Разработка урока по английскому языку по теме 'The first writing'

Class: 9 Date:

Unit: 3 Hours: 1

Subject of the lesson: Reading "The first writing"

Aim: to acquaint students with the new lexical material to train in their use, both orally and in writing

Grammar: Compound adjectives (use before and after nouns, e.g. half-eaten-недоеденный)

Plan of the lesson

Stages of the lesson

Teacher's activity

Pupil's activity

Time

Method

I.Preteaching

Greetings

Good morning!

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II.Teaching

a) Warm up

I write the title of the unit on the board and ask students: What do you think "keeping our words" means?

I explain that the expression to keep your word means to keep a promise that you have made.

e.g. I promise that I will write to you while I'm away. I explain that the unit is also about books, libraries and the Internet-all of which are ways of storing words or keeping words or keeping our words.

Pupils' answers

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b) Writing

Let's do ex. 1 p 20.

Look at these words for parts of a book and match them with the numbers in the illustration

I check answers orally. I give explanations where necessary.

Answers:

1. cover

2. spine

3. title page

4. contents

5. chapter

6. index

7. illustrations

Students match the words with the pictures showing parts of a book. They should use their dictionaries to look up new words.

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c)New words

Cover-обложка

Spine-позвоночник книги

Title ">Contents-описание, содержание.

Chapter-глава

Index-индекс

Illustrations-иллюстрации

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d)Writing

Let's do ex. 2 p 20. Match the types of information with where they can be found in a book (it may be in more than one place.)

I check answers orally.

Answers:

1.title, author, publisher-title page

2. date of publication-title page

3. names of chapters-contents

4. page numbers-contents, index

5. names of subjects and where to find them-contents, index

I give explanations where necessary.

I write new vocabulary on the board.

Students match the types of information on the left (title, author)

Students use their dictionaries to look up words they do not know.

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e) Speaking

Let's do ex. 3 Answer the questions.

I check students understand question 1 (but I don't explain the word fiction)

Teach the word biography if necessary.

I ask students: What's the difference between fiction and non-fiction?

Answers:

1.Fiction is books and stories about imaginary events. Non-fiction is books about real facts or events? Not imagined ones.

2. Open answer, but remind students that a hardback has a stiff cover. A paperback has a card cover. An illustrated book has photos or drawings in it.

Students answer the questions.

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f) Writing "mind map"

test the vocabulary

g) Speaking

h) Reading the text "The first writing"

Let's do ex. 4 p 20

Look at this mind map. Replace the question marks with words from below.

I check answers orally.

Answers:

Formats: hardback, paperback, black and white, colour.

Types: fiction, non-fiction.

Where to find them: bookshop, library

Cover: author, spine.

Parts: contents, title page, index, title

Let's do ex. 5 p 20.

Before you read the text on page 21, consider your answers to these questions.

Now you will look at the questions again, and decide whether they want to change their answers.

Read the text.

Now you will write new words.

Answers: (from the text)

1. Writing is important because it can tell a story or represent our ideas.

2. The first writing started over 5000 years ago in ancient Mesopotamia, with pictograms of people, animals and common objects. Around the same time, a form of writing called hieroglyphs was being developed in Egypt. The hieroglyphs represented sounds as well as words.

3. 3. The first writing was pictures that were gradually changed to symbols.

4. In Egypt, papyrus was used as writing material. Later on, people began to write on rocks, pottery and clay. Wood and bone were also used. Today, we often use e-mail.

5. Today the important thing seems to be speed. Instead of writing letters by hand, people are using e-mail. Many people also send text messages or leave messages on voice mail. Perhaps people will stop using handwriting in the 21st century.

If they don't know some words, students will look up new words in your dictionaries.

Students read the questions and think about their answers.

Students read the text.

Students write new words.

Students go through the questions again.

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i)Speaking and writing

Let's do ex. 6 p 21

Read the text again. Then divided into two categories: type (of writing) and place.

Answers:

Types of writing: pictograms(пиктограммы),

ideograms (идеограммы),

hieroglyphs (иероглифы)

symbols (символы)

Place: cave (пещера), rocks (горные породы), pottery (гончарное производство),

Clay (глина), wood (дерево) and bone (кость), papyrus (папирус), computer, e-mail.

Students put the words into two groups.

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j) Writing and speaking

k) Writing

Let's do ex. 7 p 21

Find five sentences which include the words the first.

Now you will identify the different sequences of tenses used with the words the first time.

Past Simple (This was the first time) + past perfect (anyone had written)

Present Simple (It's the first time)+ present perfect () we have been able

Future Simple (Will the 21^st century be the first time + future perfect (people will not have used)

Answers:

This was the first time anyone had written a message or story for another person to read.

This was the first time people had used pictograms to represent a sound as well as a word.

But the first time people had used papyrus as writing material was in Egypt.

It's the first time we've been able to send written messages around the world in seconds.

Will the 21^st century be the first time that people will not have used handwriting?

Ex. 8 p 21 Try to complete these sentences without looking back at the text.

Let's check answers orally. Write the answers on the board.

Answers:

1. pictures ideograms

2. simplified to symbols

3. pictograms/hieroglyphs

4. papyrus all over the ancient Mediterranean world

5. handwriting

Students look for sentences in the text which include the words the first.

Students read out the sentences and then write them on the board.

Students complete the sentences without looking at the text, if possible.

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III. The end of the lesson

a)Reflection

b)Home work-WB p 11 ex.

c)Results

Students write down home work

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