to match 1-8 with a-h during three minutes. (Flipchart № 8)
Teacher plays the tape script and asks students to change their copybooks with classmates, listen right answer and check. (Application № 4 CD-ROM)
1 f. Snakes don’t frighten me but a lot of people hate them.
2 h. I feel nervous when l have to speak in front of the class.
3 d. My friend Jess worries about everything-friends, clothes and school work
4 b. I sometimes have nightmares if watch a horror film
5 a. don’t know many people who believe in ghosts.
6 e. Sometimes I pretend I’m ok when l don’t really feel OK
7 c. At night we often dream about things that happened during the day
8 g. My little brother makes up stories about a monster called Durk.
Teacher asks students to do ex.1 (b)” What about you?”. To choose at least three verbs or expressions from 1(a) and make more sentences.
Teacher gives students phlipcharts and colored pencils and asks them to make a list of things that frighten people. (Flipchart № 9). (Application № 5, № 6)
Example answers: spiders, mice, bats, sharks, big dogs, heights, the dark, (flying in) planes, small spaces, loud noises
Physical education. Teacher plays the video with physical exercises (Application № 7 CD-ROM) (Flipchart № 10) Students pay attention to the rebus and find the theme of the lesson. (individual work)
Students open the students book.
Students answer, guess, listen and remember
Some students come to the interactive board and match 1-8 with a-h.the rest students write it into their copybooks during three minutes.
Students change their copybooks with classmates, listen right answer and check. (work in pairs)
Students choose at least three verbs or expressions from 1(a) and make more sentences. Check. (individual work). Estimate.
Make a list of things that frighten people on phlipcharts. Protect it. (work in groups) Estimate.
Students do physical exercises.(work in class)
Fastening of the studied material.
15 min. Teacher asks to look at the pictures of the children at page 31 and asks students to say what they think is happening. (Flipchart № 11) Uses the pictures to introduce the keywords dragon, imagine and grab.
Then divide three text into three groups and asks to translate it and retell to another two groups in English using the picture. (Application № 8 CD-ROM)
Presentation 2 (a)
Reads out the question and asks students to predict the answer.
Plays the recording while students listen and read.
Presentation 2 (b)
Reads the texts aloud or plays the recording again. Asks students to say briefly what each one is about.
Then divide by two questions to all groups and asks to answer them for fastening the text. (Flipchart № 12) Answers:
1 No, he doesn’t.
2 They used to make dragon food
3 No, she didn’t.
4 she used to have conversations with her imaginary friend
5 No, he didn’t.
6 Because he used to think there was a man under the bed.
Focuses on used to and checks students’ understanding. Asks:
-Did Luke and his friend often make ‘dragon food’(Yes.)
-For Nadia’s sister, was it normal to talk to Benley? (Yes.)
-Was Danny usually frightened when he went to bed? (Yes.)
-Do these things happen now? (No.)
Drills some examples of used to from the texts, for example:
-We used to make dragon food.
-They used to sleep behind the garage.
-I didn’t use to believe in ghosts.
Gives attention to the sound in the pronunciation of used to. Points out the difference between this and the /z/ sound in the verb use /ju:z/
“used to” (Flipchart № 13)
Reads through the examples and asks students to complete the explanations.
Points out that the form of used to remains the same for all subjects.
Contrasts with the past simple here. Draws students attention to the final sentences in Nadia’s text: Then, one day, Benley left. He went to Poland.
Asks students if they can explain why used to is not used here:
the action isn’t a regular habit-it’s a single completed action in the past, so the past simple is used.
didn’t use to, did
Practice. Teacher asks to do this exercise in group dividing by two sentences into three groups.
Looks at the example and asks students to guess who Father Christmas is.
Notes that there is further practice work on used to in the Module 2 Review at the end of Unit 4.
2 didn’t use to like
3 used to have
4 didn’t use to worry
5 used to stay
6 used to pretend, used to laugh
Teacher gives two variants of the test and asks to do it then to change their copybook and check right answer. (Flipchart № 14)
Key pronunciation /j/
Asks students to read the lists and says the words quietly to themselves. Can they pick the one that starts with a different sound?
Plays the recording while students listen.
Plays the recording again and asks students to repeat, first all together and then individually Exaggerates the hard /dz/sound in juice and joke, to emphasise the difference from /j/
Points out that the spelling for the /j/ sound is y. However, some words beginning with u, or occasionally eu, also have this sound. Other examples are unit, usual, university.
1 juice 2 joke
Plays the second part of the recording while students listen and read the sentence.
Practices the sentence slowly at first breaking it into sections if necessary for example:
-your yellow uniform
-use to like your yellow uniform
-Did you use to like your yellow uniform?
Practices the sentence with the whole class together, with smaller sections of the class and finally with individuals, increasing the pace as you go along.
Students say what they think is happening.
Translate and retell the text to another two groups in English using the picture. (work in groups)
Answer (individual work).
Students answer the questions (work in groups)
Students do it in groups then check each other and estimate (work in groups)
Do the test then change their copybook and check (individual work, work in pairs)
Read the lists and says the words
Practice the sentence
Round of activities
0.5 min Giving home task:
-Your home task will be exercises 1-6 at page 16-17 in your Work book. (Flipchart № 17) Students write their home task.
2 min Teacher counts points. Picks all totals. Gives marks and comments. Then asks students to give their opinion according the lesson writing it on stickers. (Application № 9) Count. Give their dairies. Give their opinion according the lesson writing it on stickers then hang them on the cluster.
0.5 min Brief reference to the next lesson. Thank you for your good work at the lesson. I think everything were understandable for you. The theme of our next lesson will be “Dreams”. Good bye. (Flipchart № 18)
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