LESSON PLAN: PEOPLE'S APPEARANCE
AДАМНЫҢ БЕТ-ӘЛПЕТІН СУРЕТТЕУ/OПИСАНИЕ ВНЕШНОСТИ
OBJECTIVES/ САБАҚТЫҢ МАҚСАТЫ МЕН МІНДЕТТЕРІ :
оқушылардың коммуникативтік құзыреттілігін жаңа лексикалық материал негізінде, тиісті грамматика және сөйлеу стилі арқылы дамыту.
Павлодар қаласының Б.Ахметов атындағы педагогикалық колледжі « Бастауыш мектептегі шетел тілі мұғалімі» мамандығы 1-ші курс студенттері
Оқушылардың білім деңгейі: Elementary – Pre-intermediate
ЦЕЛИ И ЗАДАЧИ УРОКА:
развитие коммуникативных компетенции учащихся на основе нового лексического материала с использованием необходимой грамматики и стиля речи.
Учащиеся – студенты 1-го курса Павлодарского педагогического колледжа им. Б.Ахметова, специальность «Учитель английского языка начального образования»
Уровень учащихся: Elementary - Pre-intermediate.
Ағартушылық –оқушылардың адамның сырт келбетін суреттеу дағдылары мен іскерліктерін тақырыптық лексика, to be, to have етістіктерін және тиісті сөйлеу стилін қолдану арқылы қалыптастыру;
Дамытушылық – оқушылардың лексикалық, грамматикалық және тілдік дағдылары мен іскерліктерін жетілдіру, оқушыларды сөйлеудің әртүрлі стилімен, әсіресе адамның сырт келбетін суреттеу стилімен таныстыру;
Тәрбиелік – оқушылардың бойында мәдениетаралық, әлеуметтік мәдени құзыреттіліктерін қалыптастыру.
Обучающая задача – формирование у учащихся навыков и умений описывать внешность людей, используя тематическую лексику, глаголы to be, to have, в соответствии с предложенным стилем речи;
Развивающая задача – совершенствование лексических, грамматических и речевых навыков и умений, ознакомление учащихся с разными стилями речи и соответственно стилями описания внешности;
Воспитательная задача – формирование у учащихся социокультурных компетенций.
Сабақтың типі/ Тип урока : жаңа сабақ / урок изучения нового материала.
Құрал-жабдықтар / Оборудование:
интербелсенді тақта, флипчарт (ACTIVinspire), компьютер (презентация PP)
интерактивная доска, флипчарт (ACTIVinspire) , компьютер (презентацияPP).
I. Greeting and checking the presents/absents.
Good morning everybody! How are you? I’m glad to see you.
What date is it today? Who is absent today?
II. Lead-in (to introduce the topic, to motivate the learners).
T: Look at the photos (slide 2). What can you see in the photos?
T: Are they of different age?
S: Yes, they are.
T: Are they of different sex?
S: Yes, they are.
T: Are they of different nationalities?
S: Yes, they are.
T: Are they alike?
S: No, they aren’t.
T: How did you know about this?
S: They look like differently. They have different appearance.
T: You are right. This lesson we are to remember how to describe people’s appearance, to know some knew words and to learn in what ways you can describe people. So, the topic of our lesson is … (showing (slide 3))
S: “People’s appearance”.
III. Eliciting (to revise known topic lexis).
T: Now focus on phonetics. Look at this scheme and read the given words with appropriate stress. What do these circles mean? slide 5
S: stressed syllable
T: What do people usually describe if they want to get known how this or that person looks like? (showing (slide 6-7))
Ss give their ideas.
T: Look at the definitions and match them with the words (slide 8)
T: Let’s check your ideas. Look at this slide (showing (slide 5)).
(to present new topic words, to drill their pronunciation, to explain their meaning)
T: Now look at these words (showing (slide 9)). Match the words, which you know, to the headings from the scheme. Do it in pairs 5 minutes.
T (in 5 minutes): Which words are unknown for you?
S: A dark complexion, a scar, a birth-mark, pimples, a pony-tail, chestnut.
T: (slide 7) You have these words on the left and what they mean on the right. Match them.
S (in 1-2 min): 1-3, 2-4, 3-5, 4-1, 5-2, 6-6.
Then T asks CCQ (Concept Checking Questions) to be aware that all students understand the meaning of the new words, e.g.
Is a dark complexion about people’s character?
Is a dark complexion about people’s appearance?
Is it a colour of the skin
Is this colour light or dark?)
Is chestnut a colour of skin,face?
Is a scar a hard sport on the skin?
T asks Ss to repeat these words all together. (5 min)
T: Finish your scheme with the new words.
T (in 1-2 min): What have you got?
S: Hair: …, nose: …, … general appearance: ….
T: Everything is right. You can compare your results (showing (slide 8)).
T: In “General Appearance” there are some words. Order them from the most negative to the most positive like in the slide (showing (slide 12)). Do it individually 2 min.
T: What is your order?
S: Ugly, plain, good-looking, handsome, beautiful.
T: Is there any difference between ‘handsome’ and ‘beautiful’?
S: Yes, there is. ‘Handsome’ is about men and ‘beautiful’ is about women.
T: Absolutely right. And we order these words like this (showing (slide 13)).
V. Practice (to memorize new words, to teach Ss how to use them in collaboration with other words, how to use them in different styles of speech, to organize pair work).
T: Listen to the texts and look at the pictures (showing (slide 14)). Your task is to match the texts to the pictures. One picture is odd. Do it individually 2 minutes.
T (in 2 min): What is your result? Read the sentences and name the pictures.
S: ‘He has a dark complexion, dark hair and a scar on his face.’- Picture F, ‘…’ – Picture B, … .
T: Do you agree? Now you are to finish the given sentences with your own words (showing (slide 15)). You can do it in pairs 5 minutes.
P (in 5 minutes): 1) This man is only 1 metre 52. He’s quite short. 2) Every morning she twisted her hair into a bun. … 10) She has a small snub nose, like a knob.
T: Slide 16 shows the right answers (showing (slide 16)). Now you can see 3 people (slide 17). Tell me what they look like. The students in the first row will describe the left picture, the second row will describe the middle one and the third – the right one. Each student is to say a sentence. Do it in chain. Try do describe all points from slide 5 (showing (slide 5). The first row, begin.
Ss (in 10-12 min): say their sentences one by one.
T: So we have described some people.But people’s appearance can be described differently too. Look at slide 18 (slide 18). You can see some styles of texts. Are people described similarly in these texts?
S: No, they aren’t.
T: You have 3 texts. Briefly read these texts by yourself and choose their styles from given in slide 18.
S (in 2 min): Text1 – a police report, Text2 – a novel, Text3 – an article.
T: Yes, it is right. The styles of these texts are different and, therefore, people are described differently. Now in pairs read Text1 and in 2 minutes say what information makes this text a police report. Find 5 points as shown in slide 18 (showing (slide 18)).
(A date and time, a place, an incident what happened, a person, the person’s appearance)
P (in 2 min): gives his/her answer.
T: Let’s check (showing (slide 17)). Of course, the main point here is the appearance of the person. What does the police report tell us about the criminal? What does he look like? Can you read?
T: What points of appearance are described here? In pairs, 2 minutes to find 7 points (showing (slide 21)).
P (in 2 min): Age, height, …, clothes.
T: (slide 22) This slide shows these points. So you know what information a police report contains and how to describe people’s appearance and now you can do very important work. I am giving you 3 pictures. Don’t show them to anybody.
(to encourage students to describe people’s appearance in groups using a certain style (a police report), to organize work in groups).
T: Work in groups of four. Each group has got a picture. Your task (showing (slide 23)): “The person from the picture is wanted by the police. You saw that person and now can help the police to describe his or her appearance and the details of the incident. You have 15 minutes. If the police get all necessary information, they will find that person.”
So, you have 15 minutes to write a police report where you must describe your person and what happened with him or her. For presenting you will get 3 minutes. Whose report will be more detailed and the portrait will be more relevant to the person in the picture, that group will win. Don’t show your picture to other groups.
Then T asks ICQ (Instruction Checking Questions) to be aware that all students understand the final task.
T: How many students are there in each group?
T: How much time are you to write your police report?
G: 15 minutes.
T: Are you to write what the person looks like in details?
G: Yes, we are.
T: Are you to write what happened to the person?
G: Yes, we are.
T: Are you allowed to show your picture to others?
G: No, we aren’t.
(to demonstrate the result of students’ work, to check their work, to motivate students for the future creative work).
T (in 15 min): You are ready and can present your police reports. Do you remember each group has 3 minutes to do it? At first, stick your picture on the board. Now you may show it everybody. Then read your report. As for the rest students, each one should listen to each group, compare the portrait of the person in their report and picture and put your mark to it: “very detailed”, “rather detailed”, “not very detailed”. Let us begin and remember: 3 minutes and put your marks.
G1 (3 min): …
T: Thank you. Students, have you put your marks? OK, the next, please.
G2 (3 min): …
T: Thank you. Have you put your marks to this portrait? G3 is wellcome.
G3 (3 min): …
T: Thank you. Each group has done very good work. You are very attentive witnesses. But each portrait has got your marks. What are they to G1? Who put “very detailed”, raise your hands.
Ss raise their hands and T counts and asks Ss to raise their hands for “rather detailed” and then for “not very detailed”. T repeats this procedure twice to know students’ marks to G2 and G3.
T: And the best portrait and, therefore, police report is of … . The police will find your person by all means.
(to give T’s feedback and marks).
At this stage T analyzes the students’ mistakes and explains them to the class group.
to work on mistakes;
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