Разработка урока в 7 классе по теме 'Как мы живём' по учебнику 'Английский в фокусе'

Lesson Plan

Lesson Focus: Detailed Reading (two e-mails) about lifestyles, discussing the e-mails, preparing for writing an e-mail about a person's lifestyle

Students: 13-14 years, intermediate level, 7^th grade; assumed knowledge: the Present Simple Tense, the Infinitive, articles, vocabulary on the topics "Weather", "In the City and in the Country".

Materials: Student's Book "Spotlight 7" by Virginia Evans and others, M.: Express Publishing: Prosvecsheniye, 2013; Spotlight on Russia (page 3), the map of the Russian Federation, the map of Yamalo-Nenetz Autonomous Area, pictures with the views of Kolomna, Yakutsk and Krasnoselkup, cards with the 5 questions on the 2^nd e-mail, cards with the questions for discussion

Anticipated Problems: lack of vocabulary, poor knowledge of Geography and English grammar; Solutions: revising the vocabulary on the topics "Weather" and "In the City and in the Country"; revising parts of the world, continents, towns and cities in Russia; revising the Present Simple Tense

Time

Stage, Aims

Procedure

Interaction

5 min.

Warming -up. Preparing for reading and speaking in English

Activity 1. Matching the towns/cities and the countries/parts of the world they are situated in (more than one variant is possible)

Towns/cities: Moscow, Kolomna, London, New York, Novy Urengoi, Kairo, Sydney, Yakutsk, Krasnoselkup

Countries/parts of the world: Egypt, North America, the USA, Europe, the UK, Australia, Russia, Asia

Activity 2. Revising the Present Simple Tense. Students using Activity 1 notes show the Russian cities and towns on the maps and comment: Moscow is the capital of Russia. It is situated in Europe/European part of the Russian Federation, etc.

Peer-checking; S1↔S2, etc. (When the two students are ready they exchange their notes and so on)

S1, S2, S3, etc.

(the teacher corrects if there are grammar mistakes)

10 min.

Pre-reading.

Activity 3. (The teacher shows the pictures with the views of Kolomna Yakutsk and Krasnoselkup) and asks students to say:

1) what parts of the world these people come from?

2) what do you know about the climate in these places?

Use the key words (on the blackboard: come from, mild, severe, cold, hot, windy, weather, rainy)

Activity 4. Look at the pictures in your book (page 3) and say what you can see in them.

T↔S1, S2, etc.

S1, S2, S3, etc.

15 min.

While-reading

Activity 5. Read the 1^st e-mail and read the sentences to define the following words (on the blackboard) :

Kumys (a national drink)

The khomus (a traditional Yakut instrument)

Unty (fur boots made of deer skin)

Ohuokhay (a national Yakut dance)

Yhyakh (national Yakut summer outfit/dress/clothes)

Activity 6. (The teacher gives the cards with the questions). Read the 2^nd e-mail and answer the questions:

1. What part of the world is Kolomna situated?

2. How old is the town?

3. Why do tourists visit Kolomna?

4. What can you do in Kolomna in different seasons?

5. What do the children do in Kolomna in the spring and autumn?

Activity 7. Look through the texts once again and read the sentences to prove that

1. The teens' lifestyles are similar (I love my city. I go to a Russian school. Sergey. I love my town. There are more than 30 schools in Kolomna and mine is one of the new ones. Irina)

2. The teens' lifestyles are different (I live in Yakutsk, which is the capital of the Republic Sakha in Northern Siberia. The temperature often falls below 40 degrees. We have lessons in our native Yakut language. Sergey. I live in Kolomna, which is one of the biggest towns in the Moscow region. In the summer I like to go rowing and sailing on the Oka river, and we can go ice-skating at any time of the year in our new Ice Palace. Irina)

Pair Work

Students work on their own and then in pairs reading the questions and the answers to their partner, the teacher monitors

S1→S2, S2→S1, etc.

S1, S2, S3, etc.

(Students read the sentences loudly paying attention to reading rules)

10 min.

After-reading

Activity 8. Why do you think the children's lifestyles are different? What does your lifestyle depend on? Where would you prefer to live and why?

(The teacher offers the students to choose any of the three cards with the question. There is a card with one question. So there are 3 groups) Use the patterns (on the blackboard) to express your opinion: I think, I believe, I suppose, In my opinion)

G1- Why do you think the children's lifestyles are different?

G2- What does your lifestyle depend on?

G3- Where would you prefer to live and why?

Activity 9. Students suggest their ideas to the class. A student from the 1^st group begins, a student from the 2^nd group continues and so on.

Activity 10. Say whose lifestyle is more similar to yours and why?

(We have cold winters. We wear warm clothes. We wear unty. The temperature often falls below 40 degrees in winter. We live in Siberia.etc.)

G1, G2, G3

(Students suggest their ideas and the teacher monitors and helps)

S1→ S2→ S3, etc.

S1, S2, S3, etc.

2 min.

Homework

The teacher asks the students if they guess about their homework.

Write an e-mail about your lifestyle using two e-mails they have discussed

3 min.

Self-evaluation

Students evaluates their work