Урок английского языка "Dream vacation"

The parts of the lesson

Teacher’s activity

Students’ activity

materials

comments

Greeting

Say greeting

Say greeting

Dividing the students into groups

Divide the students into groups

The students take one piece of the cut postcards (pictures) and join them going around the class to make a group.

Postcards/ pictures cut into pieces.

There are different ways of dividing Ss into groups.

Revising the rules of working in a group.

Ask Ss to remember and follow the rules

Revise the rules of working in a group.

A poster with rules created by Ss

Assuming a role within the group.

Ask each group to assume a role within the group.

Ss assume a role within the group. Possible roles: leader, secretary, presenter, monitor, enforcer, time- keeper.

Leader – maintains group unity by helping with decision making and by resolving possible disputes within the group. Secretary – records the group’s decisions and reasons. Presenter – presents the group findings to the whole class. Monitor – keeps the group speaking English. Enforcer – keeps the group on task.

If some groups have more than 5 people, more than one person in each group may have the same role. Ss can also create other roles.

Warming – up:

Creating the topic of the lesson.

“DREAM VACATION”

Give each group lists with tasks

Ss work in groups trying to guess the words , circle the first letters and find the theme of the lesson

Lists with hidden words.

1.The capital of Tajikistan (Dushanbe)

2. The capital of Italy.(Rome)

3. The biggest animal (Elephant)

4.The capital of KZ (Astana)

5. The capital of Russia (Moscow)

1.Colour (Violet)

2. Red/ green sweet fruit (Apple)

3. You can drive it (Car)

4. Synonym to the word painter (Artist)

5. You can get to Astana by… (Train)

6. Frozen water (Ice)

7. Antonym to the word close (Open)

8. Autumn month (November)

Words can vary according to the theme of a lesson.

Reading and speaking

Ask Ss to read short texts about dreams and think about their dream vacation.

Ask Ss to write their ideas and then tell them to his/her partner.

Ask the partner to speak to the whole class about his/her partner’s dreams

a) Ss read short texts about dreams

b) Ss think about their dream vacation.

c) Ss write their ideas according to the models.

d) Ss share their ideas with each other in pairs.

e) Ss will speak about his/her partner’s dreams to the whole class.

Ex. 1. P. 114

The model: Some day Asel will visit ______(the city),which is in ______(country). He/she wants to see/visit______ (places to visit/ famous places). He/she will take ____(whom) with him/ her.

Reading the text.

Ask Ss to read and translate the text within the group.

Ss read and translate the text within the group.

The text “Dream vacation”

Ex.2 p. 114-115.

Another text can be given.

Post- reading activities.

Ask Ss to fill in the chart: the city/ what to see/do

Ss fill in the chart: the city/ what to see/do

Ex.4 p. 115

A game “Magic thread”

Ask Ss to make Kuralai’s route using the thread.

Ss stand in a circle to make Kuralai’s route using the thread.(5 people). The rest watch the game.

The threads

Ss stand in a circle (in each group). The S who holds the thread says the first sentence about Kuralai’s dream vacation: “She will visit New York. She will see the statue of Liberty”. Then he gives/ throws the thread to someone else, etc. The last person winds the thread while saying Kuralai’s dream vacation from the end.

Post- reading activities.

Ask Ss to draw Kuralai’s route on the map

Ss draw Kuralai’s route on the map.

The World map for each group.

Recreating retelling.

(Ss’ homework)

Ask Ss to draw any S’s palm in the notebook ( on a paper)

S draws his/her palm. The group fills in the necessary information into the palm.

In the centre of the palm Ss write the main idea.

The thumb - who?

The point finger – what? Where?

The middle finger – one important event.

The ring finger – other important events.

The little finger – what is the end.

Grammar

“E-x-p-a-n-d

the sentence”

or

(shrinkage of a sentence)

T gives each group of Ss a short sentence. Each S in the group adds a word, phrase or short clause to make the sentence longer.

Each group of Ss is given a short sentence. Each S in the group adds a word, phrase or short clause to make the sentence longer.

Kuralai will go to New York.

(Next year my elder sister Kuralai will visit one of the famous and great cities in the world New York because she is going to study there.)

SS may expand or shorten the sentence. It depends on Ss’ skills. This strategy can be useful for retelling.

A game “Broken telephone”

T whispers a sentence to one S. He/she tells it to another. The last S writes it on a paper.

Ss listen and say the sentence to one another in turn standing in a row. The last S writes it on a paper.

The phrase is “There is no place like home”

Ss develop listening skills.

Conclusion.

Ask Ss to give other proverbs and sayings about Motherland in English, Kazakh and Russian

Ss give other proverbs and sayings about Motherland in English, Kazakh and Russian.

Feedback.

Saying good-bye

Assessment of the Ss.

Ask Ss to express their emotions/ feelings about the lesson.

Ss express their emotions/ feelings about the lesson.

Green – Ss liked it. Red – Ss didn’t like. Yellow – so-so.

“Magic Tree”,

different stripes of paper (red/yellow/green)

Ss stick the stripes of paper on a big picture of a tree.