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Организационно-мотивационный этап
1.Приветствие
2.Организационный момент.
3.Речевая зарядка
4. Целеполагание
Исполнительский (деятельностный) этап
Работа с текстом
Дотекстовый
Текстовый
Введение лексического материала
Послетекстовый
Введение грамматического материала
Обучение аудированию
Дотекстовый
Текстовый
Рефлексивный этап
Задать домашнее задание
Подведение итогов учителем
Рефлексия
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Приветствовать учащихся
Речевая разминка. Ввести учащихся в атмосферу иноязычного общения.
Вспомнить лексику прошлых уроков и создать положительный эмоциональный настрой
Способствовать развитию умения делать предположения о теме урока по короткому тексту.
Прослушивание короткого текста
Актуализация знаний, создание уровня мотивации учащихся.
Развитие навыков просмотрового чтения.
Сокращения уровня языковых и речевых трудностей
Закрепление прочитанного материала
Организовать тренировку новой ЛЕ (преднамеренно включать ее в разговор)
Контроль понимания прочитанного
Первичная обработка грамматического материала will (predictions), will (promises, decisions, offers), going to (plans), Present Continuous (future arrangements)
Учить использовать грамматические конструкции в речи
Учить использованию грамматических конструкций в речи.
Организовать тренировку употребления грамматических конструкций
Организовать тренировку пройденного материала, используя упражнение коммуникативного характера
Настроить учащихся на прослушивание диалога
Учить извлекать необходимую информацию во время прослушивания
Организовать тренировку пройденного материала, используя упражнение коммуникативного характера
Помочь учащимся понять и высказать свое мнение об уроке, дать обратную связь
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Good morning! It’s nice to see you!
Who can tell me, who is on duty today?
What date is it today? Who is absent?
How are today? Tell me about yourself. How do you like to spend your summer holidays? Have you ever gone to the South?
Thank you, one more question, What do you think about sea and oceans? Do you believe in pirates? And what about the pirates treasure? Ask someone the same questions, please.
Now open your student books at page 14 and look though the Ex.1.
Read an editor’s letter and try to answer the question, what is the topic of our lesson?
Well, thank you, let’s see!
Now you’re going to listen the text, pay attention on pronunciation.
Do you believe in pirates? Who are they? Where and what they are doing?
And what about their treasure? What can it be?
Now, I’ll ask you to read an interview between Ken and Bella.
What words are new for you in this text?
Take your dictionaries and write down the translation of the unknown words:
professional divers-профессиональные дайверы, to explore shipwrecks-исследовать обломки корабля, paradise for pirates-рай для пиратов, fierce-жестокий, fearless-бесстрашный, nightmares-ночные кошмары, to sink-тонуть, to envy-завидовать , chest - сундук, wrecks-обломки, to bet- спорить, enrol-задерживаться, to follow in my parents footsteps-идти по стопам родителей
Using the new words, in general tell me, please, what is this text about?
God job! I really liked your speech!
I hope the text is clear, let’s move to the ex. 2. You have to put true or false.
I think it’s time to check the answers?
Please read and say is the answer right? If it is wrong, give the right explanation.
I like the way you’re working today! Fine!
Now it’s Grammar time. Today we are going to learn about will (predictions), will (promises, decisions, offers), going to (plans), Present Continuous (future arrangements).
Look at the first slide and ex.3a
Present continuous (future arrangements):
We often use the present continuous to talk about the future, especially about future plans when we have decided a time and a place with other people. We normally use a future time expression, e.g. tomorrow, next week, at 7, etc.
· I’m meeting Sally at 7. (=I have talked to her and we have arranged to meet.)
The present continuous for future arrangements is very common with verbs of travelling, and when we are meeting people.
· I’m leaving very early tomorrow. I’m taking the 7.30 train.
Present continuous vs Be going to:
We can normally use the present continuous or be going to to talk about future plans.
· I’m leaving very early tomorrow.
But we prefer using the present continuous when we have made arrangements (i.e. decided a place an time with somebody else). When use be going to, we put the emphasis on our intention to do something.
· I’m going to study for the exams tomorrow. (=it’s my intention)
Will for decisions:
Use will for decisions that you take at the moment of speaking (instant decisions).
· ‘Oh, we don’t have sugar.’ ‘Don’t worry, I’ll buy some.’
We use be going to or will (NOT present continuous) to make predictions about the future. (⇒ See Grammar points » A2 Grammar » Will vs be going to – Future)
· I think he’ll win the election.
If the rules are clear, we shall begin a practice. You have to complete the ex. 3a, 3b and check the answers with your partner.
If there are any questions, I’m ready to answer and help you.
Well done! It’s time to start doing ex 4 in which you have to make a dialog with your partner using Bella’s diary. Student A will use this page and student B will turn to page 122. I’ll give you 2 min to make questions.
Let’s begin!
Good Job!
What else can you tell about pirates?
Where else they can appear?
I like your position. Thank you.
In the next ex 5, you have to listen to an interview with a journalist and complete the task.
The last task for today will be speaking task. Look at ex 6a and make a chart which you’re going to discuss with you classmate.
Talk about the arrangements for next week and plans for this year.
Ok, excellent!
Now, please, open your diaries and write down your homework. At home you are to learnt the new vocabulary and grammar and in your workbooks the pages 4, 5.
Is the task clear?
Our lesson is coming to an end. I like how you were working at the lesson today. You were active.
Let’s sum up!
Please, draw your mood at the card which I’ll give you and write 10 new things that you’ve learnt today.
Ok, thank you for the lesson. Please give me the cards. You may be free. Good bye!
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Hello! It’s nice to see you, too!
Max is on duty today. Today is 16th of May. Today is Tuesday. 3 children are absent today.
We are fine. We go to the South every summer with my family. Yes, I have spent holidays near the sea. I like water and different underwater creatures.
I believe in pirates and I think they are evil. Probably, pirates treasure is a kind of a fairy tale. I do not believe in it.
Дети открывают учебник и приступают к 1 заданию. Самостоятельно читают короткое письмо журналиста и делятся со своими предположениями о теме урока.
May be the lesson will open something forbidden and mystic about sea and pirates. And deal with scientists investigation.
Дети слушают аудиозапись текста, тренируя произношение слов.
.
Дети отвечают на вопросы:
Yes, I believe in pirates. They simple people without superpowers.Pirates used to swim all the time and live at the ship. They are always rich because they used to rob others ship and make trouble for the rest of the people. They have a lot of jewelry.
Дети прочитывают внимательно текст и говорят новые им слова:
professional divers, to explore shipwrecks, paradise for pirates, fierce, fearless, nightmares, sink, envy, chest ,wrecks, bet, enrol, to follow in my parents footsteps
The text is about the boy who is living in Bahamas. His parents are professional divers and they are going to explore shipwrecks in that part which was a paradise for pirates in 17,18 century. Pirates are fierce and fearless. They attacked and sank thousands of ships and stole their treasure. Ken’s parents think that there are a lot of gold in the wrecks. Ken is going to follow his parents footsteps
Дети помечают верные и неверные утверждения по содержанию прочитанного текста.
1 Bella’s parent’s dive for hobby - x.., 2 In the past there were many pirates in the Bahamas – v….
3 Some people believe Blackbeard buried his treasure in the wrecks –x…, 4 Bella wants to a professional diver –v….,
5 Bella and her parents are leaving in two days - x……
Дети смотрят на англо-русскую презентацию, Записывают правила в тетрадь, переносят примеры.
Дети задают вопросы.
Переводят примеры, комментируют слайды.
Дети приступают к отработке правил: заполняют пропуски в текстах, учитывая употребление новой грамматики.
Обсуждают в парах получившиеся ответы.
3a- will, I will, send, I will find, are going to work, are picking up.
3b- aren’t going to live, going to live, will be great, won’t be getting, will sleep, doing to enjoy, will help, will write.
What’s Bella doing on Monday morning?
-8:00 am – I am going to have 3 lessons at school.
3:00 pm- I will have first diving lesson!
In Tuesday morning I am going to enter my trainings.
My evening is already full, too. I am going to invite Sheron to the cinema.
…….
…….
Pirates can appear in every sea or ocean. there is no turning back if you come face-to-face with them.
Дети слушают диалог и выполняют задание. Заполняют пропуски в интервью журналиста.
Дети приступают к обдумыванию плана мероприятий на неделю и на год. Затем каждый делится со своими планами, используя пройденные грамматические правила:
-What are you doing next Monday?
- In the morning I will have 5 lessons…and in the evening I am going to the theatre with my parents.
- What are your plans for this year?
- I am going to finish the 7th year and visit my granny in the summer holidays.
…..
…..
Дети записывают домашнее здание.
Yes, everything is clear.
Дети пишут новые слова и ставят смайлики
I’ve knew some words (professional divers, to explore shipwrecks, fierce, fearless, nightmares, chest ,wrecks, bet, enrol, to follow in my parents footsteps) I liked the lesson.
Thank you!
Good bye!
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Фронтальная работа с классом
(2 мин)
Фронтальная, индивидуальная (2 мин.)
Фронтальная, индивидуальная (6 мин.)
Фронтальная (1 мин.)
Индивидуальная, фронтальная (2 мин.)
Фронтальная (5 мин.)
Самостоятельная, парная (3 мин.)
Парная (3 мин.)
Фронтальная, индивидуальная (3 мин.)
Индивидуальная, групповая ( 4 мин.)
Фронтальная, индивидуальная (2 мин.)
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