План урока на английском языке

Lesson Planning

Class (name, type of student): 5 V

Lesson name: Family relationships

Date 19.12.2012
Duration of the lesson: 40

Short description of the lesson: lesson on which pupils will get acquainted with the new words, practice them in their speech, will practice

Materials and handouts: language portfolio, textbooks

Equipment and technology used in the lesson: interactive board, internet, CD

Goals (overall purpose to which this lesson contributes):

to develop social skills

Objective for the lesson (explicitly state what students will gain from each activity and lesson as a whole): Pp will be able

•         to talk about relationships in their families

•         to talk about who they look like in the family and compare appearances

• To differentiate who is who in their families.

Skills development

Pp. will practice

•         listening for detail and for specific information

•         practice comparing appearances

•         reading for gist

• Practice speaking on a particuliar theme

Classroom layout and grouping of students: 14

Procedure:

Lesson stage	Teacher	Students (anticipated response)	interaction	time
Warm-up	T. greets  pupils and introduces the theme of the lesson. Today we are going to speak about you and your place in your families. Nobody can exist separately, all of you have mothers, fathers, grandparents and other members of your families. Family is a word joining all close people having the same surname. Let’s sing a song together. Read the text from the screen.(beaver’s song)	Pp sing a song	T-Pp	3min
Introduction of the new words Pre-listening Listening After listening	T. By the way, what is a family? Let’s watch the  interview you gave us du All people in one family have different relations or relationships . Look at the table and help me to fill the gaps.( presentation slide 2) a)      Asks Pp to look at the picture and read the speech bubbles. Intorduce twins. b)      Goеs through the sentences and  elicits the meaning of look the same /don’t look the same, fair hair, have the same interests, look like sb, taller than sb (as a chunk, so far). If there is not enough context in the statements, use the context of the classroom. Say, e.g. I’m tall. Pupil A is short. I’m taller than Pupil A, etc. c)      Tells Pp that they are going to hear what Jane tells Dima about her brothers and say if the sentences are true or false. d)      Play the tape and check the answers as a whole class. Tapescript Jane: [turning a page of her photo album] … and these are my brothers, Dan and Will. Dima: Are they twins? Jane: Yes. Dima: Wow, that’s cool. How old are they? Jane: They’re eight. Dima: They don’t look a bit like you, do they? Jane: No, they don’t. I’m older so I’m taller  than them and I’ve got fair hair. I look like dad and they look like mum. Here you are, you can see.  Look at this  photo. This is my family: me, my brothers,  mum and dad. Dima: Your twin brothers look the same. It’s really confusing! Jane: Yes, sometimes I can’t tell which one is Dan, and which one is Will. They know it of course, and they like playing tricks on me. Dima: I see. What about interests? Have they got the same interests? Jane: Well, not really. They both like playing computer games and watching TV. But they don’t have the same interests. Dan likes collecting badges and reading books. And Will likes playing football. Dima: And what sort of tricks do they play? Can you tell me about some of them? Jane: Oh yes. I’m collecting stories about my naughty brothers in my comic book. It’s called Double Trouble. T checks Pp answers	Pp. share their opinions Pp help T with their answers Practice saying the new words and phrases.. Pp  practice listening for detail	T-Pp	5min 3min 3min
Grammar	T raises Pp’s awareness of comparatives as a grammar phenomenon. a)      Asks Pp to read the instruction. If necessary introduce study, add, double for recognition. Make sure that Pp understand the task. Ask them to work in pairs. In a weaker class you might want to allow them to use the mother tongue for the discussion in pairs but encourage using English. Answer key: 1        add –er if the word is short 2        add more if the word is long 3        say  [транскрипция] if the word ends in r 4        double a letter before –er if we have short [I], [e], [A], [P], [V] in the word 5        drop e before -er 6        change -y to -i before -er  b)      Refers Pp to the Gammar support section (p. XXX) to check their answers. Explains to Pp that they can use this section to revise the material when they prepare for tests or do their homework.	Pp build  degrees of comparison of the proposed adjectives( presentation )	T.-Pp	3min
Pre-reading Reading	Asks Pp what they remember about Jane’s brothers. Elicits They’re twins. They look the same. They look like their mother. They have different interests. They are younger than Jane. Etc.  Reminds Pp what Jane said about them – they like playing tricks; she collects stories about them in her comic book; the book is called Double trouble. Reads the text to the pupils and asks them to point the words with different  sounds Tells Pp to read the comic story about Will and Dan and decide who gets more, Dan or Will. Translates gets more if necessary. You might want to have the table on the board too. Elicit the answers and put ticks in the appropriate column.	Pp practice reading for gist. Pp read the comics and fill in the table. Pp  decide who gets more.	T-Pp	7min
Speaking To practise using new vocabulary.	T.I asked you to draw your family trees at home. Now you are welcome to share with us. But you should add some new phrases.	Pp describe their families according to the scheme This is my family. I have a mother. Her name is…She is…She is a…I look like my…I have the same …I am the youngest in my family… Other Pp ask questions if they want to get  some more information	P-P	7min
The final stage of the lesson	T- What’s new did you find out today? What is a family? T gives marks	Pp answer thе questions	T-Pp	3min
Hometask	T explains the HT-to create new page in their portfolios			2min