Lesson Plans

Розробка

уроку англійської мови

у 10 класі на тему:

 

Form 10

Level: Pre-Intermediate

Time: 45 minutes

Theme: Повторення та закріплення вивченого граматичного матеріалу. Умовний спосіб дієслова.

Aims:

a)     To develop grammar skills;

b)    To revise theoretical material about conditionals 1&2;                   

c)     To practice the use of conditionals 1&2;

d)    To develop reading and writing skills;

e)     To activate and revise learned vocabulary;

f)      To check pupil’s knowledge.

Teaching aids: handouts, a laptop, an interactive board, a projector.

PROCEDURE

1.     Introduction, warm up. (5 min)

·                   Start by talking about what you like to do: go fishing, go to the theatre, play football, watch TV, read biographies etc. Then continue: If I finish early this evening, I’ll go to see (whatever film is on at the local cinema); and if it’s fine at the weekend, I’ll play football/go walking/work in the garden etc.

Write the sentence on the board. Then ask some students: What will you do if you get home early tonight/tomorrow? What will you do if the weather’s fine at the weekend.

Accept part answers such as: I’ll see my friend.

·                   Ask a student: What are you going to do on Saturday? (Choose someone you expect will be doing some outside activity.) When you've found someone doing something out-of-doors, ask: What would you do if it rained? Then add to the question: Rain is possible. Would you do something else?

Then ask other students where they are going for their holiday. Respond to each one with a negative-feeling question. For example, if people say they are going skiing, ask them: What would you do if there wasn't enough snow? If people say they are going to a beach resort, ask them: What would you do there if it rained? Write the questions on the board.

2.     Revision (7 min)

·                                           The First Conditional  (Solutions Pre-Intermediate Unit 7 Grammar 2)

Point out to the students the form of the sentences.

IF + Present Simple // modal (usually WILL or WON'T) + main verb without TO

Explain to the students that when we use this form of the conditional, we are talking about something that is not unlikely to happen, although we can't be certain that it will happen. For example: If the weather's fine at the weekend, I'll go fishing. You can't be certain that you'll go fishing. But this is what you'll do in particular, not unlikely circumstances. Point out that won't is the contraction of will not.

·                                           The Second Conditional (Unit 8 Grammar 1)

Remind students of the form of the earlier conditional and write on the board: First Conditional

IF + Present Simple // modal (usually WILL/WON'T) + main verb without TO Give two examples:

If it rains on Sunday, I'll stay at home and watch TV.

If the school falls down, we'll move to a new building on the other side of the town.

Explain to the students that when we use this form of the conditional, we are talking about something that is quite likely to happen, but we can't be certain if it will happen or not.

Now write on the board: Second Conditional

IF + Past Simple // modal (usually WOULD/WOULDN'T) + main verb without TO

Give two examples:

If it rained on Sunday, I would stay at home and watch TV.

If the school fell down, we would move to a new building on the other side of the town.

Explain that we use this form when we are talking about something that is possible but unlikely (in the first example, you are in a country where it doesn't usually rain at this time of year). We often use the second conditional to talk about something which doesn't take place. It is more imaginary. Elicit from students four or five questions beginning: What would you do if...?

3.     Grammar in Context (10 min)

Now let’s look how these conditionals are used in context.

Read this extract and underline the examples of the First Conditional.

Unit 7 Grammar 2        

And now you’ll listen to this extract and fill in the gaps with the correct words in Conditional 2

Unit 8 Grammar 1

4.     Grammar Practice

·        The First Conditional (instant lessons 2 intermediate pg 71-72)

Activity A. Play the game in pairs. Give each pair a set of dominoes and explain that they have to match the second part of one domino to the first part of another to make a full sentence. They should arrange the dominoes to make a square. Put this shape guide on the board to help them.

Key:

Activity B Put the students into groups. Give each group a set of the cards. In turn each student takes a card and has to complete the sentence, either with the if clause or the main clause.

·        The Second Conditional (instant lessons 2 intermediate pg 79)

Activity A Give students the handout. The students can work in pairs for the matching exercise. See which pair completes it first.

Activity B Put the students into groups. Give each group a set of the cards. In turn each student takes a card and has to complete the sentence, either with the if clause or the main clause.

 

·        Multimedia exercises

Grammar friends 6 Unit 1-3 ex 3 or tests

·        Sentence chain

If I had a million dollars, I’d…

5.     Conclusion and home assignment.

Write a composition “If I left my country, I’d live…”

THE HANDOUTS

 

 

Розробка

уроку англійської мови

у 3 класі на тему:

Level: Primary

Time: 40 minutes

Theme: У кафе. Меню. Розвиток навичок читання.

Aims:

a)       To revise “Food” vocabulary and structures seen previously;

b)      To develop and practise reading skills;

c)       To read and understand menu;

d)      To find specific details in a text;

e)       To use drink words in the context of a song;

f)        To develop listening skills;

g)      To practise speaking skills, ask and answer questions about food likes and dislikes;

h)      To improve grammar skills using present simple tense in the context of a text.

         Teaching aids: Family and Friends 1 student’s book, work book, CD 121; food flashcards 114-119; drinks flashcards 120-122; lunch box flashcards 87-94; triumph board, laptop.

     Key vocabulary: menu, hungry, dessert [dɪ'zɜːt], cafe.

PROCEDURE

І. Greeting (1 min) (slide 1-2)

Stand up everybody! Good morning students! Sit down, please! Nice to meet you. Let’s greet each other! (students in pairs how they sit greet each other in turn to the music)

1.1 Hi! How Are You?

Hi! How are you?

Fine. How are you?

Hi! How are you?

Fine. How are you?

Hi! How are you?

Hi! How are you?

Hi! How are you?

Fine. How are you?

II. Warm up (10 min) (slide 3)

• Now let’s play Along sentence (see page 21). Say, e.g. In my lunch box I've got a sandwich. Choose a child to continue, e.g. In my lunch box I've got a sandwich and a banana. Continue until children can't think of any more words.

• Talk about cafes with children. Ask Do you go to cafes? What kind of food can you eat in a café? Tell children to imagine they are in a cafe. What kind of food would they order?

III. Lead-in (4 min)

• Students’ CD Unit 12 Words – You have to memorize where the pictures and words are and then match the pictures to the corresponding words. (Optional Use the food, drink, and lunch box flashcards (57-61) to revise the different types of food children have looked at so far. Hold up the flashcards in turn for the class to name them.) Then ask individual children to ask each other and answer Do you like apples /tomatoes /bread?

Today we are going to visit a café together with Emma and Sally ((slide 4))

• Ask them to look at the text on the black background at page 84 in your student’s books and tell you what they think it is. Teach the word menu in English.

IV. Reading

Ø Pre-reading activity (2 min)

What food do you like? Point and say.

• Ask children to look at the menu. Check that children understand the different categories: food, desserts, and drinks. Ask whether they can think of anything else to add to each category.

• Ask some of the children to tell the class which food they like.

Ø Listen and read. ® 121 (1 min)

• Ask children to look at the photos of the two girls. Tell the class that their names are Sally and Emma. Ask what they are looking at (menus). Elicit that they are talking about the food they like on the menu.

• Play the recording for children to listen and follow the text in their books.

• Play the recording a second time. Answer any questions children have.

• Ask the class simple questions about the text to check comprehension, e.g. Does Emma like ice cream/fish? Does Sally like apple juice? Who likes bananas - Emma or

Sally?

• Children read and translate the text. (sentence by sentence one reads other translates)

v  

Sing and do. (1.5 min) Student’s CD Unit 12 Song or Track 118

• Play the recording for children to listen and do their actions.

Song actions

Eat your figs/bread - eat the different types of food

Drink your milk/juice - drink from a glass

Don't be late for school - point to watch

Here's your water, here's your bag - give the objects out

Drink your milk!

Eat your figs and drink your milk,

Drink your milk,

Drink your milk.

Eat your figs and drink your milk.

Don't be late for school!

Eat your bread and drink you juice,

Drink you juice,

Drink you juice.

Eat your bread and drink you juice,

Don't be late for school!

Here's your water here's your bag,

Here's your bag,

Here's your bag

Here's your water here's your bag,

Don't be late for school!

Ø After-reading activity

v  

• Tell children to close their books. Tell them that you are going to play the recording again and they have to do actions to show what the children like or don't like.

• Children say the words Yum! and Yuck! to show that they like or don't like foods. Play the recording again; they say Yum! or Yuck! when they hear the foods Emma and Sally like or don't like. (slide 5)

v  

• Books are closed. Children look at the board. They see the same text, but some words are replaced by the pictures. They should read the text. (slide 6)

v  

Ø Tick (/) what Emma and Sally like. Cross (X) what they don't like. (slide 7-8)

• Ask children to look at the different types of food in the table. Point to each one for the class to say the words.

• Read the first line of Sally's text to the class. Ask Does Sally like meat? (Yes). Show them the tick in the chart.

• Ask a child to read the following line aloud. Ask Does Sally like eggs? (No). Children put a cross under the eggs.

• Ask children to read the rest of the text and tick the food that the children like and cross the food they don't like.

• Go through the answers with the class. Draw the chart on the board and mark the ticks and crosses onto the chart as they say them.

V. Listening practice. Listen and draw ☺ or . 122 (slide 9-10)

• Tell children that the girl is going to tell her dad what food she likes and doesn't like. Go through the food photos at the top right of the page, asking them to name each one.

• Explain that children must listen and draw a smiley face if the girl likes the food and a sad face if she doesn't. Play the recording once through for children to point to the foods as they hear them.

• Play the recording, pausing after the first item to show the example answer.

• Play the recording again for children to complete their answers.

• Play the recording a third time for children to check their answers. Go through the answers with the class.

Transcript

Dad Are you hungry, Jessie?

Girl Yes, l am.

Dad Well, let's look at the menu. What do you want?

Girl Well, I like yogurt, but I don't like ice cream. I like bread because 1 like sandwiches.

Dad So, you can have a sandwich. Which sandwiches do you like?

Girl Mmm, I don't like meat. Um, I want an egg sandwich. And an apple, please. I like apples.

VI. Speaking practice (slide 11)(Grammar friends1 book pg 62 make up dialogues)

·                   Pupils look at the slide and read the dialogue given as an example looking at the pictures.

·     Pupils make their own dialogues using the given information about what food children like or don’t like.

Optional

Writing & Grammar

-         Fam. & Friends 1 Student CD Unit 12 Grammar

-         Grammar friends CD Units 10-12 Ex 4-5

VII. Concluding part.

         VIІI. Home assignment.

         For the next lesson you have to learn new words (unit 13) by heart!