11 класс   6.04.21

Тема: Профессии. Современные профессии. Планы на будущее, проблемы выбора профессии. Образование и профессии.  Жизнь в университете. Ознакомительное чтение аутентичного текста публицистического стиля (статья). (Uni life)

Цель урока: совершенствование навыков монологического высказывания.

Основные задачи:

 формирование навыков:

                - аудирования, 

                - чтения с извлечением основной информации,

                - анализирования прочитанной информации;

                - развитие смысловой догадки по контексту.

Воспитательные задачи: 

повышение интереса к учёбе в школе и дальнейшему образованию, воспитание ответственности, воспитание уважительного отношения к мнению других людей.

План урока:

I. Орг. момент. Вступительное слово учителя о теме и цели урока.

II. Речевая зарядка.

III. Прослушивание текста.

IV. Контроль понимания прослушанного текста.

V. Формирование навыков поискового чтения (чтения с извлечением нужной информации).

VI. Формирование навыков говорения.

VII. Домашнее задание.

VIII. Подведение итогов урока.

IX. Заключительный этап (комментирование оценок).

Оснащение урока: компьютер, проектор, презентация на тему «Жизнь студента».

Ход урока

I. Организационный момент. Вступительное слово учителя.

Т: Good morning! (Слайд 1)

I hope you are fine. You’ll graduate school very soon and I hope you’ll continue your education. Look at the titles and picture on the website. (Слайд 2)

T: Who do you think it is for? 

(St: The website is for pupils who want to enter to university or college)

 T: What do you expect to learn from it?

          (St: About Universities, Colleges. About student life)

Our topic is "Uni Life."

"Education is a progressive discovery of our own ignorance." (Слайд 3)

Let's translate it. What a clever thought it is, isn't it?

II. Речевая зарядка.

T: Now a question line.

Education is very important for us. It's true.

What is important for you when you choose a University? (Слайд 4)

(Ученики называют важные  для них моменты, которые влияют на выбор университета)

1. City/ place

2. accommodation

3. teachers

4. free time activities

(Слайд 5)

T: Answer my questions, please.

1)    What do you want to be?          

 (St:  I want to be a ………..            )

2)    Have you already chosen a University for further education?    

(St:  Yes, I want to study at ……..University.)

       3) What about you ………..?

          (St:                                )

T: Thank you! I hope your dreams come true.

III. Аудирование текста.

T: Now you will listen to 5 students and their stories about life at Universities. (Слайд 6)

Listen to the text and try to answer: Which student(s) mention(s):

1.    getting involved in organized activities?

2.    lack of money?

 (text  p.131.)

IV. Контроль понимания прослушанного текста.

Т: Now answer the questions, please.

(ученики дают ответы на вопросы)

V. Формирование навыков чтения с поиском нужной информации.

T: Now open the student’s books  p.131. Here is the text you’ve listened.

Read  the text and answer: Which student(s) mention(s): (Слайд 7)

1.    a special dress code?

2.    a nighttime snack?

3.    self-study?

In pairs, look through the text and find all words related to the headings (from ex.4.): 

Places   Lessons   Accommodation    Teachers    After-school activities

  (Слайд 8)

(ученики, работая в парах, записывают слова, относящиеся к данным заголовкам)  (Слайд 9)

VI.  Формирование коммуникативных навыков.

"Разговор о жизни студентов"

Т: Imagine you are meeting a friend who is studying at Oxford University. Use the words to ask  about his/her university life. (Слайд 10)

(ученики, работая в парах, задают вопросы и рассказывают о жизни студента)

 

VII.  Домашнее задание.

p. 131 ex. 5.   (Слайд 11)

Think of the most prestigious university in our country. Write a short article about it. Include:

-       were students live;

-       academic life;

-       social life.

 

VIII. Подведение итога урока.

Т: Summing up what we've discussed, pupils should  collect all the information about the universities and colleges  they want to study at.  (Слайд 12)

IX. Заключительный этап.

1) Комментирование оценок: Т: Your marks for today are...

 8 Класс                   6.04.21

Тема: Технический прогресс. Современные технологии, условные предложения.

Цели : -формировать стойкое представление о грамматическом явлении "Conditional Types" ;

            - научить использовать лексико-грамматический материал в практике речевого общения;

            - формировать практические умения  грамматического анализа;

            - развивать коммуникативные навыки, навыки диалогической речи, письма, способность логически мыслить;

            -  обогатить речь грамматическими средствами языка;

            - повышать интерес учащихся к изучению английского языка и культуру совместной деятельности.

Оборудование: учебник, дидактический материал, картинки, презентация.

 

                                                                  ХОД УРОКА

I. Introduction

Teacher :Good morning boys and girls. Glad to see you. How are you today? It's great you are in a good mood.

II. Warm-up

 Teacher : What do you enjoy doing in your free time?

Do you do any sport in your free time?

How often?

How long have you been doing it?

Do you do any sport in your free time? Why not?

Which sport would you do, if you had more free time?

III.  Presenting the theme

Teacher : I believe you want to know what the theme of our today's lesson is. Look at these sentences. SLIDE 1. What  is common and what is differ in these sentences?

                               If you add two and three, you get five.

                               If they play well, they will win the match.

                               If I were you, I would take up tennis.

                               If John had practiced harder, he would have been in the volleyball team.

Students answer: Common - word if, differ - the meaning and grammar structure

Teacher :Yes, you are right. Если вы любите фантазировать на тему "А что если...", If - то в английском языке вам не обойтись без условных предложений Conditionals. SLIDE 2. So, the theme of today's lesson is Conditionals or Conditional Types. The aim of the lesson is develop grammar skills, improve speaking and writing skills.

IV. Main body

1. Grammar theory

https://youtu.be/syaB1QYmkL0

Teacher :  Условные предложения в английском языке – это предложения, состоящие из условия и следствия (результата), как правило, соединенных союзом if (если). Иначе говоря, условные предложения – это примерно то же самое, что предложения с глаголом в сослагательном наклонении в русском языке.

Условное предложение – одна из разновидностей сложноподчиненных, соответственно оно состоит из главной и придаточной части, в которых выражаются следствие и условие, разделяющиеся при письме запятой.

Например: Let's read and translate the sentences.

                               If you add two and three, you get five.

                               If they play well, they will win the match.

                               If I were you, I would take up tennis.

                               If John had practiced harder, he would have been in the volleyball team.

 

Teacher :  Обычно выделяют четыре  вида условных предложений, отличающихся степенью вероятности действия. ( Type 0, Type 1, Type 2, Type 3)

Teacher :  Match these sentences with the definitions. SLIDE 3.

·       a general truth/fact

·       a probable situation in the present/future

·       an imaginary situation in the present/advice

·       an impossible situation in or regret about the past

Teacher :  Use your Grammar Reference Section in your books and match Types and definitions.

Teacher :  And now, complete the table with : Past Simple, Present Simple, Future Simple, Past Participle. SLIDE 4.

 

Type	Conditional Clause	Main Clause
0	If + .........................  ,	Present Simple .
1	If + Present Simple ,	.............................  .
2	If + .........................  ,	would + bare infinitive .
3	If + Past Perfect ,	would + have + ..........  .

Teacher :  How do we form Past Simple?

                 How do we form Present Simple?

                 How do we form Future Simple?

2. Grammar practice

Teacher : Discuss  how these sentences differ in meaning. Check in the Grammar Reference Section in your books. SLIDE 5.

                           If you go jogging, you'll lose some weight.

                           Unless you go jogging, you won't lose some weight.

                                                   Unless = If not

Teacher : Rewrite the sentences using unless. SLIDE 6.

1. If you aren't sure she's at home, don't go.

2. If you don't leave now, you'll miss the bus.

3. If we don't get tickets, we won't see the match.

4. If we don't beat this team, we won't win the tournament.

Teacher :What are you doing this weekend? Use the ideas to discuss with your partner. SLIDE 7.

    weather be hot/ go to the beach

                                 get tickets/ go to the baseball match

                                                         this new film be on/ watch it at the local cinema

                                                                                  our car get fixed/ go on a trip

                                                                                                       be in the mood/ tidy up my room

Students answers: A: What are you doing this weekend?

                              B: If the weather is hot, I'll go to the beach. What about you?

                              A: I haven't really decided, but if I get tickets, I'll go to the baseball match.

Teacher : Use your own ideas to answer the question. SLIDE 8.

                                        What would you do if ....

1. you wanted to lose weight?

2. you won 50000 euros?

3. you met a favourite athlete?

4. you had a day off school?

5.you were the president?

Teacher : Describe the pictures. Use the third conditional to suggest what could have been done to stop these things from happening. SLIDE 9.

                       

1. get up early/ miss the bus                                  2. practice more/lose the game

 

 

                                    

3. leave camera at home/take any photos              4. get wet/ take an umbrella

Teacher : Let's imagine you are stuck in a cave. You are divided in groups of four. I'll give you different  picture cards ( a rope, a chewing gum, a chocolate bar, a magazine, a torch, a radio, a mobile phone, a plastic bag). The task is to tell how you would use these items in the cave. Would you use them to get out of the cave? You should use the second conditional.

 For example,

Item on picture card:

Chewing gum

 Answer:
If I had a chewing gum, I would chew it in order to feel less stressed.

Teacher : Let's start a chain story. You are divided into two groups to continue your stories by creating a new sentence using the end of the previous one. Use the appropriate type. SLIDE 10.

If I won a lottery, ........                                             If I go out tonight, ..........

Teacher : It's test time. Read the sentences and open the brackets using correct grammar form.

1. If Felix (to be) ___________ here I would have seen him.
2. Michael would not agree even if you (to ask) ____________ him.
3. If they (mention) __________ this yesterday, everything would have been done.
4. If I (to find) __________ that letter, I’ll show it to you.
5. If I meet him, I (to invite) __________ him.
6. Would they come if we (to invite) __________them?
7. You (leave) __________ at two, you will be there before dark.
8. If you (to heat) __________ iron, it (to start) ____________ to get red hot .
9. If the plane had left on time, they _____________ (be) in Moscow now.
10. If I were you, I_____________ (stop) smoking.

Teacher : Complete the sentences with your own ideas.

1. Unless they work overtime, ...

2. If Peter had a lot of money, ....

3. I won't go to the party if ...

4. If George knew her name, ...

5. If I hadn't had so many things to do at home, ...

 V. Summing up

Teacher : To sum up our lesson, draw a mind map. Write down what you have learnt on a piece of paper, then  pick  it on the board and read aloud.

Teacher : Finally, choose the step, you are in now.

https://youtu.be/syaB1QYmkL0