Way Ahead 5, Unit 11 “How things used to be”, Lesson 1-4
план-конспект урока по английскому языку (7 класс) на тему

Date:

Theme: Way Ahead 5, Unit 11 “How things used to be”, Lesson 1

Grade: 7

Time: 45 minutes

Teacher:

Educational aim: introduction and usage of used to past simple and reflexive pronouns

Developing aim: to improve pupils’ speaking skills and talk about past regular habitual events  

Socio-cultural aim: to help pupils’ to treat each other respectfully

Linguistic competence: At the end of the lesson pupils will be able to talk about repeated past actions, used to +verb in their own sentences. And improve their listening, speaking skills.

Sociolinguistic competence:-  to enable pupils to choose needed lexical units in an appropriate form

Pragmatic competence: - to develop speaking skills; to enable pupils to impress their thoughts accurately

The equipment of the lesson: posters, slides, cards.

Type of the lesson: Nontraditional  

Greeting: (1 min) Good morning, children! How are you?....... Let’s begin our lesson

Procedure:   Pre-activity: (5 min)

* Play a Rhyming game. Divide the class into pairs or small groups. Write a word on the board, being careful to choose one which has a number of rhyming words which the children will know, e.g. door, car, high, cat. The pairs or groups write down as many words as they can think of that rhyme with the word on the board. Set a time limit. At the end of the time limit, check their words and see who thought of the most. Repeat with another word. * Divide the class into two teams, A and B. Say a word and point to Team A. They must think of a rhyming word, and then Team B must think of another, and so on. The last team to think of a rhyming word scores a point.

Checking homework: (5 min) Revision of Units 6-10

While-activity: (20 min) Pupil’s book.

Activity 1 Objective: Ask the class to think of any babies or very young children that they know. Ask the class to think of things which these young ones so, e.g. sleep in a cot/cradle, suck their thumb, sit in a high chair, cry a lot, play with a teddy, etc. Write a list on the board.

Ask children to think about themselves when they were very young. Did they do any of these things? Ask Who slept in a cradle? etc. and write a name in front of each phrase, leaving enough space to add your used to card.

Place the used to card between the first name and phrase and say, for example, When she was a baby, Sally used to sleep in a cradle. Go through the list, placing the card after a new name each time, and then elicit sentences from the children.

Rub out the names and place the used to card to the left of the phrases. Elicit sentences from the class, e.g. I used to suck my thumb.

Activity 2 Objective: Ask children to look at the pictures. Discuss the questions.

Activity 3 Objective:* Look at the pictures in turn and talk about them. Teach as much of the new vocabulary as possible with the help of the pictures.

* Read the text. Make sure children understand the new vocabulary.

* Play tape 24. Children listen and follow in their books. Pupil’s book

Activity 4 Objective:*Ask children to cover the text. Read the sentences. Children try to remember if the sentences are right or wrong.

* Children uncover the text. They repeat the exercise (alone or in pairs), checking their answers against the text.

Post-activity: (10 min) Pupil’s book.

Activity 5 Objective* Ask one or two children to come to the front of the class with their schoolbags. Ask them to take out items. Ask the class to say whether schoolchildren 100 years ago used to have these things. Ask them to give reasons if possible.

* Children work in pairs or small groups discussing the contents of their schoolbags in the same way.

Learning outcomes: At the end of the lesson pupils will be able to use past simple and reflexive pronouns

Giving homework: (2 min) Work book, Unit 11, Lesson 1, ex. 1, 2

Evaluation: (2 min) Children get marks for their answers and work.

Date:

Theme: Way Ahead 5, Unit 11 “How things used to be”, Lesson 2

Grade: 7

Time: 45 minutes

Teacher:

Educational aim: to talk and practice about repeated past actions, used to +verb.

Developing aim: to develop speaking skills; to enable pupils to impress their thoughts accurately

Socio-cultural aim: to promote the feeling of working together in a group and in pairs

Linguistic competence: At the end of the lesson pupils will be able to talk about repeated past actions, used to +verb in their own sentences. And improve their listening, speaking skills.

Sociolinguistic competence:-  to enable pupils to choose needed lexical units in an appropriate form

Pragmatic competence: - to develop speaking skills; to enable pupils to impress their thoughts accurately

The equipment of the lesson: posters, slides, cards.

Type of the lesson: Nontraditional

Greeting: (1 min) Good morning, children! How are you?....... Let’s begin our lesson

Procedure:

Pre-activity: (5 min)

*Play a Guessing game using the magazine pictures. Tell the class you have pictures of things for very young children. Hold up a card so that the picture cannot be seen. Children ask questions to try and find out what it is. You can only answer Yes or No. If you wish, you can limit the number of questions to 10 or 20.

* Invite one or two children to take your place, hold up a card and answer the class’s questions.

Checking homework: (5 min) Work book, Unit 11, Lesson 1, ex. 1, 2

While-activity: (20 min)

Activity 1: Objective:

* Children look at the small pictures. Ask them if they can name any of the items. Invite children to come and write the names on the board as they name them.

* Ask children if they have any of these items. Invite them to hold up items and show the class saying, for example, I have a calculator.

Activity 2: Objective: Ask children to look back at Lesson 1. What was the lesson about? Focus attention on the pictures and ask children to describe them.

* Point out the small pictures in Ex. 1above. Which of these items can they see in the pictures in Lesson 1?

* Children now use the small pictures in Ex. 1 above as prompts for questions. Let children ask and answer in pairs and then hear individuals.

Activity 3 Objective: Children point only to the items which children used to have 100 years ago and make sentences about them. Again, let children work in pairs and then check their answers with the whole class.

Activity 4: Objective: Children write 6 sentences about children 100 years ago, based on Ex. 3 above.

* Hear their suggestions and invite children to come and write their sentences on the board.

Post-activity: (10 min) Pupil’s book.

Activity 5: Objective: A chance for discussion: you may like to divide the class into groups to allow them to discuss with each other. Then ask each group to share its ideas with the rest of the class.

* Children write 2 answers for each question.

Learning outcomes: At the end of the lesson pupils will be able to use and practice about repeated past actions, used to +verb.

Evaluation: (2 min) Children get marks for their answers and work.

Giving homework: (2 min) Work book, Unit 11, Lesson 2, ex. 1, 2

Date:

Theme: Way Ahead 5, Unit 11 “How things used to be”, Lesson 3

Grade: 7

Time: 45 minutes

Teacher:

Educational aim: Talking about toys and games in the past.

Developing aim: to develop pupils’ thinking skills and enable pupils to express what they had (toys)

Socio-cultural aim: to promote friendly atmosphere in the class

Linguistic competence: At the end of the lesson pupils will be able to talk about repeated past actions, used to +verb in their own sentences. And improve their listening, speaking skills.

Sociolinguistic competence:-  to enable pupils to choose needed lexical units in an appropriate form

Pragmatic competence: - to develop speaking skills; to enable pupils to impress their thoughts accurately

The equipment of the lesson: posters, slides, cards, toys, a plastic or cloth bag.

Type of the lesson: Nontraditional

Greeting: (1 min) Good morning, children! How are you?....... Let’s begin our lesson

Procedure:

Pre-activity: (5 min)

Without the children seeing, put one of the toys in the bag. Let some of the children feel the object in the bag and guess what it is. Repeat with 2 or 3 more toys.

* Hold up 1 of the toys. Ask children to describe it. Ask questions to help children say as much as they can about it: e.g. Do girls or boys play with this? Do children play with it inside or outside? Is it expensive or cheap to buy? Is it a modern toy or did children play with toys like these many years ago?

* Put all the toys where children can see them. Ask children to write a few sentences about one of the toys but without naming it. They then work in pairs reading out their descriptions to a friend. The friend guesses which toy is being described. Ask 2 or 3 children to read out their descriptions to the class. The class guesses.

Checking homework: (5 min) Work book, Unit 11, Lesson 2, ex. 1, 2

While-activity: (20 min) Pupil’s book

Activity 1 Objective: Ask children to write down their favourite toys and their favourite games. They then have a concrete basis for discussion.

* Put the names of the toys and games on the board. See which is the most popular toy and game. Ask children to think about which of these toys and games were popular 100 years ago.

Activity 2 Objective: Let children look at the pictures for a short time. Ask which toys and games they can name.

* Read the text to the children but do not explain any new words yet as the pictures will help to explain many of the unfamiliar words.

* Ask the children to work in pairs. They read the text and in the brackets, write in the numbers of the appropriate pictures.

* When they have finished , ask individuals to read aloud and check the numbers.

                                          Answers: 8, 5, 2, 6, 4, 1, 7, 3, 9

* Then read the text again and go through the new vocabulary. Elicit as much as possible from the children themselves.

* Look at the pictures once more and ask children to name the toys or describe the activities.

Activity 3 Objective: Children read the text once more and then complete the table by writing a tick, or a cross in each box.

* Children can work individually and then compare their answers in pairs.

Activity 4 Objective: Children base their questions and answers on the information in the table in Ex. 2 above.

* Work with the whole class first and then let them ask and answer in pairs.

Post-activity: (10 min) Pupil’s book.

Activity 5 Objective: Children can discuss the old toys and games in pairs or small groups and then report back to the class.

* Ask children to talk to their grandparents (or any other older person) as part of their homework. Tell them to be ready to report back at the next lesson.

Learning outcomes: At the end of the lesson pupils will be able to use and talk about toys and games in the past.

Evaluation: (2 min) Children get marks for their answers and work.

Giving homework: (2 min) Work book, Unit 11, Lesson 3, ex. 1-3

Date:

Theme: Way Ahead 5, Unit 11 “How things used to be”, Lesson4

Grade: 7

Time: 45 minutes

Teacher:

Educational aim: Introducing reported speech

Developing aim: to develop speaking skills; to enable pupils to impress their thoughts

Socio-cultural aim: to raise awareness of the formation of the reported speech;

Linguistic competence: At the end of the lesson pupils will be able to talk about repeated past actions, used to +verb in their own sentences. And improve their listening, speaking skills.

Sociolinguistic competence:-  to enable pupils to choose needed lexical units in an appropriate form

Pragmatic competence: - to develop speaking skills; to enable pupils to impress their thoughts accurately

The equipment of the lesson: posters, slides, cards, toys.

Greeting (1 min) Good morning, children! How are you?....... Let’s begin our lesson

Procedure:

Pre-activity: (5 min)*Homework from the last lesson included talking to a grandparent or another older person about the games and the toys they enjoyed when they were children.

* Ask children to report their findings. Help with vocabulary where necessary. On the pieces of card write the names of the toys and games which the older people enjoyed. Stick these up on the board at random.

*Across the top of the board write the names of some of the people the children interviewed: Ben’s grandmother, Ken’s grandfather, etc.

* Ask children to rearrange the cards, placing them under the appropriate names. As they do so they practice the used to construction: Ken’s grandfather used to play with marbles, etc.

Checking homework: (5 min) Work book, Unit 11, Lesson 3, ex. 1-3.

While-activity: (15 min) Pupil’s book.

Activity 1 Objective: Explain to the class that they are going to hear Mrs. Gordon talking to Joe about her childhood

* Ask them to look at the pictures. Ask them to suggest some of the words that they might hear on the tape. Put these on the board.* Play Tape 25. Children listen but do not write.

Mrs. Gordon: When I was a little girl, I didn’t go to school. I used to stay at home withmy mother. I loved books and my mother used to read me lots of stories. My favouritetoy was my doll’s house. I used to take all the furniture out and put it back again. I hada rocking horse too. I loved riding on my rocking horse. When the weather was nice, Iused to play in the garden. There was an apple tree in the garden and there was a swing hanging from a branch. Sometimes we used to go to the shops. I used to sit in my pushchair. If I was good, my mother used to buy me an ice cream.

Play the tape again. This time children number the pictures in the right order in which they are mentioned on the tape.

* Ask children to look at the words on the board. Play the tape again. This time children call out Stop! When one of the words is mentioned. They repeat the sentence in which it was used.

Activity 2 Objective: Read through the sentences first.

* Play the tape once more. Children mark whether they are right or wrong.

* Check their answers. (Only the second sentence is wrong. Ask children to correct it: She said that her favourite toy was her doll’s house.)

Activity 3 Objective: Read the speech bubbles to the class.

* Children report what Mrs. Gordon said. In these cases it is not necessary to change the tenses of the verbs. The only changes necessary are in the subject of the sentences: I-she, my-her, we-they.

* Look at the different ways of starting the reported sentences. Children are free to choose any of the four possibilities.

* Do the exercise with the whole class first. Then ask children to repeat it in pairs.

Post-activity: (15 min) Pupil’s book.

Activity 4 Objective: Children report four of the speech bubbles. They should begin each sentence in a different way as shown in Ex. 3 above.

Learning outcomes: At the end of the lesson pupils will be able to use and talk Introducing reported speech

Evaluation: (2 min) Children get marks for their answers and work.

Giving homework: (2 min) Work book, Unit 11, Lesson 4, ex. 1-3

Date:

Theme: Way Ahead 5, Unit 11, Text “Moving pictures”

Grade: 7

Time: 45 minutes

Teacher:

Educational aim: To introduce the story and usage of past simple in stories

Developing aim: to develop reading skills and scanning for definite information

Socio-cultural aim: to raise awareness of the ways of making moving pictures

Linguistic competence: At the end of the lesson pupils will be able to talk about repeated past actions, used to +verb in their own sentences. And improve their listening, speaking skills.

Sociolinguistic competence:-  to enable pupils to choose needed lexical units in an appropriate form

Pragmatic competence: - to develop speaking skills; to enable pupils to impress their thoughts accurately

The equipment of the lesson: slides, DVD.

Type of the lesson: Nontraditional

Greeting: (1 min) Good morning, children! How are you?....... Let’s begin our lesson

Procedure:

Pre-activity: (5 min)* Homework from the last lesson included talking to a grandparent or another older person about the games and the toys they enjoyed when they were children.

* Ask children to report their findings. Help with vocabulary where necessary. On the pieces of card write the names of the toys and games which the older people enjoyed. Stick these up on the board at random.

*Across the top of the board write the names of some of the people the children interviewed: Ben’s grandmother, Ken’s grandfather, etc.

* Ask children to rearrange the cards, placing them under the appropriate names. As they do so they practice the used to construction: Ken’s grandfather used to play with marbles, etc.

Checking homework: (5 min) Work book, Unit 11, Lesson 4, ex. 1-3

While-activity: (20 min) Pupil’s book.

Activity 1 Objective: Give children a few minutes to look at the pictures and scan the text. Ask what it is about. Note ideas on the board.

* Play the tape. Children listen and follow. Explain any new words.

* Check back to see how accurate their predictions about the text were. * If possible, let children make one or other of these toys.

* Alternatively or as well, show children the toys you have made. Explain that the instructions in the book show a dot, but a more interesting object could be drawn, such as a space rocket going a little higher up each page, so it seems to be taking off.

Activity 2 Objective: Otherwise, ask children what their favourite toys are now. Write a few of these up on the board. Ask children why they like these toys. Note reasons on the board.

* Ask the class what differences they can think of between the toys on the board and the Moving Pictures toys in the book. If necessary prompt them with questions, e.g. What are they made of? Where are they made? Can you make it yourself?

* Ask children why they think these Moving Pictures toys were popular. Note the reasons on the board.

Post-activity: (10 min) Pupil’s book.

Activity 3Objective: Children draw their own favourite toy, write a description of it and explain why they like it. They write two or three sentences about the Moving Pictures toys, and explain why children used to like them.

Learning outcomes: At the end of the lesson pupils will be able to develop reading skills and scanning for definite information

Evaluation: (2 min) Children get marks for their answers and work.

Giving homework: (2 min) To retell the text “Moving pictures”.

Date:

Theme: Way Ahead 5, Unit 11 “How things used to be”, Addition 11

Grade: 7

Time: 45 minutes

Teacher:

Educational aim: to consolidate usage of used to

Developing aim: to improve pupils writing skills

Socio-cultural aim: to raise awareness of working independently

Linguistic competence: At the end of the lesson pupils will be able to talk about repeated past actions, used to +verb in their own sentences. And improve their listening, speaking skills.

Sociolinguistic competence:-  to enable pupils to choose needed lexical units in an appropriate form

Pragmatic competence: - to develop speaking skills; to enable pupils to impress their thoughts accurately

The equipment of the lesson: slides, DVD.

Type of the lesson: Nontraditional

Greeting: (1 min) Good morning, children! How are you?....... Let’s begin our lesson

Procedure:

Pre-activity: (5 min)

*Play a Guessing game using the magazine pictures. Tell the class you have pictures of things for very young children. Hold up a card so that the picture cannot be seen. Children ask questions to try and find out what it is. You can only answer Yes or No. If you wish, you can limit the number of questions to 10 or 20.

* Invite one or two children to take your place, hold up a card and answer the class’s questions.

Checking homework: (20 min) To retell the text “Moving pictures”.

While-activity: (5 min)

Activity 1 Objective: Focus attention on the grammar gang. Children look at how statements are formed in the affirmative, interrogative and negative forms with used to.

Activity 2 Objective: In this exercise children have to complete the sentences with used to.

1. The baby doesn’t cry so much now but she ___ every night.

2. She ___ my best friend but we aren’t friends any longer. 3. We live in Nottingham now but we ___ in Leeds. 4. Now there’s only one shop in the village but there ___ three.

Activity 3 Objective: Children ask questions about Mr. Ford what he used to do when he was younger.

Model: I know he doesn’t smoke now. Did he use to smoke? 1. I know he doesn’t play the piano now but _________? 2. I know he isn’t very rich now but _____________?

Activity 4 Objective: In pairs, ask and answer questions using the prompts as in the example.

Model:  Did you use to play with your friends when you were five? - Yes, I did. / No, I didn’t.1. play with your friends? 2. listen to fairy tales? 3. watch many cartoons? 4. have a bath every day?

Post-activity: (10 min)

Activity 5 Objective: This time you have to write some sentences about a man who changed his life-style. Ron stopped doing some things and started doing other things: He stopped – studying hard / going to bed early / running three miles every morning. He started – smoking / going out every evening / spending a lot of money

Make sentences like these: Example: He used to study hard. He never used to smoke. or He didn’t use to smoke. 1. ___________________________________ 3. ___________________________________

2. ___________________________________ 4. ___________________________________

Learning outcomes: At the end of the lesson pupils will be able to use and practice about repeated past actions, used to +verb.

Evaluation: (2 min) Children get marks for their answers and work.

Giving homework: (2 min) Addition 11, ex. 5 Now you have to write some sentences about the present.

Remember that there is no Present tense of “used to”.

Date:

Theme: Way Ahead 5, Unit 11 “How things used to be”, Addition 11

Grade: 7

Time: 45 minutes

Teacher:

Educational aim: to consolidate usage of used to  

Developing aim: to improve pupils writing skills

Socio-cultural aim: to raise awareness of working independently

The equipment of the lesson: slides, DVD.

Linguistic competence: At the end of the lesson pupils will be able to talk about repeated past actions, used to +verb in their own sentences. And improve their listening, speaking skills.

Sociolinguistic competence:-  to enable pupils to choose needed lexical units in an appropriate form

Pragmatic competence: - to develop speaking skills; to enable pupils to impress their thoughts accurately

Type of the lesson: Nontraditional  

Procedure:

Greeting: (1 min) Good morning, children! How are you?....... Let’s begin our lesson

Pre-activity: (5 min)

*Play a Guessing game using the magazine pictures. Tell the class you have pictures of things for very young children. Hold up a card so that the picture cannot be seen. Children ask questions to try and find out what it is. You can only answer Yes or No. If you wish, you can limit the number of questions to 10 or 20.

* Invite one or two children to take your place, hold up a card and answer the class’s questions.

Checking homework: (5 min) Addition 11, ex. 5 Now you have to write some sentences about the present.

Remember that there is no Present tense of “used to”.

While-activity: (20 min)

Activity 1 Objective: Focus attention on the grammar gang. Children look at how statements are formed in the affirmative, interrogative and negative forms with used to.

Activity 2 Objective: Mrs. Bell is a hundred years old. She's the oldest person in the village. A radio reporter is interviewing her. Put in used to with the verb.                                                                                                                            

Mrs. Bell: I’ve always lived in the village, but not always in this house. Reporter: Where (►) did you use to live (you / live)? Mrs. Bell: When I was a girl, we lived at Apple Tree Farm.(1)……… (We / like) it there. Ex. 7 Complete the sentences with the correct form of used to and the verb in brackets.                                                1. I didn’t use to watch (not / watch) the news, but now I watch it every day.2. My sister ……… (drink) a lot of coffee, but now she prefers to drink tea.3. We ……… (live) in a flat, but we live in a big house now.4. ……… (You / go) to school on foot?

Activity 3 Objective: Complete with used to or past simple. Use used to whenever possible.                                                                1.  I used to go(go) to work by bus but I bought a car last month.2.  I ________ (not go) to work on Friday because I was ill. 3. ________ (you / study) hard when you were a student?4.  What time ________ (you / leave) the office yesterday?

Post-activity: (10 min)

Activity 4 Objective: Complete with used to or past simple. Use used to whenever possible.                                       8. He ________ (be) very tired, so he went to bed early.                                                                                                                   9. When you were a child, ________ (you / go) to parties very often?                                                                                       10. Hannah ________ (go) to four parties last month.                                                                                                                       11. Marvin ________ (collect) toy soldiers but when he grew up, he lost interest in them.                                                              12. The students ________ (not enjoy) the excursion to the seaside because of the bad weather.                                                   

Learning outcomes: At the end of the lesson pupils will be able to use and practice about repeated past actions, used to +verb.

Evaluation: (2 min) Children get marks for their answers and work.

Giving homework: (2 min) Addition 11, Ex. 9 Translate into English

Remember that there is no Present tense of “used to”.

Date:

Theme: Fly High 7 Unit 6 Lessons 1, 2, 3 Letter writing

Grade: 7

Time: 45 minutes

Teacher:

Educational aim: to practice the construction I’ve got / I’ve got a + illness

Developing aim: to enable pupils to be able to write different types of formal letters

Socio-cultural aim: to raise awareness of different types of letter writing

Linguistic competence: At the end of the lesson pupils will be able to talk about repeated past actions, used to +verb in their own sentences. And improve their listening, speaking skills.

Sociolinguistic competence:-  to enable pupils to choose needed lexical units in an appropriate form

Pragmatic competence: - to develop speaking skills; to enable pupils to impress their thoughts accurately

The equipment of the lesson: slides, DVD.

Type of the lesson: Nontraditional

Greeting: (1 min) Good morning, children! How are you?....... Let’s begin our lesson

Procedure:

Pre-activity: (5 min)

Choose two children and draw their heads on the board. Write the names beside the heads. Ask the children to leave the room. Ask the rest of the class, e.g. What is Ann wearing? Either you or child should draw clothes for Ann as they are mentioned; repeat with the second child.

Bring the children back into the room. Were the rest of the class right?

Checking homework: (5 min) Addition 11, Ex. 9 Translate into English

Remember that there is no Present tense of “used to”.

While-activity: (25 min)

Activity 1 Objective: The Teachers says pupils to look at the picture on page 46 and say which shops they can see in the picture.

Activity 1c Objective: Chain drill. A: Where can I buy an iron? B: In the electrical shop. Like this children will continue chain drill. They should use the words from the box.  

Activity 2c Objective: Look and answer. Children answer where is the text from?

Activity 2c Objective: 1. Do we have corner shops in Uzbekistan? 2. Where is the nearest corner shop  to your school?

3. Is there a corner shop where you live?

Activity 4A Pupils read the dialogue from previous activity and according to this dialogue they make their own corner shop.

• Choose a name.
• Write 20 things you sell.
• Decide when you open and close.
• Decide who the sales assistant is.

Children play customer and sales assistant. They use phrases from the box.

Now the teacher says let’s talk about customer’s right.

Activity 1A Say True or False You buy a cassette recorder, if it doesn’t work:

1. you can take it back to the shop. 2. you can get your money back.
2. the shop can repair it.   4. The shop can give you some other things for the same money.  5. You can get 50% of the money back.  

Post-activity: (5 min)

Activity: Objective: 3a. Children read the letter about customer’s right. Read the letter. Answer questions about the rights. There are four questions and they read and answer them.

Learning outcomes: At the end of the lesson pupils will be able to use the construction I’ve got / I’ve got a + illness and o write different types of formal letters  

Evaluation: (2 min) Children get marks for their answers and work.

Giving homework: (2 min) Children write letter of complaint as in activity 2a.They should create their own situation and write to the manager of the shop.