Практическая: формирование умений и навыков аудирования и говорения по теме «Внешность и характер».
Образовательная: формирование коммуникативной компетенции.
Воспитательная: формирование мотивации к изучению английского языка.
Развивающая: развитие культуры речевого поведения.
Овладение новой лексикой, относящейся к описанию внешности.
Актуализация лексики, относящейся к описанию характера.
Практика восприятия и употребления изученной лексики при решении различных учебных задач.
Тип урока: комбинированный.
Оборудование: ноутбук, сд диск, раздаточный материал.
I. Приветствие учителя. Сообщение о ходе и задачах урока.
Вопросы учителя, направленные на вовлечение учащихся в урок, погружение в иноязычную языковую среду и стимулирующие речевую деятельность учащихся.
Teacher: Today we are going to speak about people. We are all different and it’s really great, it makes our life more interesting. But what makes people different?
Ss: Their appearance, their nationality, their character etc.
II. Введение лексики, необходимой для описания внешности.
Teacher: What do you see? What is the first thing that we notice?
St.: It’s their age.
Teacher: And what can you say about the age of this man?
St: He is middle-aged.
Teacher: The girl is in her early twenties, and what can you say about the age of these people?
Ss: He is in his late fourties, he is in his late eighties, etc.
Teacher: There are some words which can be used to describe the first impression you get when you see a person. Have a look at the picture and make sure that you know them.
Teacher: Memorize the words and repeat them after me. Say it again.
Teacher: The hairstyle is very important. Women spend a lot of time doing their hair. Read the words that can describe a hairstyle. Say it again.
III. Тренировка в восприятии на слух новой лексики в контексте.
Teacher: Now listen to two friends describing the people in the pictures. Number the people in the order you hear the descriptions. What is each person’s name?
Al: Hey Jane, I hear you’ve got a new neighbour. What does she look like?
Jane: She’s very tall and has long brown straight hair. She’s also slim and rather pretty.
Al: Umm ... she sounds great.
Jane: Yes, she’s a lovely girl. She’s friendly and has a great sense of humour too. Oh, and she loves photography. Just like me.
Al: What’s her name?
Jane: Laura, Laura Smith.
Al: Who was that man I saw you with in the town centre last week?
Jane: Which one?
Al: He was a bit on the plump side and not very handsome.
Jane: I can’t think who you mean. Did he have a beard and a moustache?
Al: Yes, and he was almost bald.
Jane: That was my uncle, Roger. We were shopping for shoes.
Al: Have you met the professor at college yet?
Jane: No, why? Is she nice?
Al: She is actually. She’s very talkative, not dull and boring like Mrs Brown. The whole class wasn’t falling asleep for once during the lesson!
Jane: That’s good. I saw a short thin woman going into your classroom earlier. Was that the new teacher?
Al: No, no. Mrs Jones is in her early fifties, has short white hair and is about average height.
Jane: I’ll look forward to meeting her.
Al: Who’s that young man over there?
Jane: Which one?
Al: The one with short curly fair hair and green eyes.
Jane: Is he holding a rucksack?
Al: Yes, he is.
Jane: That’s my cousin, Bill.
IV. Тренировка в применении новой лексики для описания различных людей.
Teacher: Choose one of the people in the picture and describe him or her according to the plan.
Looks + Age
Height + Weight
Hair + Eyes
Example: She is a nice-looking old lady in her mid-eighties. She is of medium height and rather slim for her age. She has white curly hair and blue eyes.
V. Активизация лексики, обозначающей личностные характеристики и введённой на предыдущем уроке.
Teacher: Very often people say that personal qualities are far more important than somebody’s appearance. What is more important for you?
Look at some adjectives and try to explain their meanings.
Example: Optimistic people always look on the bright side of life etc.
Teacher: Now match the adjectives to their opposites and try to explain what they mean.
Example: optimistic – pessimistic
Pessimistic people always expect something bad to happen etc.
Teacher: Have a look at the words and say the corresponding opposites.
Teacher: Look at the pictures and choose the most suitable adjective for each of them.
VI. Тренировка в восприятии на слух текста, содержащего character adjectives.
Ann: I consider myself to be the sort of person who enjoys other people’s company. I like to meet new people and I love to chat.
Sue: I like to do things my own way and I don’t listen to other people even if deep down I know that what they are saying makes sense.
Billy: I don’t think there’s anything wrong with putting yourself first. I mean, let other people worry about themselves. We’ve all got our own problems and I always look after my own needs before I think about anyone else.
VII. Персонализация нового языкового материала.
Teacher: Now try to describe yourself in a few sentences. Don’t put down your name. Your group mates will try to guess who it is all about.
Ss write short essays about themselves then the teacher reads some of them aloud.
VIII. Формирование умений и навыков диалогической речи на основе отработанного языкового материала.
Teacher: Now imagine that you have decided to go hiking and suggest inviting some more people to join you. Discuss with your companion who could accompany you. Have a look at the scheme of the dialogue. Let’s revise some useful expressions.
What about…?; Do you fancy going…?How do you like the idea of…?We could invite...;
Supporting the idea
That sounds great; It’s a good idea; I like it!
Rejecting the idea
Frankly speaking…; I’m afraid I…; I don’t think it’s a good idea;
Reacting to objections
Really?; OK, let’s…; I didn’t know about it; Maybe you are right;
Linking ideas and arguments
First of all; Also; Besides; What is more; too;
Asking for opinion
What do you think?; How do you like it?; Do you agree?
Teacher: Work in pairs and make up your dialogues according to the plan.
Students work in pairs and the teacher monitors their activity. Then one or two dialogues are role-played to listen for the rest of the group.
IX. Подведение итогов урока.
X. Домашнее задание.
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