Цикл уроков английского языка для 5 класса по теме: «Learning More About Each Other» («Узнайте друг о друге»)
план-конспект урока по английскому языку (5 класс) на тему

1. 1. Подготовка учащихся к учебной деятельности на ин.яз.

А) приветствие

Good morning, dear pupils! I’m glad to see you. I hope you are fine and are ready to work hard at our lesson, aren’t you? So, let’s begin. We are going to start Unit 3 today. The title of this unit is “Learning more about each other”.

В) речевая разминка

     -  Аnswer my question, please: how can we learn more about each other?

(Ss give possible answers (brainstorming):

• play together
• e-mail to each other

• Phone to each other
• Speak to each other on different topics
• Ask each other different questions).

2. Сообщение цели урока учащимся

- Of course, you are right. Look at the topic of our lesson “May I ask you a question?” By asking and answering questions we can learn more about each other. Today  at the lesson we’ll expand our vocabulary through reading for specific information; develop our dictionary skills, practise answering Tag-questions. And we’ll start preparing for giving an interview.

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2. Ознакомление и тренировка нового языкового материала.

1. Введение нового речевого материала

-And now – meet Linda! (T points at her photo – p.40). Where does she study? What is she going to do next year? What is she doing now? Look through the text and find out about Linda. (Учащиеся просматривают текст, находят нужную информацию и отвечают на вопросы.)

2. Введение нового языкового материала.

- I’ve got some new information about Linda. She is going to take part in a student’s exchange. Do you know what it is? Let’s do ex.5 p.42 and find out what the words “change” and “exchange” mean.

(Ss do ex.5  p.42) (Дети анализируют значения слова “change”, при необходимости пользуются словарём). Pay attention that the word “change” has some different meanings. Compare the sentences:

1. I have to change my dress for dinner.
2. Can I change my Russian money for English Pounds?
3. Is the weather changing?
4. Let’s go to the zoo for a change?

Now pay attention to the words which sound similar in Russian and in English. Then Ss do ex.2 p.40:

1. Listen and repeat. (Хоровая отработка новой лексики)
2. –By the way, can you translate the English words from ex.2? Close the Russian translation, please.
3. And now – let’s work in pairs, try to translate these words from Russian into English. Close the English translation.
4. Fill in the gaps with the words from ex.2 (T reads ex.1 and makes the “gaps” (pauses) which Ss should fill in). Example: Linda Silvester is a student at the local school.

- Now let’s read Linda’s interview (ex.3p.41) and learn more about her.

(Pre-reading activities)

1.What questions would you ask Linda?

2.Find the words from ex.2 in the interview and underline them with your pencils in the text-books.

3.What questions does Linda answer in this interview? Find Wh-questions and mark them with a tick. Find Yes/No –questions and mark them.

- Please, listen to Linda’s interview (ex.3p.41). Put on your head-phones and begin working. (Дети прослушивают аудиозапись и выполняют задания, находя нужную информацию.  Первичное ознакомление с текстом.)

Now let’s check up how you have done your task.

III. Повторение раннее пройденного материала и развитие всех ВРД

1. Развитие навыков говорения (Tag-questions)

• Now I want to check how attentive you are. I’ll ask you some questions about Linda. Please, mind your grammar – these are Tag-questions.

(If it’s necessary, T makes “a grammar pause” to refresh Ss’ grammar).

-Linda speaks French, doesn’t she?

-Her hobbies are theatre and music, aren’t they?

-She plays the guitar, doesn’t she?

-She is going to come with a group of students to Russia, isn’t she?

- I want to know more about you but something is wrong with my computer Will you help me? (Ss do ex.4 p.20 WB: they “help the computer” to complete the tag-questions and write down short answers)

1. You study a lot of subjects, …?

2. You can play a musical instrument,…?

3. You don’t speak English,…?

4. You have English three times a week,…?

…

IV.Заключительный этап.

А) подведение итогов

-I see we can read the new words well. And what is the result of our lesson?

 (Ss’ possible answers: We can read the new words, we met Linda. we asked and answered a lot of questions, we know the word “change”.

    В) Сообщение дом.задания

That’s great! Your hometask will be to learn the expressions with the words “change” and “exchange”- and ex.3 p.41, read ex.3 p.41. And do ex.1,2 p.55 in a written form.

(T gives a short gist of the homework).

С) сообщение оценок (с мотивировкой)

Thank you for your active work. Your marks are...

That’s all for today, the lesson is over. Good-bye!

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Упр. на закрепление лексических навыков, навыков орфографии

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I. 1. Подготовка учащихся к учебной деятельности на ин.яз.

А) приветствие

-Good morning, dear boys and girls! I’m glad to see you. Let’s start our lesson.

В) речевая разминка

Do you know this girl? (T shows Linda’s portrait p.40) Of course, this is Linda Silvester. And what do you know about her?

(Ss tell what they know about Linda, they use: ... to be a student at.., to speak French, to play the guitar, to have got a lot of friends).

2. Сообщение цели урока учащимся

-  Well, you are right. Look at the topic of our lesson “Personal Information”. Today at the lesson we’ll practise the new vocabulary, try to take an interview and we’ll speak about ourselves and the characters of cartoons.

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3. Проверка домашнего задания

- Now let’s check up your hometask. Your hometask was to learn the expressions with the words “change” and “exchange”. Open your books on page 41 and translate the sentences from Russian into English.

1.Мне нужно поменять платье перед обедом.

2. Могу я поменять русские деньги на английские фунты?

3. Погода меняется?

4. Давай пойдём в театр для разнообразия…

- Well done. Now let’s see how you have done ex.3 on p.41. Shall we start reading? (Ss do it) Учитель проверяет чтение диалога по ролям)

2. Ознакомление и тренировка нового языкового материала

1.Ознакомление учащихся с новым языковым материалом

Thank you for your reading. It was very good.

What do we use when we want to describe a person? Of course, adjectives. So, let’s introduce with new adjectives. Open your books on page 43 and

 listen to the disk. (Учащиеся прослушивают аудиозапись.) Ex.7 p.43.

 What do they mean? Repeat the words after me looking at the cards. Хоровая отработка лексики. (Учитель показывает карточки, на которых написаны слова с одной стороны на английском, с другой на русском языках.)

Have you learnt the words? Please, arrange the words in pairs of opposites and write them in your exercise books. ( Дети записывают слова противоположные по значению.)Now we’ll work in pairs with cards. One pupil should name an adjective, another gives an opposite.

Well done.

III. Повторение раннее пройденного материала и развитие всех ВРД.

1. Развитие умений монологической речи

I see you learn much about Linda. And what can you tell about yourselves? Let’s prepare for giving an interview. The claster on the blackboard will help you:

Who wants to tell about him/herself?

(Ss tell about themselves. Ss’ possible answer: I speak Russian and English. I can play the piano. /I don’t play any musical instrument. I have got two close friends. My hobby is football). (Предполагается выслушать 4-5 учеников. Параллельно учитель исправляет типичные ошибки и оценивает рассказы)

2.Развитие умений диалогической речи

-Let’s learn more about each other. It’s time to practise taking and giving an interview. Ex.3. will be a model for you. Work in pairs and act out the dialogue: one of you will be a correspondent who takes an interview, the other will give an interview (will play the part of Linda).

(Ss act out the interview)

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3.Активизация и первичное закрепление введённого материала

- What can you say about these persons?

T shows a poster with some portraits or uses the pictures – ex.8 p.45 (or Ss watch photos in the presentation).

Ss’ possible answers: I think Shrek is independent, rude, ugly, impolite, unfriendly...

                                   I think Fiona is nice, brave, athletic....Etc.

                                   I think Lord Farquard is ugly, unfriendly, cunning...

                                   I think Donkey is talkative, has a good sense of humor....

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And what about you? What are your main characteristics?

(Ss possible answers: I think I am independent, athletic, etc.)

-Thank you

IV.Заключительный этап.

А) подведение итогов

-I see you can read the new words well. And what is the result of our lesson?

 (Ss’ possible answers: We can read the new words, we met Linda. we asked and answered a lot of questions, we know the word “change”, and we know more about each other. T may fix Ss’ answers on the blackboard).

- I think it’s time to make some changes in our claster.

Let’s change “I” for “We” and “My” for “Our”. Will you complete the claster?

(T asks 3-4 students in turn, they change the words on the blackboard and complete the claster).

• You see- we’ve got more information not only about Linda Silvester. We’ve got more information about ourselves.  Let’s read it all together.

(Ss read the claster in choir)

    В) cообщение дом.задания

Your hometask will be to review the new words, do ex.4 p.56 and tell about yourselves.

(T gives a short gist of the homework).

С) сообщение оценок (с мотивировкой)

Thank you for your active work. Your marks are...

That’s all for today, the lesson is over. Good-bye!

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I. Подготовка учащихся к учебной деятельности на ин.яз.

А) приветствие

-Good morning, dear boys and girls! I’m glad to see you. Let’s start our lesson. Today we are going to learn more about each other, to give and to take an interview.

- How would you describe yourselves?

- What traits of character don’t you like?

-  Do you want to be better?

(Ss give possible answers).

В) речевая разминка

And now I invite you to a magic shop. Here you can choose any traits of character you like. You are welcome in the groups of four.

Personal characteristics are written on the cards, take any three of them. There are 17 cards. You may change the card if you don’t like the trait. And you may exchange cards. So, the first group of four pupils – you are welcome!

(The first 4 Ss come to the blackboard, take cards, exchange them if they want to have another card and comment:

-I would like to be...

-I’m happy to be...

-I wouldn’t like to be...)

-OK. I see most of you would like to be friendly, athletic...

2. Сообщение цели урока учащимся

-  Well, you are right. Look at the topic of our lesson “How to take an interview”. Today at the lesson we’ll practise the new vocabulary, participate in an interview, practice oral fluency and we’ll speak about ourselves, our friends.

3. Проверка домашнего задания

- By the way, do you remember the opposites of these words? Let’s see and find out.

(T checks the hometask- ex.7 p.43).

-Now I want to listen to your opinions: what main characteristics should a real friend have?

 (Ученики рассказывают, каким они представляют себе настоящего друга.) P: A real friend is…

• I’d like to find out how attentive you are. I’ll give you a description of the person, your task is to name his main trait of character. Ex.11p.45 will help you.
• A person with a quick and clever mind is a.... person (bright)
• A person who likes to talk a lot is a ... person
• A person who has got a lot of friends is a ... person
• A person who wants to know about everything is a ... person
• A person who doesn’t like sport is a ... person

II.Ознакомление и тренировка нового языкового материала

1.Введение нового языкового материала.

- Children, as you see we had some difficulties doing this task. Our speech is poor. We don’t know enough words to express our thoughts clear. Look at the cards and I’m sure they will help you to make your speech better. (Учитель показывает карточки с новыми словами, написанными с одной стороны на английском, с другой – на русском языках. Дети произносят их за учителем, а затем записывают в словарик.) Cards: talkative, rude, cruel, friendly, traditional, caring, typical, close, independent, serious, understanding, a nurse, characteristic, a parent, cruel,  rude, (non-) athletic.

-Let’s work in pairs. Translate from English into Russian and than from Russian into English. (Работа с карточками)

Ш. Повторение раннее пройденного материала и развитие всех ВРД.

1. Развитие навыков диалогической речи

-Now you are ready for an interview. You will play the part of correspondents from different newspapers and magazines. Use the interview in ex.3 as a model. The words from ex.11 will help you. Work in pairs.

1. Ss make some transformations in the text: they circle Linda’s personal information in a pencil and fill in their own personal information using the words from ex.11. Ss may use the dictionary or consult with their T if necessary).
2. Ss read the dialogue; they may change or add the questions in the interview –ex.3 p.41
3. Ss act out the dialogue, changing their roles.

If Ss like this task T may suggest to ask him\ her some personal questions using ex.3 as a model.

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1 Развитие умений монологической речи

Now I want to ask you a question. Say what kinds of people you like and don’t like. Explain why. Use the words- ex.11.

-Find out the likes and dislikes of your classmates. Make up a chart.

                                   (Ss do ex.12,13 p.45)

- Look at the photos –p.45, please.(T may use other visuals as well). Describe the kind of person you would like to make friends with. Why?

(Ss possible answers: I’d like to make friends with Karlson. I think he is kind, friendly and creative... He has a sweet tooth.., etc).

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- Now I’ll give some pieces of paper. Write down your friends’ characteristics, please. Use 3-5 words. Don’t show your papers to your classmates. I’ll give you two minutes. Ready? I’m going to collect your cards and read them aloud. Guess whose characteristics these are.

IV.Заключительный этап.

А) подведение итогов 

Today we have learnt the words which name traits of character. What are your personal results?

 (Ss possible answers: I know the words...., I can give one’s personal characteristic, I can describe myself etc).

    В) Сообщение дом.задания 

Your hometask is to prepare a topic ‘’My friend’’.

С) сообщение оценок (с мотивировкой)

Thank you for your active work. Your marks are...

That’s all for today, the lesson is over. Good-bye

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упр. на закрепление лексических навыков, навыков орфографии

3 мин

I. Подготовка учащихся к учебной деятельности на ин.яз.

А) приветствие

-Good morning, dear boys and girls! I’m glad to see you. Let’s start our lesson. Today we are going to learn more about each other, to speak about your families.

В) речевая разминка

-I want to ask you some questions. What does the word “family” mean? What does the word “family” mean for you?  Let’s make a claster.

                                                                          FAMILY

2. Сообщение цели урока учащимся

-  Well, you are right. Look at the topic of our lesson “Family”. Today at the lesson we’ll read, practise the new vocabulary, participate in an interview, and we’ll speak about Linda’s family and your friends.

3.Чтение стихотворения

I’d like you to listen to the poem “Our Family” (ex.15). Let’s do it together and discuss what the main idea of the poem is.

(Ss listen to ex.15 p.46. Then discuss the poem. Ss possible answers:

-All the people are a big family.

-All the people are different but we live together on our planet.

-Our planet is our home – we are a big family).

Let’s read the poem line by line.

(Ss read the poem).

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II.Ознакомление и тренировка нового языкового материала

1. Развитие умений говорения

-You see, all the people are different: different hobbies, trait of characters, different appearance. And our families are different.

• Now look at the pictures of Linda’s family –p.43. What can you say about Linda and her family? What are they?
• (Ss possible answers: I think her mother is a doctor| I think her father is a manager and her brother is a student, etc).

-Are they a close family? Do they get on well? (T translates the meaning of the expressions: a close family, to get on well with each other).

How would you describe Linda’s family, I mean what are their main characteristics?

(Ss’ answers: I think her mother is kind.., etc.)

-Let’s make a chart.

T makes a chart on the blackboard. Ss put down the information in their copy-books.

3. Развитие навыков чтения

-Now let’s listen to Linda’s interview, read her answers and find out more information about Linda’s family. While reading mark all personal characteristics with a tick.

  Ss do ex.6 p.43

-Let’s complete our chart –ex.7 p.43 will help us. Work in pairs, please. Complete the chart “Linda’s family”.

Linda’s Family

- Read the dialogue once more and aсt the dialogue.

4. Развитие умений монологической речи.

• Try to tell about Linda’s family using this chart as a plan. (Предполагается выслушать 2-3 ученика.)

5.Развитие умений диалогической речи.

- Now we’ll try to take an interview. (Учитель вызывает сильного ученика, дети задают ему вопросы) Ask questions.

• Is it a close family?
• Do you have a brother or a sister?
• How old are they?
• What are your parents?
• What are their main characteristics?

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III. Повторение раннее пройденного материала и развитие всех ВРД.

1.Проверка домашнего задания

- Let’s check up your homework.

      Talk about your best friend. How would you describe him\her. Use a plan:

1. Name, age
2. characteristics
3. his\her family
4. his\her hobby

-You see, now you can describe yourselves and your friends. I think we have learned more about each other.

2. Развитие навыков письма

- Now I’ll give some pieces of paper. Write down your friends’ characteristics, please. Use 3-5 words. Don’t show your papers to your classmates. I’ll give you two minutes. Ready? I’m going to collect your cards and read them aloud. Guess whose characteristics these are.

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IV.Заключительный этап.

А) подведение итогов 

Today we have learnt and review the words which name traits of character, hobbies, family descriptions.

    В) Сообщение дом.задания 

Your hometask will be to prepare the topic “My Family” and to read ex.15 p.46

С) сообщение оценок (с мотивировкой)

Thank you for your active work. Your marks are...

That’s all for today, the lesson is over. Good-bye!

5мин

I. 1. Подготовка учащихся к учебной деятельности на ин.яз.

А) приветствие

Good morning, dear pupils! I’m glad to see you. I hope you are fine and are ready to work hard at our lesson, aren’t you?

В) фонетическая зарядка

So, let’s begin our lesson with the poem “Our Family comes from Around the World”

Listen to the poem. (Чтение стихотворения.)

Let’s translate the poem. (Дети вместе с учителем переводят стихотворение.)

-You see, all the people are different: different hobbies, trait of characters, different appearance. And our families are different.

2. Сообщение цели урока учащимся

- The topic of our lesson is “An Ideal family”. You’ll learn the words with negative meaning. We’ll talk about your families and clear up what an ideal family is for you. How can you describe your family in one sentence?  (Ss give their answers: My family is hospitable, loving…)

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Отработка ритмико-интонацион

ных навыков

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II. Ознакомление и тренировка нового языкового материала.

    1. Введение нового языкового материала.

 -I see, you know a lot of words to describe your families. And I have got a special task for you. Look! There are 4 cards:

in-    im-     non       un-

I am going to attach them to the words. (T sticks the cards to the written on the blackboard adjectives).

Non-athletic     unfriendly        impolite        infamous

-Do you see any changes? What is the difference between athletic and non-athletic? Guess the meaning of non-, im-, in-, un- .

(Ss translate the words which have the opposite meaning).

-Find out the meaning of these words. (T asks Ss to do ex.9,10 p.44) and use the dictionary if necessary. You can use these words to describe someone’s character

Look at the blackboard, please. There is a special task for you. You can see two bags: a good bag and a bad bag. Let’s put our good characteristics into the good bag and bad – into the bad one.

(Ss come to the blackboard and write down the adjectives on the “bags”)

OK. Let’s tight the bad bag and put it away, name our good characteristics all together. (Ss name their good characteristics like a chant: We are kind. We are intelligent, etc).

III. Повторение раннее пройденного материала и развитие всех ВРД.

1.Проверка домашнего задания

Now tell us about your families. Use a plan:

1. Name, age
2. characteristics
3. his\her family
4. his\her hobby

Thank you very much.

2.Развитие навыков говорения

And now think about the questions:

What is an ideal family? Is your family ideal? Describe any member or two of your family. Use: I think... Usually he\she is... Sometimes he\she is...

(Ss possible answers: I think my mum is sociable and friendly. She likes to invite friends).

-And now – describe an ideal family, please. There is a model.

(Ss do ex. 16 p.46).

-Let’s sum up our ideas what an ideal family is.

A possible mind-map:

(T makes a flower-shape claster on the blackboard).

• Now I want you to draw a ladder in your copy-books. Put the words – family description – ex.11 p.46 on the steps. There are 5 steps. Then let’s see and find out what family characteristic is on the top of the ladder.

My ideal family is...

                                                                                                               Loving

                                                                                                 Close

                                                                                  Caring

                                                            Hospitable

                 Doing things together

3. Развитие навыков чтения

There are rules for children and there are rules for parents in every family. Let’s have a fun. Read the rules for children and the rules for parents. Add your own rules. Use your sense of humor. Then we’ll see and find out the strictest rule, the funniest rule, the best rules, etc. You may work in groups.

(Ss do ex.17 p.46)

IV.Заключительный этап.

А) подведение итогов 

Today we have learnt the words with negative meaning. What are your personal results?

 (Ss possible answers: I know the words: impossible, unknown..., etc).

 Can you tell about your family, an ideal family?

    В) Сообщение дом.задания 

Your hometask will be to prepare the topic “An Ideal Family” and to learn the new words with negative meaning.

С) сообщение оценок (с мотивировкой)

Thank you for your active work. Your marks are...

That’s all for today, the lesson is over. Good-bye!

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Group work

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1. 1. Подготовка учащихся к учебной деятельности на ин.яз.

А) приветствие

Good morning, dear pupils! I’m glad to see you. How are you today?  I hope you are fine and are ready to work hard at our lesson, aren’t you?

В) речевая разминка

Will you look at the blackboard! You can see a mind-map “Family” here. But one cell is empty. Think and guess what is missing.

-The answer is – PETS, because a lot of families have got dogs, cats, etc at home. They are the real members of our families. Sometimes they are like their masters. The English people love their pets very much.

- Which of you has got a pet?

- Do you love your pet?

- What animals do people keep as pets?

(Ss’ possible answers).

2. Сообщение цели урока учащимся

- The topic of our lesson is “My Pets”. We’ll talk about your pets, check up your hometask and see how you spend your free time.

II.Ознакомление и тренировка нового языкового материала.

1. Развитие умений говорения

Now just imagine: your pet got a prize in a dog\cat show. Talk about your pet to a correspondent working for a magazine about animals. Work in pairs or in groups. Ex.20 p.47 will be a model for your talk.

(Ss’ possible dialogue: -May I ask you some questions about your pet?

                                    -Yes, please.

- What is your pet’s name? (How old is he\she? What are your pet’s main “characteristics”? What does he\she like to eat? What does he\she like doing? Etc).

III. Повторение раннее пройденного материала и развитие всех ВРД.

1.Проверка домашнего задания

1. It’s time to check up our homework. Give the opposite meaning of these words:

Friendly-

Well-

Real-

Happy-

Pleasant-

Athletic-

Polite-

Lucky-

Usual-

Famous-

Dependent-

(Учитель использует карточки. Дети подбирают слова с противоположным значением)

2.Let’s do ex.3 on p.56 in a written form. Who will write the words quicker? We’ll divide the class into three teams and see who knows the words better?

(happy –unhappy; friendly –unfriendly…)

3.Tell about your Ideal family. ( Ученики рассказывают без ключевых выражений. Класс задаёт вопросы отвечающим.)

- Is an ideal family close?

- How many children are there in an ideal family?

-Would you like to have a little sister?...

2.Развитие навыков говорения

 Now we’ll have a rest and speak about hobbies.

Most people have different hobbies. What is a hobby? What hobbies do you know? (Ученики называют любимые виды занятий.)

Look at the pictures. What are their hobbies?

Give your views about different hobbies. Open your books on page 47. Exercise 18 will help you.

(Ss do ex.18 p.47; Ss’ possible answers:

-As for me I like cooking. I think cooking is useful for family).

Make up small dialogues using a model.

• What is/are your hobby/hobbies?
• My hobby/hobbies is/are… (Учитель обращает внимание на единственное и множественное число.)

Tell me, please: what the most popular women’s hobby is. And men’s hobby? What about children’s hobby? Why do people have hobby?

(Ss’ possible answers: -I think sport is the most popular men’s hobby. Etc).

-Have you got a lot of friends? What can you say about their hobbies? What is the most popular hobby in your class? (Дети делятся на группы в зависимости от того, какое у них хобби.) Let’s divide our class into groups. Each group must prove that their hobby is the most interesting. You can use it as a plan:

We are (four)

We all like (taking photos)

It is (funny)

It is for (clever people)

3.Развитие навыков письма.

Well, we’ll do ex.17 p.23 in your workbook. (Дети выполняют творческое задание в рабочих тетрадях и решают какие хобби только для мужчин и какие только для женщин.)

IV.Заключительный этап.

А) подведение итогов 

Today we have reviewed the words with negative meaning.  What are your personal results? (Ss give their answers). Can you speak about your pets? What about hobbies?

    В) Сообщение дом.задания 

Your hometask will be to tell about your pets and hobbies and to review the words on p.47

С) сообщение оценок (с мотивировкой)

Thank you for your active work. Your marks are...

That’s all for today, the lesson is over. Good-bye!

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Group work

7

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Упр. на закрепление лексических навыков, навыков орфографии

Cl---P

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Условно-речевое упражнение

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5 мин

group work

5 мин

Group work

Упр. на закрепление лексических навыков, навыков орфографии

3

Мин

I. Подготовка учащихся к учебной деятельности на ин.яз.

А) приветствие

Good morning, dear pupils! I’m glad to see you. I hope you are fine and are ready to work hard at our lesson, aren’t you? So, let’s begin.

В) речевая разминка

At the last lesson we spoke about your hobbies.

 What is your hobby?  

What do you like to do? Give your views about different hobbies.

(Ss do ex.18 p.46; Ss’ possible answers:

- I like sport. I think sport is good for my health).

 Do you like pets?

Do you have any pets?

Do you have a dog?

2. Сообщение цели урока учащимся

-By the way, are any of you going to be a vet or a dog-trainer? What are you going to be? It’s a very special question because we are going to speak about professions. It’s our topic for today.

3. Проверка домашнего задания

But before we’ll start working on the new theme let’s check up your hometask.

Tell about your pets and hobbies. ( Ss’ possible answers: I have a dog. Its name is… It is friendly. I like my dog. And I like sport. I think sport is good for my health.)

II.Ознакомление и тренировка нового языкового материала.

1.Введение нового языкового материала

 - I see you have prepared for the lesson excellent. It’s time to speak about professions. First, answer my question: What professions do you know?

(Ss name professions they know).

Look at the pictures and read the names of professions.(НЛЕ вводятся беспереводным способом с помощью языковой догадки, наглядность – иллюстрации. Учитель помогает прочитать профессии, написанные на карточках.) Repeat after me in choral. (Хоровая отработка лексики).

-Let’s do the crossword puzzle. Find and circle of occupations. Write them down.

(Ss do ex.16 p.23 WB).

-What jobs are typical for men? And for women?

(Ss name the jobs).

2. Введение нового грамматического материала

-Say what you are going to be in 10 years time. I know that Masha is going to be a doctor. Sasha is going to be an engineer. (Дети догадываются о значении What are you going to be? (Учитель пишет на доске структуру предложения I’m going to be…) Make up your own sentences. (Структура вводится индуктивным способом)

Read the rule in the Grammar Box. (Ученики читают правило, самостоятельно делают обобщение и выводы о структуре вопросительной и отрицательной форм данной конструкции.)

III. Повторение раннее пройденного материала и развитие всех ВРД.

1.Развитие навыков аудирования.

Now listen to the text and answer my questions.

• What is he going to be in ten years?
• Why is he going to choose this profession?
• What is his main characteristics?

( In ten years I’m going to be a doctor. Doctors help people and animals. Doctors should be kind and loving.)

(Ученики прослушивают текст и отвечают на вопросы учителя.)

Use ex.21 p.47 as a model and tell us what you are going to be in ten years.

Mind your grammar: when you speak about future, use the structure to be going to.

(Ss do ex.21 p.47).

2.Развитие навыков диалогической речи.

-Now let’s listen and read the poem ex.22 p.47. Recite your own poems about your future  professions.

Class: -What are you going to be?     Student 1: - I’m going to be a doctor

          -What are you going to be?                         That’s the life for me.

3. Развитие навыков говорения

-I want you to ask your classmates what they are going to be and find out:

1. What profession is the most popular among your friends?
2. What job is chosen only by boys and only by girls?

(Ss do ex.2,3 p.48).

-Work in groups of four and  compare the results then.

-Look at the photos p.48. Can you name the professions of these people?

(Ss: -I think he is a manager. Etc). Match the sentences and the pictures, please.

(Ss do ex.24 p.48).

-Look at the pictures and say what characteristics are necessary for these jobs. (Учитель показывает картинки с людьми разных профессий.) Ss give possible answers: I think a nurse should be responsible, kind, friendly. Now guess the professions.

(Ss do ex.25 then one of the Ss reads characteristics and the classmates try to guess the professions).

T suggests  Ss to play “a prediction game”.

• Now I’m a fortune-teller. I’ve got some cards. Take any card you like and say what you are going to be in 10 years time. Let’s use the poem ex.22 as a model and chant all together:

Class: -What are you going to be?    Student1,2... –I’m going to be a    

                                                                             (responsible, creative...) manager*.

                                                                              That’s the life for me.

(*Variants: a popular singer, a kind nurse, a creative engineer, an intelligent librarian, etc).

IV.Заключительный этап.

А) подведение итогов 

Today we have reviewed the adjectives.  What are your personal results? (Ss give their answers). Can you speak about your pets? What about hobbies? What new words have you known? What about professions?

    В) Сообщение дом.задания 

Your hometask will be ex.8,9 p.56. You should tell what characteristics are necessary for the following jobs

С) сообщение оценок (с мотивировкой)

Thank you for your active work. Your marks are...

That’s all for today, the lesson is over. Good-bye!

1мин.

3 мин.

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Упр. на закрепление лексических навыков, навыков орфографии

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3мин

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4 мин

Cl---P

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Group work

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3 мин

I. 1. Подготовка учащихся к учебной деятельности на ин.яз.

А) приветствие

Good morning, dear pupils! I’m glad to see you. I hope you are fine and are ready to work hard at our lesson, aren’t you? So, let’s begin.

     В) фонетическая зарядка

-Let’s begin our lesson with reciting a poem “What are you going to be?” But I want you to add some necessary information for your future profession characteristics in the text.

For example: -What are you going to be? (2)  -I’ll be a kind and responsible doctor.

                                                                           That’s the life for me.

2. Сообщение цели урока учащимся

Today we are going to speak about dangerous professions. It’s our topic for today.

3.Проверка домашнего задания

But first we’ll check up your hometask.  Say what characteristics are necessary for the following jobs. ex.9 p.56.

II.Ознакомление и тренировка нового языкового материала.

1. Введение нового языкового материала.

-As you know, some professions are popular but dangerous. (Учитель переводит слово “dangerous”). What dangerous professions do you know?

(Ss’ possible answers: a fireman, a journalist, an officer, a pilot, a policeman, a soldier).

- You are right. Is a profession of a bodyguard dangerous? Is a profession of a vet dangerous? (Учитель показывает картинки.)

-Now listen to Mr. Hopkins and Mrs.Clifford talking about their jobs. Guess what they do.

(Ss do ex.26 p.49) What are they? Are their professions dangerous? Why? (Примерные ответы: Mr.Hopkins is a bodyguard. His profession is dangerous. He must protect other people. Mr. Clifford is a vet. His profession is dangerous. Animals can hurt him.)

3. Повторение раннее пройденного материала и развитие всех ВРД.

1. Развитие навыков чтения

• First listen to the texts and then read about bodyguards and vets.. Work in groups of 2-3. Read one of the texts - ex.27 p.49. Discuss in your group:
• Why do people choose dangerous jobs?
• What other dangerous jobs do you know?

While reading fill in a  chart in your exercise-books:

2.Развитие навыков говорения на основе прочитанного.

-Share information with your classmates who have read the other text. Use your charts.

 Ss who have read the text about vets ask the Ss who have read the text about bodyguards. They use their chart as a plan. (Ученики, причитавшие о профессии телохранителя, получают информацию о профессии ветеринара, задавая вопросы. И наоборот.)

-Who can tell us about the profession of a vet\ a bodyguard?

(Representatives   from 2-3 groups are suggested to tell about these professions. They may use the chart as a plan).

-Would you like to be a vet\ a bodyguard? Why?

3. Развитие навыков письма.

- It is interesting to know what profession suits (учитель переводит слово “suit”) you. To understand it you should fill in blanks with your personal information, please.

Name

Home address

Date of birth

School year

Father’s occupation

Mother’s occupation

Brothers

Sisters

What foreign languages do you speak?

In your opinion, what are your main characteristics?

What are your hobbies?

Do you play any musical instruments?

What do you like to do? 

4.Развитие навыков говорения на основе написанного.

-Share information with your classmates. (Дети делятся информацией и делают свои предположения, кем они могут стать в будущем).

IV.Заключительный этап.

А) подведение итогов 

Today we have reviewed the words, learned to write about ourselves.  What are your personal results? (Ss give their answers). What new information have you got? What do you know about dangerous jobs?

    В) Сообщение дом.задания 

Your hometask will be ex.27 p.49. (To read and translate the texts and answer the questions)

С) сообщение оценок (с мотивировкой)

Thank you for your active work. Your marks are...

That’s all for today, the lesson is over. Good-bye!

1 мин

3 мин

Отработка ритмико-интонацион

ных навыков

5 мин

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T---Cl

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Group work

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Group work

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Условно речевое упражнение

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Group work

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I. 1. Подготовка учащихся к учебной деятельности на ин.яз.

А) приветствие

Good morning, dear pupils! I’m glad to see you. I hope you are fine and are ready to work hard at our lesson, aren’t you? So, let’s begin.

     В) фонетическая зарядка

-Let’s begin our lesson with reciting a poem “What are you going to be?”

2. Сообщение цели урока учащимся

Today we’ll continue to speak about professions. And we’ll try to describe person you love and respect It’s our topic for today.

3. Проверка домашнего задания.

-At our previous lesson we spoke about a profession of a bodyguard and a profession of a vet. And today I want to begin our lesson with the reading about these professions. As you remember it was your hometask. Read the text on p.49.( Ss do it.) One of you will be a student, another will be a teacher. A teacher must correct the mistakes and then change your roles.(одни ученики читают текст, а другие проверяют, потом меняются ролями.)

II. Повторение раннее пройденного материала и развитие всех ВРД

1. Работа над диалогической речью

Very good. Let’s take an interview. You’ll work in groups of 3. One of you will be “a professional bodyguard” or “a professional vet”. The others will be the pupil who wants to choose one of these professions. What questions can you ask the professionals? What would you like to know about the professions of vet and bodyguard?

Ss’ possible answers: -Who usually needs a bodyguards?

                                   -Who can become a bodyguard?

                                   -What do vets do? Etc.

-OK. It’s time to work in groups and I’ll listen to your interviews.

2. Развитие навыков монологической речи.

-I think everybody respects brave and responsible people like vets and bodyguards. And can you give a description of someone you respect and love?

They describe persons using a plan. While doing this Ex. Ss make up a chart:

-Now let’s sum up our results:

Whom do you respect and love?

What traits of character do you respect in people most of all?

What month\season were most of these people born in?

Why do you respect these people?

Whose story do you like best of all?

2.Развитие навыков говорения

-I suggest you to play a game “Friendly Biscuits Company”. It’s a kind of bingo. You’ll play in 4 groups, each group will get a card. You shouldn’t show it to the other groups. Now look and find out what information there is in the cards. So, you’ve got: the names of the people who work in the company, their occupations, their traits of character and their hobbies.  But some information in your cards is misssing. Your task is to ask questions like:

-Who is the Boss?

-What’s the agent’s name?

-What is Mr.Zimin?

-What kind of person is the Boss? Etc.

(There are some model questions on the blackboard).

-Then you fill in your cards and we compare your variants to the correct one.

The key card:

III.Заключительный этап.

А) подведение итогов 

Today we have reviewed the words.  What are your personal results? (Ss give their answers). What new information have you got? Is it difficult to work in a group? Is it interesting to work in a group?

    В) Сообщение дом.задания 

Your hometask is to write down the words and expressions –p.58 in your vocabularies. Creative task – to write a poem about your parents:

              A poem map                                                                 An example:

1. a noun                                                                                   My father
2. two adjectives describing the                                         responsible, brave

noun on line 1

3. three words ending with –ing                    working, caring, watching a football match

(action words) that describe the

noun on line 1 might do.

4. a phrase describing the noun on line 1                            a special person in my life
5. a synonym of the word on line 1.                                                Friend.

-You may decorate your poem: cut out a red construction paper heart. Write a poem on a white-lined paper and cut it out in the shape of heart, a little smaller than the red heart. Glue the paper with the poem on it onto the red paper heart. To give the card some interest, glue on a white paper a ribbon onto the back of the red heart. (Ученики записывают алгоритм построения стихотворения)

С) сообщение оценок (с мотивировкой)

Thank you for your active work. Your marks are...

That’s all for today, the lesson is over. Good-bye!

5 мин

Отработка ритмико-интонацион

ных навыков

6 мин

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Group work

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I. 1. Подготовка учащихся к учебной деятельности на ин.яз.

А) приветствие

Good morning, dear pupils! I’m glad to see you. I hope you are fine and are ready to work hard at our lesson, aren’t you? So, let’s begin.

     В) фонетическая зарядка

 Let’s begin our lesson with your poems.

c) Проверка домашнего задания.

(Ss read their own poems). Thank you, all poems are excellent.

2. Сообщение цели урока учащимся 

We talked a lot of you, your friends, parents’ characters, hobbies and jobs and today I’d like you to sum up your knowledge. It will be the first part of our lesson. The second one is to learn to express present actions.

II. Повторение раннее пройденного материала и развитие всех ВРД

1. Развитие навыков говорения: 

а) Let’s start. Look at the board and fill in the blanks (intelligent, sociable, brave, stupid, shy, independent, naughty, rude, obedient, polite, quiet, curious, creative, talkative, bright, responsible, hospitable, noisy.) (слайд 1-2)

б) Translate the words

в) Answer the following questions:

What are your main characteristics?

What kinds of people don’t you like?

г)Работа с лексикой по теме “хобби” (слайд 3).

На слайде изображения, иллюстрирующие различные занятия: listening to music, reading newspapers, riding a bike, dancing, computer games, cooking, using mobile telephone, sport, collecting stamps, drawing.

What hobbies are illustrated on the screen?

 What is your hobby?

д) (слайд 4) На слайде изображения профессий: businessman, housewife, doctor, dentist, sportsman, bodyguard, teacher, computer programmer, fireman, farmer, librarian.

What do these people do?

What are you going to dо?

е)Let’s imagine that you are journalists and you must interview a bodyguard. Who wants to be a bodyguard? (у доски расположен отдельный стол на котором табличка с надписью “BODYGUARD’ учащиеся выходят по одному и в роли телохранителя отвечают на вопросы журналистов) (P1- P2).

2. Развитие навыков аудирования.  The next task is to listen to the story about the family and fill in the table.

Аудирование с детальным пониманием содержания. (слайд 6).

После прослушивания учащимся необходимо заполнить таблицу:

Текст аудирования:

Hello, my name is Bryan!

I’d like to tell you about my family. My family isn’t large. There are four of us in the family: father, mother, my brother and I. Our family is very close and hospitable.

My father is a businessman. He works hard. He is clever and responsible. My Dad likes reading newspapers.

As for my mother, she is a housewife. She is kind and sociable. My Mum’s hobby is cooking.

I have got an elder brother, Nick. He studies at the University. He likes to write his own computer programmers. Nick is going to be a computer programmer. My brother is bright and I get on well with him.

I’m a pupil of the 7th form. I have to confess I’m naughty and curious. I like studying English and History. I’m going to be a diplomat or a lawyer.

III. Ознакомление и тренировка нового языкового материала.

1. Введение нового речевого материала.

-We’ll learn to describe the actions at the moment. The verb to be and the –ing form of the action verbs will be our helpers. By the way, do you remember the forms of the verb to be? (слайд 8, 9).

2. Активизация и первичное закрепление введённого материала.

Let’s do ex.35p.53. Look at the pictures. Say what they are doing. (Вместо картинок дети подставляют сказуемое)

- Pay attention to the rules of writing of the ing-forms:

Write+ing=writing

Put+ing=putting.

Then Ss do ex.34 p.53. (Ученики практикуются в написании: Talk – talking, smile – smiling…)

-Do you remember how to answer yes\no questions with the verb to be? I think you do. Let’s play a guess game. Please, help me to guess what Alice is doing at the moment.

(T shows Ss a picture but doesn’t look at it).

T: -Is Alice doing her homework?  Ss:-No, she isn’t

T:-Is Alice walking her dog?          Ss:-Yes, she is.

-Thank you for your active work. Remember this game while doing your hometask.

IV.Заключительный этап.

А) подведение итогов 

Today we have reviewed the words.  What are your personal results? (Ss give their answers). What new information have you got? Is it interesting to learn English?

    В) Сообщение дом.задания 

Your hometask is to learn the rule ex. 31 p.51, to write ex.34 p.53

С) сообщение оценок (с мотивировкой)

Thank you for your active work. Your marks are... I hope you liked our lessons. See you soon.

1 мин

Отработка ритмико-интонацион

ных навыков

4 мин

1 мин

3 мин

T---Cl

2 мин

T---Cl

T---Cl

2 мин

T---Cl

7 мин

P---P

7 мин

2 мин

T---Cl

3 мин

5 мин

Упр. на закрепление лексических навыков, навыков орфографии

3 мин

T---P

5 мин