|
Answer key: 1) could; 2) use; 3) could not; 4) could not; 5) was not
Total = 50 points
Deputy director on educational affairs___________ Signature _________
Grades
|
|
|
|
|
English Teacher:
|
Dates
|
|
|
|
|
Isaboyeva Durdona
|
Revision
The aim of the lesson:
Educational: - to learn how to talk about imaginary clothes
Developing: - to enable pupils to talk about imaginary clothes people might wear in the future
Socio-cultural: - to raise awareness of clothes people might wear in the future
Competence: SC3, SC5, LC and PC
Learning outcomes: By the end of the lesson, pupils will be able to: talk about imaginary clothes.
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:
I. Organizing moment: - Greeting.
- Checking the register
II. Pre-Activity
Circle the phrasal verbs in the following sentences:
Children often wear out their clothes.
I think I need to go on a diet. I can’t get into my jeans.
These jeans are too small for me. I’ll give them away to my friend.
Do these shoes go with this dress?
I’m looking for my slippers. Do you know where they are?
It’s really difficult to pick out a dress. They’re all so beautiful.
I need to pick up my suit from the dry cleaners today.
Teenagers never put away their clothes.
Put on a coat. It’s cold.
Take off that hat. It looks ridiculous.
Don’t throw away clothes. Recycle them instead.
I always try on shoes before I buy them.
Children wear out their clothes quickly because they play so much.
Match the phrasal verbs with their definitions:
Phrasal verb
|
Meaning
|
take off ___
throw away ___
try on ___
put on ___
put away ___
wear out ___
give away ___
get into ___
pick up ___
pick out ___
look for ____
go with ____
|
To remove an item of clothing.
To choose something.
To put something in your wardrobe or drawer.
To coordinate with another item.
To search for something.
To collect something.
To place an item of clothing on your body.
To ruin an item of clothing through repeated use.
To donate clothes to another person.
To fit your body in an item of clothing.
To check an item of clothing fits you.
To dispose of an item of clothing.
|
Deputy director on educational affairs___________ Signature _________
Grades
|
|
|
|
|
English Teacher:
|
Dates
|
|
|
|
|
Isaboyeva Durdona
|
Unit 6 Shopping
Lesson 1 Let’s go shopping!
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:
I. Organizing moment: - Greeting.
- Checking the register
II. Pre-Activity
Activity 1a Work in groups of 4. Look at the pictures. What do they sell? 5 min
Objectives: to introduce the topic; to create a friendly atmosphere
STEP 1: The pupils look at the pictures.
STEP 2: Ask the pupils to think and say what purposes of these advertisements are.
III. Main Part
Activity 1b Choose one brand. Answer the questions. 8 min
Objectives: to develop speaking skills; to raise awareness of logos
STEP 1: Ask the groups to choose one advertisement.
STEP 2: Ask them to describe the adverts by answering the following questions:
How do you know they sell that product?
What does the logo tell you?
Where can you buy this product?
Where is this product advertised?
Activity 2 Work in pairs. Identify your two favourite advertisements. (you do not have to like the product). Answer the questions. 9 min
Objectives: to develop speaking skills; to explore advertisements
STEP 1: Ask the pupils to choose two advertisements they like.
STEP 2: Ask the pupils to describe these advertisements. (Point out that they can describe colours, shapes, forms, sounds, logos, etc.)
STEP 3: Ask the pupils to say what feelings they experience on seeing or hearing these adverts.
Activity 3a Work in pairs. Look and answer the questions. 8 min
Objectives: to predict the content of the listening text; to activate background knowledge and generate interest
STEP 1: Ask the pupils to look at the pictures and say what they see there.
STEP 2: Ask the pupils to answer the questions. Say they will check their ideas in the next activity
Activity 3b Listen and check your ideas. 5 min
Objective: to develop listening skills
STEP 1: The pupils listen to the DVD and check their ideas.
STEP 2: Ask how close their ideas were.
IV. Post-activity
Activity 3c Listen one more time and complete the sentences. 8 min
Objective: to develop listening for detailed information
STEP 1: Explain to the pupils that they must listen to the DVD one more time and fill the gaps while listening.
STEP 2: If time permits, you can ask some comprehension questions:
Who was the author of the receipt?
Was this product popular from the very beginning?
How is Coca-Cola advertised nowadays?
Answer key: 1) America; 2) 100; 3) famous; 4) 1887; 5) 1892; 6) bottles; 7)
newspapers; 8) old man; 9) Internet; 10) song
V. Homework2 min
Explain to the pupils that they must describe the advertisement they like. Point out that they had better have a copy, screenshot or record of the advert. Explain that they should describe the advertisement picture and the feelings it arouses.
Do'stlaringiz bilan baham: |
