Клас: 9
Тема: Життя молоді
Тема уроку:
Течії молодіжної культури.
Цілі уроку: - розвивати навички
читання та аудіювання;
-
навчити здійснювати усне спілкування за темою;
-
розвивати мовленєві здібності учнів;
-
практикувати учнів у вживанні часових часових форм у
пасивному стані форм ;
-
розвивати критичне мислення учнів;
-
формувати вміння працювати в парах;
-
виховувати культуру спілкування;
-
прищеплювати прагнення мати власну життєву позицію;
-
виховувати інтерес до вивчення англійської мови
Обладнання: роздатковий матеріал, "I am a
student" (HO1), "Friends" (НО2), (HO3), підручник, мультимедійна дошка, презентаційний
матеріал з теми.
Хід уроку
І. Початок уроку
1.1
Привітання
Good morning
my dear! Glad to see you. Take your seats and let's work.
1.2 Уведення в іншомовну атмосферу
Фонетичне опрацювання римування (HO1) (слайд 1)
I'm a student.
I'm a good student.
I'm a clever student.
I'm a talented student.
I’m a fantastic student.
I'm the most enthusiastic
student.
I'm trying to be the best student in the world.
Бесіда з
учнями за змістом римування.
1/What kind of pupil are you?
2/Do you like going to school?
3/Have many lessons do you
have every day?
4/What is your favourite
school subject?
5/Do you feel good at school?
6/Do you get tired after
lessons?
7/What do you like and dislike
about going to school?
8/Do students in your school
wear uniforms?
9/What after-school clubs for
teens are in your town/city?
10/What do you generally do
after school each day?
11/What is your favourite TV
program?
1.3 Повідомлення теми та мети уроку
Today we are going to speak
about young people, their problems, dress, dreams, manners and tastes. (Слайд 2,3)
1.4 Перевірка домашнього завдання
Tell me please about teenagers
life nowadays, about youth culture.
ІІ. Основна
частина уроку.
Опрацювання лексичного матеріалу (слайд 4)
2.1 Читання
1.a.Please take card number 2
and read the text "Friends".After reading it you'll have to answer the following questions: (слайд 5)
1. What is the biggest problem
facing today's teenagers?
2. Why do British parents
think that taking drugs is the worst problem teenagers have?
3. Do young people rely on
their friends to talk through any problems?
4. Are friends as important
at an older age as when one is young?
5. What does friendship give
you?
6. What should a good friend
be like?
7. How important are friends
for you?
Post-reading activities
1. Are friends more important
than family for most young people?
2. Is it a waste of time and money to be fashionable?
3. Do people's tastes in music
have the most influence on how they look and behave?
4.Is it useful to make
generalizations about young people?
5. What's your teachers'
(parents') attitude towards what you wear on different occasions?
The minute of relax
2. 2 Explaining grammar
materials (слайд 6)
(formation and using the
Present Continuous Passive Voice)
Work with the pupil's book. Ex.9 p. 72.
2. 3 Аудіювання
Listen to the text “My Friend”
So, what is the text about.
2. 4 Говоріння
Read, think and express your
opinion.
Which of these viewpoints on
fashion is closer to you? Why?
-
Fashion is my passion.
-
Clothes do not make the man, but…
-
I don't care what I wear.
5.Write a few sentences of
what you like and don't like doing.
I like …
I hate…
My favourite leisure time
activity is…
I don't enjoy…
I (really/very much) like/enjoy/love…
I (don't) like…
6. Young people say: "It isn't easy to be
young".
But we also remember Mothers Teresa's Message "Life is a dream, realize it.
Life is a mystery, know it. Life is a wealth, keep it. Life is life, fight for
it…".Оn the blackboard you can see seven proverbs. Try to
match the beginning and the ending of these proverbs and I hope they will help
you in your future life.
1. Don't cross your
bridges a/
before you are hurt
2. Lost time is never b/
before you come to them
3. Never put off till
tomorrow c/ found
again
4. Don't cry
d/ good news
5. No news is e/ to a
willing heart
6. Nothing is impossible f/ what you
can do today
7. None so blind as those g/ who won't
see
ІІІ.
Заключна частина уроку
3.1.
Підбиття підсумків уроку
3.2.
Оцінювання учнів
3.3
Повідомлення домашнього завдання
Your
home task is to write a composition "It is not easy to be young"
Thank
you very much. The lesson is over. Good bye
Додаток 1
I'm a student.
I'm a good student.
I'm a clever student.
I'm a talented student.
I’m a fantastic student.
I'm the most enthusiastic
student.
I'm trying to be the best student in the world.
Додаток 2
Friends
What
do you think is the biggest problem facing today's teenagers? Most British parents would guess that it's drugs, but
they are wrong.
Interesting
feelings have come out of a survey conducted by Get Connected, a telephone helpline for young people. They
talked to 510 young people between
the ages of fifteen and nineteen and also to their parents. They have found that parents are so worried about their
children getting mixed up with drugs that they fail to see that the main causes
of anxiety for most young people
are relationships, especially those with friends. Nothing, it seems, can be worse than falling out with your best friends.
A spokesperson
from Get Connected said that
young people rely on their friends to talk through any problems they may have. If they fall out with their friends, then there is no one, and this can seriously affect their mental health. The message is, therefore: it is your friends who keep you sane. People today rely less and less on large family groups, and more and
more on friends. Another survey in the USA has found that young people today
have larger groups of friends than was the case twenty or thirty years ago.
Having a close group of people to depend on seems more attractive and more
secure than one exclusive relationship with one other person, which can be
devastating if it goes wrong. In fact, students at Bristol University in
England said recently that couples are a thing of the past.
Додаток 3
1. Are friends more important
than family for most young people?
2. Is it a waste of time and money to be fashionable?
3. Do people's tastes in music
have the most influence on how they look and behave?
4.Is it useful to make
generalizations about young people?
Цикл уроків з теми сім'я.
Form: 3.
The subject: В гостях у бабусі.
The objectives of the lesson: презентувати новий
лексичний матеріал з теми «Я, моя сім’я і друзі», «Дім. Квартира»; практикувати
мовні засоби за темами; формувати навички вживання нових лексичних одиниць,
удосконалювати компетенції читання, аудіювання й усного та монологічного
мовлення повторити правила читання буквосполучень ch, th; удосконалювати
техніку читання; розвивати вміння діалогічного та монологічного мовлення; розвивати навички письма;уважно
стежити за презентованою інформацією під час парної та групової роботи;
розвивати різні типи пам’яті – слухову, зорову, увагу, уяву; виховувати вміння
сконцентруватися, слухати інших, доброзичливу атмосферу в класі.
Equipment: підручник, робочий зошит, картки, плакат дієслова “to be”.
The procedure of the lesson.
I. Beginning of the lesson.
1) Greeting.
– Good morning, children.
2) Warm up.
“Hangman Game”
Draw a blank line on the board to represent each
letter of a word. Pupils call out letters. If the word contain letter, write it
on the appropriate blank line. If the letter is not in the word , draw one line
of the Hangman picture. Pupils try to find all the letters in the word or guess
the word before I have drawn the ten lines to complete the Hangman. Also let
some pupils choose a word and draw blank lines on the board.
3) Checking of
the home task.
Ex. 4, p. 33.
II. The main
part of the lesson.
Presentation
Ex. 1, p. 34.
Listen and repeat.
Before reading: books open. Ask pupils to look at the
pictures. Say the words.
Drill each new word two or three times.
Write the words down into pupil’s vocabularies.
Repeat every word chorally and individually.
Stick the pictures of the words to the board.
Ask pupils to write the words near the pictures.
Monitor the activity and help where necessary.
Make sentences with the words.
Kitchen, bathroom, living-room, bedroom.
Optional
activity
Ask pupils to come out and mime any of the rooms in
the house they learnt at the lesson. They ask, “Which room is this?” and mime
e.g. washing face and hands=bathroom; yawning and then sleep= bedroom; watching
TV or reading=living-room. The other pupils watch and guess which room is this.
Practice
Ex. 2, p. 34.
Follow and read.
Pupils repeat each word two or three times after me.
Draw the attention to the difference between the letter combinations.
Write the phonetics symbols on the board. Point and
pronounce the new symbols clearly.
Repeat chorally
and individually.
Pupils listen and write down the phonetics symbols
into their copybooks.
Read the words one by one and ask pupils to repeat
after me.
Monitor the activity and help where necessary.
Three, thank you, bathroom
Chair, teacher, kitchen
You, music, computer, new.
New: new music, a new computer, a new toy, a
new game, a new house. This computer is new. I like listening to new music.
Ex. 3, p. 35.
Listen and say.
Granma: That is the bedroom for boys. This is your
room, Kate.
Kate: Thank you, Granny. Oh … where is kitchen?
Write four or five words on the board. Repeat the
words in the sequence chorally. Then rub out one of the words in the sequence.
Pupils chant the whole sequence of the five words including the missing one.
Repeat rubbing out another item. Continue till there are no words on the board
and pupils are saying the whole sequence from memory. You can also play this by
drawing four or five pictures on the board, and rubbing them out one at time.
III. The end of the lesson.
Summing up
Let’s repeat all new words after me.
-
Your homework : learn the word by heart at page 34-35.
Form: 3.
The subject: Мій друг на відпочинку.
The objectives of the lesson: ознайомити з структурою “Where is …?”;
вміти вести діалог-розпитування про
місце проживання; навчитися малювати сімейне дерево; повторити правила
читання голосних букв; удосконалювати техніку читання; розвивати вміння
діалогічного мовлення; розвивати
навички письма; виховувати інтерес до мови, що вивчається.
Equipment: підручник, робочий зошит, картки.
The procedure of the lesson.
I. Beginning of the lesson.
1) Greeting.
– Good morning, children.
2) Warm up.
A poem “A fat
black cat”.
“Numbers Game”
Write numbers on the board. Divide the class into two
teams and give a pupil from each team a
piece of chalk. Say a number . the first pupil to run the board and draw a
circle round the correct number wins a point for their team. This game can also
be played with words or with letters of the alphabet.
3) Checking of
the home task.
Ex. 4, p. 31.
II. The main
part of the lesson.
Presentation
Listen and say (ex. 1, p. 32.)
Tim: Hello, Kate. Where is Bill?
Kate: He is at Greenwoods Summer Camp.
Read the dialogue again
Pupils read and practice Dialogue 1 in pairs. One or two pairs
act out the dialogue.
Pupils read and practice Dialogue 2 in pairs. Ask somebody to be
the dog and bark like a dog.
One or two pairs
act out the dialogue.
After reading: Ask pupils, “Where is the Bill? What is
the dog’s name? What colour is Tobby? Is Tobby clever?
Practice
Ask pupils to look at the words in the exercises. Read
the word “village”.
Ask pupils to repeat the word two or three times. Then
read the word combinations with this word.
Tell the pupils that they are going to listen to the
sound / / and read the words with the
sounds.
Write the symbol /
/.Explain how to pronouns.
Point to and pronouns the two symbols clearly. Point
to them again and say each sound for the class to repeat.
Repeat chorally and individually
Pupils listen and write down the phonetics symbols
into their copybooks.
Read the words one by one and ask pupils to repeat
after me.
Monitor the activity and help where necessary.
Ex. 2, p. 33.
Follow and read.
Village: in a village, to live in a village.
Grandpa and grandma live in a village.
Ex. 3, p. 33.
Look and answer.
1. Where is Bill?
2. Where are Kate and Tom?
3. Where is Nick?
4. Where are Alice and Taras?
5. Where is Vicky?
Ask pupils to make questions using the
table that have written on the board.
Where
|
is
|
your mother?
|
He
|
is
|
at work.
|
are
|
your parents?
|
She
|
is
|
at home.
|
|
are
|
your grandparents?
|
I
|
am
|
at school.
|
|
are
|
you?
|
in the village.
|
Pupils read and practice the dialogue in
pairs using their family trees.
One or two pairs act out the dialogues
in front of the blackboard.
III. The end of the lesson.
Summing up
Ask pupils to point their relatives.
Pupils introduce their families in pairs.
Ask pupils to introduce their families to the class.
Repeat with several different pupils.
Your homework : ex. 4, c. 33 (draw your family tree).
Form: 3.
The subject: Речі в кімнаті.
The objectives of the lesson: ознайомити з новими словами sofa, armchair, carpet, floor; навчити використовувати
нові слова у мовленні; удосконалювати техніку читання; формувати навички
монологічного мовлення: учити говорити
про те, що знаходиться в зазначеному місці і чого там немає; розвивати
навички письма; виховувати уважність і мовну здогадку, чуйність у стосунках з
товаришами.
Equipment: підручник, робочий зошит, картки.
The procedure of the lesson.
I. Beginning of the lesson.
1) Greeting.
– Good morning, children.
2) Warm up.
A poem “Letters”.
Let’s repeat after me
Letters, letters
Every day letters
A letter for Daddy
A letter for Nelly
And a letter for me.
But no letters at all
For our little Paul
3) Checking of
the home task.
Tell the words p. 38
II. The main
part of the lesson.
Presentation
Look at the pictures and read the words.
Pair work: Ask pupil to go to the board and write the
first word on the board while another pupil is spelling it.
Stick the pictures of the words “sofa”, “armchair”, “carpet”,
“floor” to the board.
Make sentences with the new words.
Listen and write the words down into the copybooks.
Stick the pictures to the board:
“an apple” + “a tree” = “an apple-tree”
“a school” + “a bag” = “a school bag”
Ex. 1, p. 38.
Listen and repeat.
Sofa, armchair, carpet, floor.
`Practice
Ex. 2, p. 38.
Follow and read.
Ask pupils to look at the picture in the exercises.
Ask pupils to repeat the sentences two or three times.
Repeat chorally and individually
Pupils listen and write down the phonetics symbols
into their copybooks.
Read the words one by one and ask pupils to repeat
after me.
Monitor the activity and help where necessary.
Pupils read the questions n pairs and give the answers
pointing to the furniture in the picture.
1. Where is the sofa? It is next to the
window on the left.
2. Where is the armchair? It is in front of
the TV.
Ex. 3, p. 39.
Read and draw.
This is a living-room. It is light and clean. The sofa
is near the wall on the left.
Ask and answer about Kate’s room
Ask pupils to look at the picture.
Ask to read the words from the box.
Pupils read the dialogue using the words from the box.
Then they take turns to ask and answer questions in the same way, using the
pattern and the picture again.
Talk with your friends (ex.39 p.5)
Pair work: Ask pupils to look at the dialogue in the
book.
Ask them to read the dialogue.
Pupils act out the dialogue in pairs using the
furniture words, verbs and prepositions of place.
Ex. 4, p. 39.
III. The end of the lesson.
Summing up
-
Your homework : Ex. 3, p. 39.
Draw the plan of your bedroom. Label the
furniture.
Form: 3.
The subject: Будинок в селі.
The objectives of the lesson: презентувати новий лексичний і граматичний
матеріал за темою; формувати
навички вживання нових лексичних одиниць; ознайомити
з прийменниками on, in, under; удосконалювати техніку читання; формувати навички
монологічного мовлення: учити говорити
про те, що знаходиться в зазначеному місці і чого там немає; розвивати
навички письма; виховувати уважність і мовну здогадку, чуйність у стосунках з
товаришами.
Equipment: підручник, робочий зошит, картки.
The procedure of the lesson.
I. Beginning of the lesson.
1) Greeting.
– Good morning, children.
2) Warm up.
Under the sky
And under the trees
My friend and I Often play in the breeze
3) Checking of
the home task.
Слова
с. 34.
II. The main
part of the lesson.
Presentation
Before listening: books open. Revise the names of the
tree rooms in the house by pointing at the pictures on the page. Pupils already
know the words and name the rooms. Drill each word tree or four times.
Read the dialogues.
Listen and read. Stop reading after each sections of
the dialogue and ask, “Where is Kate?” “Is Eddie in the living room?” Who is
under the bed? Where is Tobby? Pupils answer by naming the rooms.
After listening pupils read the dialogue and act them
out.
Pupils read and practice the dialogue in pairs. One or
two pairs act out the dialogue.
Repeat with several different pupils, but this time
let pupils choose partners to act it out with.
Ex. 1, p. 36.
Listen and say.
Eddie: Tobby, Tobby! Where are you?
Kate: What’s the matter?
Eddie: I can’t find Tobby.
Kate: Is it in the house?
Practice
Ex. 2, p. 36.
Play a guessing game.
Stick the verb “to be” table to the board.
Read the table . Draw pupils attention to the
questions.
Pre-teach the prepositions “in, on, under” with
diagrams on the board and with examples:
-
putting the book on the desk;
-
putting the book under the desk.
-
Then put the book into the bag.
Where
|
is
|
the ball?
|
|
Tobby?
|
|||
Kate?
|
|||
Is
|
the car
|
under
|
the bed?
|
Tobby
|
on
|
the table?
|
|
Kate
|
in
|
the chair?
|
A: Where is the ball?
B: Is it on the chair?
Optional
activity
The grey cat sat on a mat.
The green frog is on the log
A red cock is on a clock
A big fish is on a dish
A little mouse is in the house
A little fox is in a box
A little cat is in the hat
A little duck is in a truck
Let’s draw the pictures to the rhyme.
Ex. 3, p. 37.
Follow and read.
The house in
the village.
Look at the plan of the village house. ….
Ask and answer
III. The end of the lesson.
Summing up
-
Your homework : Ex. 3, p. 37 (some pupils read and
translate the text, some pupils tell about their house using the plan).
Form: 3.
The subject: Кімната мого друга.
The objectives of the lesson: практикувати вживання нових лексичних одиниць у мовленні словами
; удосконалювати техніку читання; формувати навички монологічного мовлення: учити говорити про те, що
знаходиться в зазначеному місці і чого там немає; розвивати
навички письма; уважно стежити за презентованою інформацією, ефективно
співпрацювати під час парної та групової роботи, мотивувати готовність брати
участь у іншомовному спілкуванні, розвивати різні типи пам’яті – слухову,
зорову, увагу, уяву; виховувати уважність і мовну здогадку, чуйність у
стосунках з товаришами.
Equipment: підручник, робочий зошит, картки, DVD диск.
The procedure of the lesson.
I. Beginning of the lesson.
1) Greeting.
– Good morning, children.
2) Warm up.
Let’s train your tongue, so repeat after me.
One, one
I love the sun.
Two, two
I love my Mummy too.
Three, three,
My Mommy loves me.
I count from one,
I love the sun,
I count to four,
I love my Mummy more.
3) Checking of
the home task.
Ex. 3, p. 39.
II. The main
part of the lesson.
Presentation
Ex. 1, p. 38.
Listen and repeat.
Sofa, armchair, carpet, floor.
Ex. 2, p. 38.
Follow and read.
1. Where is the sofa? It is next to the
window on the left.
2. Where is the armchair? It is in front of
the TV.
Ex. 3, p. 39.
This exercises requires a lots of time.
Ask pupils to read the text and draw what they are
reading about.
Pair work: Pupils take a piece of paper and some
colored pencils. They read the text and draw the pictures of the room. To save
time, you can draw your picture on the board. Then ask different pupils from
every pair to read the text one by one out loud.
Read and draw.
This is a living-room. It is light and clean. The sofa
is near the wall on the left.
Ex. 4, p. 39.
Optional
activity
“Counting chain” game. Start a counting chain: the first pupil in the chain says
“zero”, the next pupil says “one”,
the next pupil says “two”. After twenty go back to “zero” again. Any pupil who
hesitates or says the wrong number is “out”. The last two or three pupils to
remain “in” are the winners.
III. The end of the lesson.
Summing up
-
Your homework : Ex. 5, p. 39.
Form: 3.
The subject: Моя сім’я.
The objectives of the lesson: ознайомити з новим
лексичним матеріалом;
повторити правила читання голосних букв; практикувати мовні
засоби за темою « Я, моя сім’я і друзі»; формувати навички вживання нових
лексичних одиниць, удосконалювати техніку читання; розвивати вміння
діалогічного мовлення; розвивати навички письма; виховувати інтерес
до мови, що вивчається.
Equipment: підручник, робочий зошит, картки.
The procedure of the lesson.
I. Beginning of the lesson.
1) Greeting.
– Good morning, children.
2) Warm up.
Place two or three phonics cards around the room,
saying the words for children to repeat. Ask children to stand up at their
desks. Tell then you are going to call out words which rhyme with the words on
the cards. Call out other words from the phonics lessons. Children point to the
words on the wall. With a strong class, you can also ask them to repeat both
words. Gradually get faster and faster. Children who point the wrong words are
out and have to sit down. Option: with a limited number of words, you can call
out both the words on the cards and words which rhyme with them.
3) Checking of
the home task.
Повторимо
слова.
II. The main
part of the lesson.
Ex. 1, p. 30.
Listen and say.
Granny: Oh, hello, sweet hearts!
Grandpa: How are you?
Pre-teach the words “cousin”. Ask “Who are Tom’s
cousin?” and give the answer yourself, they are Tim and Eddie”. Point to the
picture of the boys in the book and
drill the new word. If pupils do not understand the meaning of the word,
translate it into Ukrainian
Read the dialogue again.
Pupils read and practice Dialogue 1 in pairs. One or two pairs
act out the dialogue.
Pupils read and practice Dialogue 3 in pairs.
Repeat with several pupils, but this time let pupils
choose partners to act it out with.
Practice
Ex. 2, p. 30.
Follow and read.
Ugly, run, under, uncle, husband, cousin, mother,
son…..
Pupils repeat each words two or three times after me.
Draw their attention to the difference between the letter combinations.
Write the phonetics symbols on the blackboard.
Point to and pronouns the two symbols clearly. Point
to them again and say each sound for the class to repeat.
Repeat chorally and individually
Pupils listen and write down the phonetics symbols
into their copybooks.
Read the words one by one and ask pupils to repeat
after me.
Monitor the activity and help where necessary.
Look at the pictures of the family.
Read their names.
Before reading; ask some questions about this family,
“What is the girl’s name? has she got brother? Has she got cousins?”
Pre-teach the new words “uncle”, “aunt”, “husband”.
Read the text. Pupils listen and read.
After listening: point out of the form and meaning of
the possessive singular “’s”, giving several examples of the pupils’ own
possessions in the classroom.
Ex. 3, p. 31.
Listen and read.
Pair work
Pupils read the questions and answer them using the
text.
Ex. 4, p. 31.
Answer.
·
Who is Tom?
·
Who is aunt Polly?
·
Who is Eddie?
III. The end of the lesson.
Summing up
Recollection sounds and new words.
-
Your homework : Ex. 2, c. 30.
Form: 3.
The subject: Сімейне дерево.
The objectives of the lesson: закріпити
новий лексичний граматичний матеріал за
темою «Я, моя сім’я і друзі»; практикувати мовні засоби за темою « Я, моя сім’я
і друзі»; формувати навички вживання нових лексичних одиниць; удосконалювати
техніку читання; розвивати вміння діалогічного мовлення; розвивати
навички письма;уважно стежити за презентованою інформацією під час парної та
групової роботи; розвивати різні типи пам’яті – слухову, зорову, увагу, уяву; виховувати
вміння сконцентруватися, слухати інших, доброзичливу атмосферу в класі.
Equipment: підручник, робочий зошит, картки.
The procedure of the lesson.
I. Beginning of the lesson.
1) Greeting.
– Good morning, children.
2) Warm up.
A poem “Why do
you cry Willy?”
Why do you cry Willy?
Why do you cry?
Why Willy? Why Willy?
Why Willy? Why Willy?
Why Willy? Why?
3) Checking of
the home task.
Ex. 2, p. 30.
II. The main
part of the lesson.
Presentation
Books open. Read the dialogue.
Ask questions about the characters on the page.
Read the dialogue again.
Ex. 1, p. 30.
Listen and say.
Granny: Oh, hello, sweet hearts!
Grandpa: How are you?
Ex. 2, p. 30.
Follow and read.
Ugly, run, under, uncle, husband, cousin, mother,
son…..
Ex. 3, p. 31.
Listen and read.
“Flash” game
Use family flashcards. Show each flashcards to the
children in turn very quickly by holding it at the sides between your thumb,
index and second ginger and flashing it or turning it round very quickly. Children look and
guess what it is.
Ex. 4, p. 31.
Pair work: Pupils read the questions and answer them
using the text.
For example, “Who is Tom? – Tom is Kate’s brother. He
is Edie’s cousins. He is Bill’s brother. Who is aunt Polly? – She is Kate’s
aunt. She is Eddie and Tim’s mother. ”
Answer.
·
Who is Tom?
·
Who is aunt Polly?
·
Who is Eddie?
Writing
Work with the copy-books
III. The end of the lesson.
Summing up
Recollection the words.
-
Your homework : Ex. 4, c. 31.
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