Разработка урока по английскому языку на тему "The place where I live"

class date

5 д

18.10.2013

Theme

The place where I live

The main aims

• Introducing and practising new vocabulary and revising previously taught vocabulary.

• Reviewing grammar: the usage of “there are/is”.

• Introducing new functional language: “and/but”

• Promoting interest in the culture.

• Developing reading skills - inferring

• Developing listening skills - for specific information

• Developing speaking skills – consolidating recently taught language.

• Developing writing sub-skills - paragraph-writing

• Creating a respectable attitude to native city and country - Kazakhstan

• Creating a relaxed, non-threatening atmosphere in the classroom.

• Creating an atmosphere of self and mutual respect and social interaction through group and pair works

Expected results

At the end of the lesson pupils will be able to:

• talk about the place where they live fluently using “there are/is” and new vocabulary

The main ideas of the lesson

• there are/is

• places in a town/city

Resources

drawings or cut out magazine photos representing a city, the country, mountains, the sea, an island; several bilingual dictionaries; photocopiable activity “Where am i?”

Procedure of the lesson

stages of the lesson

time:

45 minutes

the climate in the classroom

Actions of

the teacher

the pupils

I. Greeting

1 minute

working

greets pupils in English

greet the teacher

II. Warming up

4 minutes

creative and benevolent

after dividing pupils into groups elicits them to think all the interesting places in their home city; then writes the places on the blackboard, providing English translation if necessary; asks pupils to work in groups of four and to order these places from their most to least favourite; encourages all the groups to read their lists to the class and compare their answers.

think all the interesting places in their home city; work in groups of four and order the places from their most to least favourite; read their lists to the class and compare the answers.

III. Reading skills.

6 minutes

friendly

focuses attention on the photos ask the class following questions:

What’s this boy’s name?

How old is he? Where is he from? Where is his home? What do you think is good/bad about this place? ; then asks to read the questionnaire , check their guesses.

answer the questions: What’s this boy’s name?

How old is he? Where is he from? Where is his home? What do you think is good/bad about this place? and then read the questionnaire , check their guesses.

IV. Listening skills

5 minutes

favorable

points to the girl in the photo and asks the following questions: What’s her name? How old is she? Where is she from?; asks pupils to listen to the recording and predict the correct words;

answer the teacher’s questions; read and predict Teresa’s answers; listen to the recording and predict/choose the correct words;

V. Discovery task. Speaking skills.

7 minutes

working

asks pupils to work in pairs and ask and answer the questions from A1; makes sure that pupils note down each other’s answers.

work in pairs, ask and answer the questions from A1; compare their classmate’s answers with their own that they wrote in A1b;

VI. Writing skills.

10 minutes

working and benevolent

refers pupils to “Writing tip” and explains that “and/but”, adjectives make texts more interesting; demonstrates the meanings with the example sentences: There is a sport centre but there isn’t a cinema. Big board, small rubber, etc;

asks pupils to write a similar text about where they live, using a model sentences provided;

write a similar text about where they live, using model sentences provided; then in pairs, pupils exchange and read each other’s texts; should point mistakes out orally;

VII. Brain storm.

Fun spot.

9 minutes

favourable and benevolent

goes the rules of the game; invites a volunteer to take over his place;

review the alphabet; complete the full hours on the clock; choose a word known to all the pupils and playa trial round against the whole class; make other pupils guess;

VIII. Reflection, Giving feedback and assessment

3 minutes

working and benevolent

asks pupils to close eyes and to listen to music; to imagine their native home; invites pupils to think of adjectives to describe their native place;

close eyes and listen to music; to imagine their native home, think of native place; think of adjectives to describe their native place;

As a whole

45 minutes

IX. Giving

home task

1) AB grammar exercises 1-4, p24. 2) Write a short text about their classroom using “there are/is”. 3) Learning new vocabulary.