|
Evaluation Giving marks
Deputy director on educational affairs
Signature
-
Grades
|
|
|
|
|
English Teacher:
|
Dates
|
|
|
|
|
Normatov J
|
Lesson 1 Let’s go shopping! Consolidation
The aim of the lesson:
Educational: - to learn new words related to the topic
Developing: -o enable pupils to talk about advertisements, products and their logos; - to improve listening skills aimed at getting detailed information
Socio-cultural: -to raise awareness of advertising and famous brands
Competence: SC4, FLCC and PC
Learning outcomes: By the end of the lesson, pupils will be able to: talk about different products and the way how they are advertised.
Type of the lesson: non-standard, mixed Method of the lesson: group work, pair work Equipment: Textbook; the DVD of the book
TECHNOLOGICAL MAP OF THE LESSON:
-
№
|
Part of the lesson
|
Tasks
|
Time
|
1
|
Organizational Moment
|
-to greet pupils.
- to check up the register
|
5 min
|
2
|
Repeating last lesson
|
- to give pupils some questions about last lesson. – to ask words from previous lesson
|
5 min
|
3
|
Explaining new theme
|
- to explain to pupils new vocabulary and theme
|
20 min
|
4
|
Consolidating new theme.
|
- to consolidate new theme and new words of the theme.
|
10 min
|
5
|
Marking.
|
- To mark pupils
|
5 min
|
6
|
Homework.
|
- Giving homework.
|
The Procedure of the lesson:
Organizing moment: - Greeting.
Pre-Activity
Main Part
FARMERS’ MARKET VS. SUPERMARKET
If I need a vegetable, I go to the back yard to see what’s in the garden. If that’s a disappointment, my next option is the farmers’ market. There I find beautiful, fresh, and uneaten vegetables (as well as breads, meats, eggs, plants and crafts) to suit my needs. Only if I can’t find what I need at the farmers’ market do I go to the supermarket for produce.
Why is the local supermarket my third choice for produce?
Supermarket produce is not as fresh as farmers’ market fare.
Some items are coated or treated to give the appearance of freshness.
Supermarket produce typically loses nutritional value as it is transported from far away.
Produce in supermarket tends to come from large producers who use heavy pesticides and petroleum- based fertilizers to provide “perfect” specimens for the consumer.
Produce in supermarkets tends to be varieties that ship well, but don’t necessarily taste good.
Why do I prefer the farmers’ market?
Produce is fresh, sometimes picked only a few hours before I buy it.
In general, the produce has fewer pesticides.
Talk about customer service. Local farmers literally stand behind their produce, eager to talk with you about varieties, preparation, and preservation.
It’s local. That impacts quality, taste, nutritional value, even carbon footprint.
What about price?
The supermarket offers convenience and variety. But on comparable items the farmers’ market competes well in price and, in my opinion, quality. The farmers’ market doesn’t replace the supermarket, but it’s a good alternative for fresh produce.
Post-activity
VI. Evaluation Giving marks
Deputy director on educational affairs
Signature
-
Grades
|
|
|
|
|
English Teacher:
|
Dates
|
|
|
|
|
Normatov J
|
Lesson 2 Shopping centres
The aim of the lesson:
Educational: - to learn the new words related to the topic
Developing: - to enable pupils to talk about shops where they can buy certain items; - to develop reading skills
Socio-cultural: - to raise awareness of shopping Places
Competence: SC1, FLCC and PC
Learning outcomes: By the end of the lesson, pupils will be able to: talk about places they do shopping.
Type of the lesson: non-standard, mixed Method of the lesson: group work, pair work Equipment: Textbook; the DVD of the book
TECHNOLOGICAL MAP OF THE LESSON:
-
№
|
Part of the lesson
|
Tasks
|
Time
|
1
|
Organizational Moment
|
-to greet pupils.
- to check up the register
|
5 min
|
2
|
Repeating last lesson
|
- to give pupils some questions about last
lesson. – to ask words from previous lesson
|
5 min
|
3
|
Explaining new
theme
|
- to explain to pupils new vocabulary and
theme
|
20 min
|
4
|
Consolidating new
theme.
|
- to consolidate new theme and new words of
the theme.
|
10 min
|
5
|
Marking.
|
- To mark pupils
|
5 min
|
6
|
Homework.
|
- Giving homework.
|
The Procedure of the lesson:
Organizing moment: - Greeting.
Pre-Activity
Activity 1 Work in pairs. Say the shops and things. 4 min Objectives: to introduce the topic; to create a friendly atmosphere STEP 1: Ask the pupils to think about their everyday shopping items. STEP 2: In turn the pupils say what they usually buy.
STEP 3: Name the place where these items can be bought.
Main Part
Activity 2a Work in pairs. Match the words and pictures. Write down the new words. 3 min
Objective: to introduce the new vocabulary
STEP 1: Ask the pupils to look at the pictures and say what they see there.
STEP 2: Ask the pupils to write down new word.
STEP 3: Ask the pupils to match the pictures with the words (butcher’s, chemist’s, fl orist’s, greengrocer’s, newsagent’s);
Answer key: 1c, 2a, 3d, 4e, 5b
Activity 2b Listen and repeat. 2 min
Objective: to work on pronunciation
The pupils listen to the DVD. Ask the pupils to listen and repeat. Ask them to pay attention on correct pronunciation.
DVD script:
butcher’s, chemist’s, florist’s, greengrocer’s, newsagent’s
Activity 2c Work in pairs. Ask and answer. 4 min
Objectives: to develop speaking skills; to consolidate the new words
Ask the pupils to make dialogues about their shopping.
e.g. - Where can I buy some medicine?
You can buy some medicine at (in) the chemist’s shop.
Activity 3a Work in pairs. Read and answer. 8 min
Objective: to develop reading skills
The pupils read the extract and answer the questions.
Answer key:
This extract was taken from the dictionary.
They open earlier and close later. They sell only small products of daily needs.
Activity 3b Work in pairs. Ask and answer. 6 min
Objective: to develop speaking skills
The pupils answer the questions.
Answer key: Answers may vary.
Activity 4 Work in pairs. Find the meaning of the new words. Make new words with the word “shop”, e.g. corner shop. 6 min
Objective: to develop grammar and vocabulary competence STEP 1: The pupils make new words, e.g. corner shop, top shop. STEP 2: They explain the meaning of these new vocabulary.
STEP 3: The pupils make sentences with these words.
Do'stlaringiz bilan baham: |
