What a teacher
does on the lesson
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What students do
on the lesson
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Universal
learning skills
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Notes
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1. The beginning of
the lesson (3min)
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The teacher
greets the students and elicits information they already know about London.
The teacher asks
the students to get information from each other about London in the form of a
dialog.
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The students answer the
teacher’s questions.
Then they ask each
other questions “Have you been to London? Would you like to visit London?”
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Communicative:
asking
questions,
ability
to express thoughts in accordance with the objectives and conditions of
communication
Cognitive:
construction of verbal expression in speech.
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“Hello, boys and girls,
how are you doing? Have you ever been to London? Would you like to visit it?
Do you know anything about this city? Ask each other questions about London.”
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2. Setting the aim and
goals of the lesson, motivating the students. (3min)
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The teacher says
what the students are going to learn on the lesson and asks their opinion on
the goals they need to achieve and with the help of what learning strategies.
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The students answer the
teacher’s questions. Possible answers: “I think we need to learn the names of
the sights of London, to revise how to ask questions, to listen to samples of
dialogs, to know new English words, to be attentive and active on the lesson…
etc.
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Personal:
purpose
forming -establishing links between students’ targeted training activities
and their motivation;
Regulating:
Planning,
forecasting, assessment
- selection and awareness of what have been learnt and what has to be done,
evaluating the quality and level of knowledge; self-regulation.
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“Well, boys and girls,
today we are going to see the sights of London and choose what sight you
would like to visit. How do you think, what is necessary for you to revise
and learn to be able to achieve our goal?”
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3.
Warm-up(7 min)
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The teacher asks
students to work in groups and make mind-maps.
Eliciting
information.
Then the teacher
scans the ready mind-maps and puts them on the screen of Interactive
whiteboard so that the students could see each other’s works and analyze
them.
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The students work in
groups making mind-maps on lists of paper. Possible answers: “A tower, a
bridge, a memorial, a monument, a house, a theater, a palace, a river, etc.”
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Cognitive:
structuring
of knowledge; construction of
verbal expression in speech and writing;
Logic:
Analysis;
determination
of cause-effect relationships
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“What is “a sight”?
What can be “sights”?
“Work in groups and
write on the lists of paper all the words that can denote sights. Do that in
English, and if you don’t know the English word you may write it in Russian”
After a while: “OK,
let’s see what you have done. Have you met any words that we need to look up
in the dictionary? Write them down into your vocabularies.”
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4.
Getting new
knowledge.
(7 min)
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1. The teacher
acquaints the learners with the sights of London and shows how to pronounce
the proper names correctly.
2. Then he/she asks
the students to read the small texts about the sights and answer the
questions.
There are
envelopes with the questions to the texts on the walls of the classroom.
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The students look at
the Presentation and pronounce the names of the sights in chorus after the
teacher.
Then they work
individually, reading the texts about the sights and putting them into
correct envelopes. They need to match the text about the sight with the
question on the envelope. (Find answers in the texts)
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Cognitive:
search
and selection of necessary information;
semantic
reading;
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“Look at the
whiteboard, here you can see the sights of London, let’s say the names
correctly.”
“Now you can see multi
-coloured envelopes on the walls of our classrooms. There is one question on
each envelope. Read the texts that you see on your desks, printed on several
sheets of paper, walk around the classroom, find the necessary envelope and
put the text, which has the answer to the question on the envelope into it.
Don’t forget to write your name on the back of each stripe of paper with the
text.
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5. Checking of
understanding new information (5 min)
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The teacher asks
the students to work in groups and stick the names of the sights on the same
envelopes on the walls.
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The students open the
textbooks, read the same texts once again, discuss them in groups, check if
they have done the previous task correctly and stick the names of the sights,
printed in large letters on stripes of paper to the same envelopes on the
walls.
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Logic:
analysis;
comparison,
proof;
Communicative:
ability
to express thoughts in accordance with the objectives and conditions of
communication,
Cognitive:
search
and selection of necessary information; semantic reading
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“Work in groups, read
the texts in the textbooks, see about what sights they are written, look at
the sights once again and after that, match our envelopes with the names of
the sights. You have the stripes of paper on your desks.”
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6.
Fixing
of new knowledge (10 min)
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1. Information gap
exercise.
The teacher
divides the class into two big groups and asks the first group of students to
watch a movie about the sights of London. He/she tells the second group of
students to turn away from the screen.
Then he/she
tells the second group of learners to find out what sights of London the
students of the first group have seen and what they liked about them.
2. The teacher asks
the students to listen to the conversation of two girls who choose the place
for their visit in London.
3. The teacher asks
the students to imagine that they are going to London as tourists and choose
the place they would like to see.
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1. The
first group of students watches the movie; the second group sits with their
backs to the screen.
Then the students work
in pairs eliciting/giving the necessary information.
Possible
questions/answers: “Have you seen the Tower? Yes, it’s very big and old.”
2. The students listen
to the dialog and read it in their textbooks.
3. The students work in
pairs choosing the sights they would like to see in London.
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Cognitive:
construction of verbal expression in speech; semantic reading
Communicative:
asking
questions,
ability
to express thoughts in accordance with the objectives and conditions of
communication.
Logic:
Comparison.
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1.“You are going to
watch a short three minute movie about the sights of London, half of you will
watch, the other half will turn away from the screen. (after the end of the
movie) Now work in pairs and try to guess what sights the first group has
seen. Also ask what they liked about the sights they have seen.”
2. “Listen to the girls
choosing the place they will visit in London, follow the dialog in your
textbooks.”
3. “Imagine that you
are going to London on a trip. You have to choose the sights you are going to
visit. Agree/disagree with each other, giving the reasons. Use the previous
dialog as a sample.”
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7. Home task and
instructions how to do it. (2 min)
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The teacher
explains the home task to the students.
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The students make notes
about the home task.
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Regulating:
Targeting
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“At home I’d like you
to write down where you agreed to go and what sights you agreed to see and
why. You can see the sample on page 98 in your textbooks.”
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8. Reflection on the
results of the lesson. (5 min)
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The teacher asks
the students if they achieved the goal of the lesson and about their opinions
of the lesson.
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The students go to the
interactive whiteboard and put the capsules of the London Eye on its wheel
according to their opinion on the job they have done on the lesson.
The possible comments:
I have put my capsule to the top of the wheel because I think that I have
done the great job on the lesson. I was active and attentive; my classmate
and I chose the place we are going to visit in London/ I have put my capsule
in the middle of the wheel because I need more time to learn the new words
from the lesson, I didn’t understand everything from the texts about the
sights of London.”
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Logic: Analyses;
Understanding of
connection of Reasons with outcome
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There is a picture of the
London Eye on the whiteboard, and the student’s faces in the capsules from
the wheel. “What do you think of our lesson today? Did you like your job on
the lesson? Do you think you have achieved the goal of the lesson? Were you
active? Were you attentive? Come to the whiteboard in turns, put your capsule
to the top, middle or bottom of the wheel and say the reason of your choice.
How do you think, what could be done to achieve better results?”
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