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Учительские университеты
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Конспект урока в 9 классе по теме "Jobs".
| Date _______________________ Form ________________________ Theme ____”Jobs”____________ Goal: developing students’ communicative skills working in groups according the theme Aims: 1) to enrich vocabulary (different names of jobs) 2) to learn grammar construction – verb + infinitive and verb + ‘ing’ form 3) to develop skills of working in groups. Out line 1. Organization (2 min) All pupils choose different cards of job’s names ( accountant, actor, artist, banker, chef, doctor, farmer, hairdresser, midwife, nurse, photographer, pilot, secretary, teacher, vet, waitress, lawyer, interpreter, cook, …) Then they stay in a line in order of alphabet and are divided into some small groups (4-5 pupils). 2. Warm up (3 min) Discuss the following questions: - Do you notice people’s hands when you meet them? - What do you think hand can tell you about a person or their life? - Look at the three pairs of hands (1,2 and 3). What can you say about each person’s job , sex or age? (A) (B) © 3. Listening (5 min) A) Student listen to three people whose hands appear above. They are describing their jobs.  Ask students to predict which hands belong to which person (midwife, farmer and guitarist). C) Play the recording and ask the students to say which speaker is which. Answer keys: A guitarist, B midwife, C farmer (Приложение) A) Play the recording again. Listen again and note which speaker …… a) Has a very stressful job? e) gets up very early. b) Has never had a day off through illness? f) has made loads of money. c) Works nights. g) works outdoors. d) Dropped out of school. h) works long hours. Answer keys: a)B, b) C, c)B, d)A, e)C, f)A, g) C, h) B a) Vocabulary. Think over and do. (5 min) Students work with the table, where there are some definitions of the jobs. Working in groups students should match the names of the jobs with their definitions. 1.person who cuts people’s hair and puts it into a style, usually working in a special sop; 2. a person whose job is making and repairing wooden objects and structures; 3. a person whose job it is to empty people’s dustbins and take the rubbish away; 4.A woman whose work is inside the home, doing the cleaning, cooking, etc., and who usually does not have any other job; 5.someone who keeps or examine the records of money received, paid and owed by a company or person; 6.someone whose job is to change what someone else is saying into another language. 7. someone whose job is to give advice to people about the law and speak for them in court; 8. an important official who lives in a foreign country to represent his or her own country there, and who is officially accepted in this position by that country; 9. a person who writes news stories or articles for a newspaper or magazine or broadcasts them on radio or television; Answer keys: 1)a hairdresser, 2)a carpenter, 3)a dustman, 4)a housewife, 5)an accountant, 6)an interpreter, 7) a lawyer, 8)an ambassador, 9)a journalist. All groups of students check their answer each other using the answer keys. b) Rest time – “Sentence chains” (It develops memory and encourages students to listen to what each other says.) -3 min Students stay in a circle, recall and repeat what other people say; to take turns and collaborate in groups. Explain and demonstrate what one student says a sentence about what he wants to be and why, eg. “I want to be a teacher because I like children very much.” The next student repeats the sentence and then add one of his own, eg. “Artur (he) wants to be a teacher because … and I want to be a journalist because ….”, and so on round in the group. If a student can’t remember a sentence, they say “Help!” and other members of the group remind his/her of the sentence. At the end, ask the group to report back /or get one or two students demonstrate their chains to the rest of the class, who listen to, find out how many jobs they want to do are the same and why. c) Reading and speaking (10 min) Oral pair work activity. Students ask each other all the questions in the questionnaire and tick the boxes according to their partner’s answers. Then they decide which section of the questionnaire contains most “Yes” answers and which section of the key it corresponds to. Each student asks his / her partner a question about the jobs and professions in the key, as shown in the example: Student 1: Would you like to be an actor, a singer, a rock musician or a TV presenter? Student 2: I’d like to be a singer. Students note down their partner’s answers. What’s your ideal job? YES NO 1. D o you want to earn a lot of money? 2. Do you like working late? 3. Do you enjoy being the center of attention? 4. Do you hope to be famous one day? 5. o you hate wearing smart clothes? 6. Do you fancy working with animals? 7. Do you enjoy working on your own? 8. “I love being outside.” Is this true for you?” 9. Have you ever tried to design your ideal house? 10. Do you plan to go to college / university? 11. Do you enjoy cooking / drawing / taking photos / making things? 12. “I never give up working on a problem until I’ve found the answer. “ Is this true for you? 13. Do you enjoy solving problems? 14. Do you like doing scientific experiments? 15. When you start doing something, do you always finish doing it? 16. Do you prefer working inside? 17. Do you need to do sport more than once a week? 18. Would you like to be part of a team? 19. Do you enjoy training and keeping fit? 20. “I don’t mind doing difficult or dangerous things.” Is this true for you? 21. Do you expect to travel in your job? 22. Have you learnt to speak any foreign languages? 23. When you meet someone, do you start to talk to them immediately? 24. “I can’t help wanting to find out about other people.” Is this true for you? Answer keys: actor / actress singer rock musician TV presenter farmer zoo-keeper vet jockey designer architect chef photographer scientist doctor nurse dentist professional sportsman / sportswoman firefighter police officer lifeguard journalist flight attendant tourist guide Interpreter / translator 7. Grammar (2 min) To ask students to read the example and the rules.( p. 213, Student’s book by T. Аяпова, form 9) To ask students to translate the examples and compare them with their own language. To ask students to read the language note showing some of the verbs that can be followed by both constructions. To ask students to underline examples of both constructions from the questionnaire. 8. Writing (3 min) Students have practice in writing the verbs into the correct form. Example: I don’t like …..living….(live) here. I’d prefer ….to live… (live) by the sea. 1. She doesn’t enjoy…….. (be) the centre of attention. 2. Would you like …….(get) a job as a TV presenter? 3. She plans ………….. (spend) the summer working on a farm. 4. Andy’s learning ……(surf) this summer. 5. I don’t mind ………….( stay) in this evening. 6. I didn’t expect ………………. (see) you here. 7. I prefer ……………(swim) to ……………..(lie) in the sun. 8. We must try …………………..(meet) before the holidays. 9. I really hate ………..(get) up early. 10. You don’t need ………(bring) any food to the picnic. 11. Do you fancy …………….. (go) for a walk by the river? Answer keys: 1. being, 2. to get, 3. to spend, 4. to surf, 5. Staying, 6. to see, 7. swimming, lying, 8. to meet, 9. getting, 10. to bring, 11. going 10. Reflection (2 min) Knew Have known Would like to know 11. Results (3 min) Groups № Right answers №2 +++ №3 ++++++++ №4 +++++++++ №8 +++++++++++ Scores 21 The mark “5” – 18-21 p. “4” – 15-17 p. “3” – 11-14 p. Who works the best? Who helps more to classmates? Whom does the group help to study at the lesson? 12. Homework: Pupils choose their homework in order of knowledge level: Level “A” –to learn new words, write a profile of the people in the family and the jobs they do; Level “B” – to learn new words, a card (circle the correct words for each sentence); Level “C” – to practise in reading and learn new words. Приложение Listening A Year, right, it all started when we were at school. We wanted to, like, start a band. I got this second-hand guitar for my sixteenth birthday, and my friend was really good at singing. That’s how it started really, you know what I mean? We found a drummer and started doing gigs. And suddenly the band got really big – we started having hit records and making loads of money. So I dropped out of school and really concentrated on the music. I’ve got fifteen guitars now, but my favourite is still the one I got for my sixteenth birthday, you know what I mean? B I work in the maternity department of a large hospitals and I’ve delivered 649 babies so far. It’s a great job because it brings happiness to people’s lives. When I hand the new baby to the parents? I know that it’s one of the happiest moments of their lives. On the other hand, it’s very stressful job. I usually work nights and I work long hours, so I haven’t had time to have a baby of my own yet! C I couldn’t live in a city – I love the outdoor life. It’s a hard life, but I’ve never missed a single day’s work through illness and I’m sixty-nine years old. With the new tractor, I have a bit more time on my hands, but I still get up at five o’clock every morning and feed the animals before breakfast. My eldest son gives me a hand at weekends, but I still do most of the work myself – you know you’re living when you’re outdoors. | |
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Среда, 2024-11-20, 3:37 PM
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