Developing Reading and Speaking Skills in the context of shopping problems (Unit 3 Shopping: The World of Money)

Teacher: Podvigina M.

No. of students: 14

Date: 17.12. 2013

Duration of lesson: 45 min

Theme: Developing Reading and Speaking Skills in the context of shopping problems (Unit 3 Shopping:The World of Money)

Aims

• to enable students to practice and consolidate skills of reading;

• to enable students to search for information;

• to revise and practise vocabulary related to money and

shopping;

• to encourage students to develop their speaking skills;

- to share opinions and practise pair and group work ;

- to develop motivation for learning a foreign language;

- to develop students' ability to plan their verbal and non-

verbal behaviour

Sub-aims - to revise and teach the students useful vocabulary to talk

about money and things related to it

• to teach to plan their own expenses

Personal aims try to watch the time carefully, be flexible during the lesson.

Materials English VIII (Student's book), O.V.Afanasyeva,

I.K.Mikheeva, handouts; computer; Starboard presentation;

projector

Assumptions Vocabulary should be enough for understanding and

discussing of the text

Anticipated Problem

Solution

The students might have difficulties in understanding some words from the text

Pre-teach some vocabulary

SS-Students, T-Teacher, FB-Feedback, HA-Homeassignment

Stage

Stage aims

Time

Procedure

Interaction pattern

Beginning of the lesson

To greet the SS

1 min

T greets the SS, asks them about the date and the weather

T-SS

SS-T

Warm-up

To introduce the topic of the lesson and activate the SS's schemata

2 min

1 min

2 min

T asks the SS to look at the presentation on the WB and think why she has put all the things together. SS talk in pairs. FB:T listens to the SS's ideas.

Then the T asks the SS to group the same pictures according to their criteria. Ss work in pairs and express their ideas

Then T asks SS to work in groups and think of the definition to the word "Money". FB: SS share their ideas and then the T shows the definition from Macmillan dictionary

T-SS

S-S

SS-T

T-SS

S-S

SS-T

T-SS

S-S-S

SS-T

T-SS

Setting the aim of the lesson

Making SS aware of the topic and the stages of the lesson

1 min

The T asks the SS to think what the topic of the lesson could be. They share their ideas and agree that the topic is "Money". The T shows SS the slide with the questions they will have to find answers to by the end of the lesson.

T-SS

S-S

T-S

Lead-in

To get sts interested in the topic of the lesson

2 min

T asks SS to work in groups and think if money has a long history or not and if money is a valuable thing in our lives and why. SS share their ideas with each other.

FB : T puts the SS's ideas on the board.

T-SS

S-S-S

SS-T

Reading for gist

To set a context; to give the SS practice in reading for the main idea

3 min

T tells the SS they're going to look through the text at p 103 and see if they were right in their guesses about the two above-asked questions.

SS can see the questions on the Starboard.

SS look through the text during 1 min.

T asks the SS to compare their answers, listenes to them and then gives her FB

T-SS

S

S-S

SS-T

T-SS

Pre-teach Vocabulary

To facilitate reading

6 min

T gives the SS the handouts with the new vocabulary and asks them to work in pairs and try to guess the new words using using given definitions, pictures. T also asks them to think of a good Russian equivalent.

SS work in pairs. Then T asks the SS to compare their results in groups. Then T elicits the words. T uses Starboard presentation to let SS check their answers

T-SS

S-S

T-SS

S-S-S

T-S-T

Reading for specific information

To get the students understand the detailed information

6 min

T asks SS to read the text again and decide whether the sentences in the handouts are True/ False/ Not Stated.

SS work on their own, then compare in pairs .

T checks the task by using cards: SS have to raise a green card for a True sentence, an orange card for a False sentence and no card for a Not stated sentence

T-SS

S

S-S

T-SS-T

Reassembling SS

To get SS into new groups

1 min

T asks SS to re-group according to the colour of their cards

T-S

S-S-S

Oral practice

to give SS practice in controlled speaking skills

5 min

5 min

T asks SS to look at the scheme on the Starboard and to talk in pairs and present a story of the money evolution. SS talk in groups. Then SS make up a short chain-story about the evolution of money. T listens to the story

The T gives SS handouts and asks them to explain the 4 main things money does for us. SS work in groups. In 2 minutes they tell the class their summaries

T-SS

S-S

S-S-S---T

T-S

S-S-S-S----T

Oral practice

to give SS practice in uncontrolled speaking skills

6 min

T gives each group a card with the name of an item. T asks the SS to talk about what they can do to buy these things and to be able to pay for these things with their own money. T asks the students to think of the possible 4 schemes they have just talked about.

SS work in groups and prepare their answer.

SS report the results to the class and the T

T-SS

S-S-S

SS-T

Feedback on the lesson and home task

To feed back on what the SS have learnt in the lesson and to give them home assignment

4 min

T asks the SS to recall the questions they asked at the beginning of the lesson, then shows them on the Starboard and asks to give their answers. Then the T asks SS what they have done to find the answers to those questions. Then T asks what new things they've learnt and asks them to continue the phrases which are on the board. SS answer the T's questions.

T gives HA to the SS

1. Learn the Vocab

Write good sentences with any 7 words.

2. P 105 ex 14

3. Think how you can explain the value of money to the Primary school children

T-SS

SS-T

T-SS

SS-T

T-SS