Название урока: What do you do in your spare time? Открытие нового знания

Конспект урока по английскому языку в 4 классе по УМК В.П.Кузовлева с использованием ИКТ-технологий.

Тема раздела: «The place that makes me happy»
Тема урока: «Have you tidied your room? »
Цели:
Образовательные:
формирование грамматических навыков говорения (вопросительные предложения в Present Perfect)
совершенствование лексических навыков по теме
развитие умения аудировать с целью извлечения конкретной информации
Развивающие:
развитие памяти и внимания
развитие способности работать в паре
Воспитательные:
воспитание культуры общения, проявления любви и интереса к иностранному языку
воспитание интереса к изучению культуры англоязычных стран
Планируемые результаты:
1. Личностные:
Развивать мотивацию учебной деятельности и формировать личностный смысл учения, осознавать степень своего усвоения материала
Формировать коммуникативную компетенцию в общении и сотрудничестве со сверстниками

2. Метапредметные:
Научиться самостоятельно определять цели своего обучения и
планировать пути достижения целей
Уметь определять понятия, устанавливать причинно-следственные связи
3. Предметные:
Формировать грамматические и лексические языковые навыки в рамках темы «Вопросы в PresentPerfect».
Совершенствовать навыки диалогической речи

Оснащение урока : Компьютер, экран, доска, мультимедийная презентация к уроку в программеPowerPoint, грамматическая таблица Present Perfect Tense

Ход урока.

1.Организационный момент.
Учитель: «Good morning, everybody. Are you ready to begin?»
Учащиеся: «Good morning, good morning!
Good morning to you!
Good morning, good morning!
We are glad to see you!»
Учитель: «I’m glad to see you too. Today I’d like to begin our lesson with the picture on the board. Now look at the picture and try to name the topic of our today’s lesson.»
Учащиеся: (высказывают свои мысли)
Учитель: «That’s quite right. . It is «Have you tidied your room"? I know you love to help your parents. So, today at the lesson we’ll read, speak and play.»
2.Фонетическая зарядка.
Учитель: «Let"s begin our lesson with a phonetic drills”

3.Речевая разминка.
Учитель: «Look at the Board! This is daddy and his favourite living room. Answer the question: «What has he got and what has he not got in the room?»
(Учитель предлагает учащимся вспомнить лексику предыдущих уроков по теме: «Дом, мебель.» Учащиеся по цепочке отвечают на поставленный вопрос. В качестве подсказки на доске написано клише: «He(she) has got (hasn*t got)…)» Таким образом проводится активизация и закрепление ранее пройденного материала).
Учитель: « That’s right. And this is mom and her favourite kitchen. Answer the question:” What has she got and what has she not got in her kitchen?”
(Работа та же по предложенному образцу.)
Учитель: «You made a very good job of that. On the picture you see a little girl Kate and her room. You have to say what she has got and what she hasn*t got the room?»
(Работа по предложенному образцу)
Учитель: « Doing great. Let"s repeat the names of furniture in a small poem»
(Стихи-договорки всегда нравятся учащимся начальных классов. На слайде-стихотворение, учитель читает строки на русском языке, учащиеся вставляют слова-договорки на английском языке.)
4. Формирование грамматических навыков говорения.
Учитель: «Today you are just great! Children look? This man has something lost .What does he tell us?
Учащиеся : (поднимают руку и кто-нибудь из учеников читает):
«I*ve lost my key.»
Учитель : «Right. What tense used by a man to tell us this centence?»
Учащиеся: Present Perfekt. (Данное грамматическое время было пройдено на прошлых уроках, ученики знают, что означает Настоящее совершенное время и знают, как образуются повествовательные предложения.)
Учитель: «Fine. Let us repeat how to form declarative sentences in the present perfect tense.»

(Учитель включает видеопрезентацию, где объясняется данное грамматическое время. В данном видеоролике идёт и объяснение нового материала. Во время просмотра учитель делает паузы и комментирует. Затем на доску выводит слайд, где схематично показывается, как образуются вопросительные предложения в Present Perfekt Tense).
5. Физминутка.
Учитель: «It,s time to have a short rest. Let,s do some moves»

(Под весёлую песенку дети делают упражнения, а постоянное использование данного клипа позволяет детям ещё и подпевать, так как слова легко запоминаются.)
6. Автоматизация употребления в речи нового грамматического явления.
Учитель: «Open textbook, Ex.1.3, p.15. Read the text carefully!»
(Учащиеся читают текст самостоятельно про себя.)
Учитель: «And now let"s hear again the story Andy about what he have done around the house.»
(На доску выводится слайд с текстом, учитель включает аудиозапись с данным упражнением (аудиокурс к УМК В.П.Кузовлева)).
(После аудирования учитель предлагает работу на автоматизацию употребления в речи нового грамматического материала)
Учитель: «Here are some questions Andy,s mum often asks Andy. What are they?»
(На доске-модель работы учеников в парах. Учитель прочитывает пример. Затем предлагает учащимся работать в парах. В данной модели учащиеся отрабатывают вопросительные предложения в Present Perfekt Tense с использованием вспомогательного глагола «have»).
Учитель : «Work in pairs. One of you asks questions in the text,another gives some brief answers. You have five minutes to do this.»
(По истечении 5 минут учитель проверяет выполнение задания, можно прослушать одну пару человек, можно предложить ответить на вопросы каждой паре (по 1 вопросу).
Учитель : «Doing great. Now I suggest another exercise. Andy has a sister.Mom asks her about what Ashley*s brother has done. Look at the blackboard!»

(На доске-слайд с другой моделью. Учитель читает пример, обращая внимание на употребление вспомогательного глагола «has». Снова предлагается учащимся работа в парах).
Учитель: «Work in pairs. One of you asks questions in the text,another gives some brief answers. You have five minutes to do this.»
(Проверка задания осуществляется так же, как и предыдущее задание.)
Учитель: «You made a very good job of that.»
7.Релаксация.
(Большое напряжение во время работы на уроке испытывают глаза, поэтому целесообразно устраивать минуты релаксации.)
Учитель : « Sit comfortably. Close your eyes. Breathe in. Breathe out. Let"s pretend it"s summer. You are lying on a sandy beach. The weather is fine. The light wind is blowing from the sea. The birds are singing. You have no troubles. No serious problems. You are quiet. Your brain relaxes. There is calm in your body. Nothing diverts your attention. You are relaxing. (Pause) Your troubles float away. You love your relatives, your school, your friends. They love you too. Learn to appreci¬ate every good thing. The Earth is full of wonders. You can do anything. You are sure of yourself, that you have much energy. You are in good spirits. Open your eyes. How do you feel?
(Во время данной комплексной релаксации можно включить звуки природы, связанные со словами(шум моря, крик чаек, дуновение ветерка и т.д.)
8. Развитие навыков письменной речи.
Учитель: «Ex.1, p.59. What changes have Andy,s neighbours made? Fill in the gaps. You have five minutes to do this »
(Учащиеся самостоятельно выполняют задание письменно. После выполнения задание необходимо проверить. Учитель сам выбирает способ проверки:
Устно (чтение вслух)
В парах (учащиеся обмениваются тетрадками, на доске выводится слайд с правильными ответами.)
Каждый ученик проверяет свою работу сам (на доску выводится слайд с правильно выполненным заданием)
9.Пальчиковая гимнастика.
(Для снятия мышечного утомления с пальцев при письме применяется небольшая разминка)
Учитель: «Five little gentlemen Going for a walk. Five little gentlemen Stop for a talk. Along came five ladies They stood all together And they began to dance. (5 пальчиков – джентльмены, 5 пальчиков – леди, они встречаются и начинают танцевать)»
10. Подведение итогов урока. Рефлексия.
Учитель: «Today we have spoken about…»
Учащиеся: (высказывают несколько мнений), например « my room, my house и т.д.
Учитель: « Have you your own room?

Учитель : «Have you tidied your room?»
Учащиеся: «Yes/No, I have (I haven*t)»
Учитель : «Have you put your toys in the cupboard?»
Учащиеся: «Yes/No, I have (I haven*t)»
Учитель : «Have you made your bed?»
Учащиеся: «Yes/No, I have (I haven*t)»
Учитель : «Have you done your homework?»
Учащиеся: «Yes/No, I have (I haven*t)»
Учитель : «That’s nice.”
11. Домашнее задание.
Учитель: «Look at the blackbord, this is your homework (AB ex.2, Ex.1.2, p.59. T. Match the questions 1-6 with the answers A-G.
That’s all for today. You can go now. Goodbye!»
Учащиеся: «Raise your head.
Jump up high.
Wave your hand
and say "Good bye!”»

Конспект урока английского языка УМК Кузовлев В.П.

Учитель Редька О.Н. МКОУ Ольховатская СОШ

Класс 8 Урок 20

Тема: Unit2 Is your country a land of traditions?

Тема 2 Ваша страна земля традиций?

Lesson 6 Are celebrations important?

Урок 6 Традицииважны?

Цель: формирование умений аудирования, говорения, чтения и письма.

социокультурный аспект - знакомство с некоторыми реалиями британской и американской культуры;

развивающий аспект- развитие способности к перефразированию и логическому изложению своего мнения;

воспитательный аспект - воспитание потребности к пониманию чужой точки зрения;

учебный аспект - совершенствование речевых навыков;

сопутствующая задача: развитие умения читать/ понимать на слух с целью извлечения конкретной информации и с целью полного понимания содержания.

Речевой материал: продуктивный- лексический материал данного цикла; грамматический- грамматический материал цикларецептивный – лексический – to afford , to benefit from , illuminations .

Тип урока: Урок отработки умения и рефлексии.

Вид урока: Урок с использованием наглядности, ТСОФорма деятельности: фронтальная, индивидуальная, групповая, парнаяСредства обучения: Учебники Английский язык УМК Кузовлев В.П. 8 класс, рабочие тетради, тематические картинки, (диск, компьютер).Планируемые результаты (УУД): Предметные: - развивать речевые умения (диалогическая форма). - читать с целью полного понимания прочитанного. believe…I’m with…there...I am of the opinion…I am afraid of… I can’t agree with… .I think…I don’t think that…I can’t go along with… I am sure …; -логично и аргументированно говорить по заданной теме , используя лексический и грамматический материал темы. Регулятивные: - использовать при выполнения задания различные средства: справочную литературу, ИКТ, словари. Коммуникативные: - оформлять свои мысли в устной и письменной речи с учетом своих учебных и жизненных речевых ситуаций. Личностные: - развитие таких качеств, как целеустремленность, креативность, трудолюбие.

Структура урока:

I 1 Организационный момент Приветствие 2 Разговор с классом

Good morning! I am very glad to see you! Sit down, please! How are you?

Who is on duty today? Who is absent? What"s date is it today? What is the weather like today?

3 О работе на уроках английского языка, об учебниках, рабочих тетрадях, тетрадях.

Well , let "s work !

4 Проверка домашнего задания

p.53 ex.3) What have you learnt about the occasions in the LCG? Tell your classmates about one occasion!

II Развитиеречевыхуменийучащихся

1. Some people think that holidays are important; others think they are not important at all. р. 54 ex.1 Аудирование / Говорение 1) Listen to the three speakers talking about celebrating holidays. What holidays and celebrations are they talking about? (listening for the main idea)

2) Who supports the idea of celebrating holidays?

3) Which of these phrases might the young people say about holidays ad celebrations? Choose and prove it from the texts.

2. Работа в парах

p.55 ex.2 Whose opinion do you share? Use the expressions:

I believe… is right.. I am afraid… is not right.

I"m with…there. I can"t agree with… . I think…

I am of the opinion that… I don"t think that… . I am sure…

III Совершенствование речевых навыков учащихся

Работа в группах

р.56 упр.3 In your culture. There are national and local celebrations and festivals in Russia.

Which of the celebrations or festivals are important for you? Look at the pictures.

russiatrek.org/about-russan-holidays

Do you think that holidays and celebrations are an important part of our lives? Why?

I think it"s great to… I don"t think that…

Holidays… It"s no good to…

Many people… I"m afraid people don"t…

2.Домашнее задание

стр.56 упр.4 Reader ex 4

3 . Рефлексия

Dear friends, let"s talk about our lesson. What was our theme? What have you learnt? What was interesting at the lesson? What was difficult for you? Were you happy to work at the lesson?

4. Подведениеитоговурока. Выставлениеоценокучащимся.

Thank you for your hard work! Excellent! Your marks are … . The lesson is over. Good-bye! Have a nice day!

Listen to the information and check if you are right.

Look at the blackboard, here is the table, let’s fill it.

Inventors of the cinema Inventions Date The name of the film What was it about?

Lumiere brothers Film project and monitor

picture camera 1895 “Arrival of the Train”

Train came towards to the camera

Now tell me, please, the story about the first film

The spreading of cinematography in Russia started with this film in 1896 in St. Petersburg and in Moscow. The development of the film making industry is firmly connected with the name of a man who founded the first film studios in Russia. What is his name? (A. Khanzhonkov)-internet.

That’s right! The most popular genres of Russians films were historic films and screen versions of famous novels, such as Aelita by A. Tolstoi and Quiet Flows the Don by M. Sholokhov. And who knows what the first genres of American films were? Film making industry developed rapidly and the number of film’s genres grew constantly. What genres do you know?(Student"s book)

1). Write the definition of the genre.(индивидуальная работа) - раздаточный материал

Action film, comedy, western, horror film, thriller, melodrama, cartoon, musical film, historical film, crime, adventure film, war film, screen version, romance, epic, science-fiction, nature, educational, documentary film.

2). Cinema combines different arts. That’s why people of different professions are involved in film making. Who are they? Match the name of the profession and what they do? (… is the boss and tells everybody what to do. He works very closely with the actors and actresses. … pretends to be another person and acts in a film) (групповая работа)

The 1st group reads the definition and the 2nd group names the film making profession. Whose group is the best?

5. Развитие навыков просмотрового чтения

By the way, have you seen the film “Gone with the Wind”? Do you want to know the story of this film? Read the text fluently and answer the question.

What is this text about?

a) A beautiful young woman. Scarlet 0"Hara;
b) The American Civil War;
c) Making a film of "Gone with the Wind"

In 1926 Margaret Mitchell, a journalist and housewife from Atlanta, Georgia, started to write a book. She finished it ten years later. It was called "Gone with the Wind". It became the most popular American novel of the time.

It is a long, romantic and exciting novel. It is about a beautiful young woman, Scarlet O"Hara and twelve years in her life just before, during and after the American Civil War (I862 - 64). In the book Scarlet marries Rhett Bullet: the tall, dark and handsome hero, but she doesn"t love him. All the time she loves someone else. But the man she loves is married.

David Selznick, Hollywood film producer, decided to make a film of "Gone with the Wind". He chose a famous film star of the time, Clark Gable, for the part of Rhett Butler, but he could not find anyone for the part of Scarlet. He searched and searched for two and half years. No one was quite right. In the end there was no more time. Plans for the film were ready. On the night of December 11, 1938, all the cameras were ready to film an important scene in the film - the burning of the city Atlanta. Selznick still did not have an actress for Scarlet.

At the time, Vivien Leigh, a young British actress, was in Hollywood with her fiance, Laurence Oliver. Selznick brother, Myron, knew the couple and asked them to come and watch the fire scene. He took them to the studios, found his brother, David, and hipped him on the shoulder. David Selznick turned round. Therе, in the light of the fire, he saw the beautiful face of Vivien Leigh. "David, here"s your Scarlet", Myron said. Vivien Leigh won the most famous part in the history of the cinema - Scarlet O"Hara, the heroine of "Gone with the Wind".

It was a long and difficult film to make, but on December 11". 1939 Selznick sent this telegram to a colleague: "Have just finished "Gone with the Wind" God bless us all. Screening, at two tomorrow Tuesday for 750 journalists".

The film was nearly four hours long. At the end the journalists sat quietly for a moment and then they cheered and cheered.

On the day of the premiere the Mayor of Atlanta closed all the schools and public buildings. "Gone with the Wind" became a famous film and it made a lot of money. They called it "the greatest motion picture of all time". "Gone with the Wind" won eight awards, including an award for the best actress of the year and for the best direction.

• Margaret Mitchell
• Vivien Leigh
• David Selznick
• Clark Gable
• Scarlet O"Hara

1926: 1936: 1938; 1939

(из текста)

6). Answer the questions.

• Who is the author of the novel "Gone with the Wind ""."
• What is the novel about?
• Who decided to make a film of "Gone with the Wind"?
• Did he find an actress for the part of Scarlet at once?
• How did he meet Vivien Leigh?
• When was the first screening of the film?"
• What did the Mayor of Atlanta do on the day of the premiere?
• How many awards did the film win?
• Have you watched this film?
• What do you think about it?

7). Translate the sentences

6. Итоги урока ( рефлексия)

«Кинопрофессии)»

Who are these people?

Director of photography 2. 6. Make up artist producer 3. 7. Costume designer sound mixer 4. 8. editor Boom operator 5. 9. Stuntman scriptwriter 10. Camera operator

… is a person (a man, a woman) who… a). has general control of the money for a film but he doesn’t direct the actors b). does all the dangerous things on the screen instead of actors c). writes scripts for films, shows d). operates the microphones and gets very angry with people who make noises during the filming e). looks through the camera, and operates the equipments f). holds the microphone g). chooses the best bits of the shooting film, cuts film and puts the bits together h). can make a new face for an actor i). decides the position of the camera, and everything to do with the light, colour, quantity and direction j). prepares costumes: dresses, suits for films

Просмотр содержимого документа
«Открытый урок в 11кл(2014г)»

Открытый урок по английскому языку в 11-м классе по теме: "Кино"

по УМК под редакцией В.П. Кузовлева

Кулютина Галина Александровна: учитель английского языка

Задачи:

Развитие способности к анализу, синтезу, классификации и систематизации.

Формирование навыков устной речи и чтения.

Учебные пособия:

Ход урока

1. Орг. момент

	I’m in the pink
How is your life?	Life is going its usual way
How are you getting on?	I’m first rate

2. Речевая зарядка, целепологание, домашнее задание.

Answer my questions

Did you watch TV yesterday? Did you watch any programmes or any films?

Have you ever been to a big cinema house somewhere in the city?

What do you prefer: watching the film on TV, DVD film or in the cinema on the big screen?

Oh, I see! So I think that almost all of you like watching films. As you’ve already guessed the topic of our lesson is “Cinema” Аt the end of our lesson you should answer the questions: Do we need watching films? If yes or no Why? (рефлексия)

Now write down your homework. To give a description of the film you like.(Name, genre, director, star actors, what the film is about, why you like it-exciting, entertaining, relaxing, make you laugh, touching, moving, informative, teach you smth,)

3. Аудирование с извлечением конкретной информации

Do you know who made the first film?

What was it about?

(звучит аудиозапись, если нет кассеты, то можно прочитать текст стр.345)

Listen to the information and check if you are right.

Look at the blackboard, here is the table, let’s fill it.

Inventors of the cinema	Inventions		The name of the film	What was it about?
Lumiere brothers	Film project and monitor picture camera		“Arrival of the Train”	Train came towards to the camera

Now tell me, please, the story about the first film

4.Развитие способности к анализу, синтезу, классификации и систематизации.

The spreading of cinematography in Russia started with this film in 1896 in St. Petersburg and in Moscow. The development of the film making industry is firmly connected with the name of a man who founded the first film studios in Russia. What is his name? (A. Khanzhonkov)-internet.

That’s right! The most popular genres of Russians films were historic films and screen versions of famous novels, such as Aelita by A. Tolstoi and Quiet Flows the Don by M. Sholokhov. And who knows what the first genres of American films were ? Film making industry developed rapidly and the number of film’s genres grew constantly. What genres do you know?

1). Write the definition of the genre.(индивидуальнаяработа)

Action film, comedy, western, horror film, thriller, melodrama, cartoon, musical film, historical film, crime, adventure film, war film, screen version, romance, epic, science-fiction, nature, educational, documentary film.

2). Cinema combines different arts. That’s why people of different professions are involved in film making. Who are they? Match the name of the profession and what they do? (… is the boss and tells everybody what to do. He works very closely with the actors and actresses. … pretends to be another person and acts in a film) (групповаяработа)

The 1 st group reads the definition and the 2 nd group names the film making profession . Whose group is the best?

5. Развитие навыков просмотрового чтения

By the way, have you seen the film “Gone with the Wind”? Do you want to know the story of this film? Read the text fluently and answer the question.

What is this text about?

a) A beautiful young woman. Scarlet 0"Hara;
b) The American Civil War;
c) Making a film of "Gone with the Wind"

2). Read the text for detail and do the tasks below.

In 1926 Margaret Mitchell, a journalist and housewife from Atlanta, Georgia, started to write a book. She finished it ten years later. It was called "Gone with the Wind". It became the most popular American novel of the time.

It is a long, romantic and exciting novel. It is about a beautiful young woman, Scarlet O"Hara and twelve years in her life just before, during and after the American Civil War (I862 - 64). In the book Scarlet marries Rhett Bullet: the tall, dark and handsome hero, but she doesn"t love him. All the time she loves someone else. But the man she loves is married.

David Selznick , Hollywood film producer, decided to make a film of "Gone with the Wind". He chose a famous film star of the time, Clark Gable , for the part of Rhett Butler, but he could not find anyone for the part of Scarlet. He searched and searched for two and half years. No one was quite right. In the end there was no more time. Plans for the film were ready . On the night of December 11, 1938, all the cameras were ready to film an important scene in the film - the burning of the city Atlanta. Selznick still did not have an actress for Scarlet.

At the time, Vivien Leigh , a young British actress, was in Hollywood with her fiance, Laurence Oliver. Selznick brother, Myron, knew the couple and asked them to come and watch the fire scene. He took them to the studios, found his brother, David, and hipped him on the shoulder. David Selznick turned round. Ther е, in the light of the fire, he saw the beautiful face of Vivien Leigh . "David, here"s your Scarlet", Myron said. Vivien Leigh won the most famous part in the history of the cinema - Scarlet O"Hara, the heroine of "Gone with the Wind".

It was a long and difficult film to make, but on December 11". 1939 Selznick sent this telegram to a colleague: "Have just finished "Gone with the Wind" God bless us all. Screening, at two tomorrow Tuesday for 750 journalists".

The film was nearly four hours long. At the end the journalists sat quietly for a moment and then they cheered and cheered.

On the day of the premiere the Mayor of Atlanta closed all the schools and public buildings. "Gone with the Wind" became a famous film and it made a lot of money. They called it "the greatest motion picture of all time". "Gone with the Wind" won eight awards, including an award for the best actress of the year and for the best direction.

3). Read the text and find facts about each of these people.

Margaret Mitchell

4). Read the text again and find the information what events happened in these dates.

1926: 1936: 1938; 1939

5). Write down all the words associated with "cinematography".

6). Answer the questions.

Who is the author of the novel "Gone with the Wind ""."

What is the novel about?

Who decided to make a film of "Gone with the Wind"?

Did he find an actress for the part of Scarlet at once?

How did he meet Vivien Leigh?

When was the first screening of the film?"

What did the Mayor of Atlanta do on the day of the premiere?

How many awards did the film win?

Have you watched this film?

What do you think about it?

7). Translate the sentences

“Унесённые ветром” - один из самых популярных романов в Америке.

Этот роман о прекрасной молодой женщине и о двенадцати годах её жизни.

Скарлет выходит замуж за Рета Батлера, но она не любит его.

Давид Зельцник не мог никого найти на роль Скарлет.

Он искал в течение двух с половиной лет.

Но никто не подходил на эту роль.

В огнях пожара он увидел прекрасное лицо Вивьен Ли.

Вивьен Ли выиграла самую главную роль в истории кино.

Фильм длился почти четыре часа.

Какое то время после окончания фильма журналисты сидели молча.

Во время премьеры мэр Атланты закрыл все школы и офисы.

“Унесённые ветром” стал самым известным фильмом и заработал много денег.

Этот фильм завоевал восемь наград.

6. Итоги урока ( рефлексия)

Конспект открытого урока на тему: «Ты знаешь что-нибудь о …?»
Учитель: Вакула М.Ю.
Класс: 7 Г
Дидактическая цель: повышение эффективности урока за счёт использования разнообразных видов речевой деятельности
Задачи: 1) актуализировать и отработать лексический материал по теме «Профессии»;
2) развивать фонематический слух учащихся;
3) развивать навыки монологической и диалогической речи;
4) развивать навыки чтения учащихся;
5) формировать лексические навыки говорения;
6) развивать способности к сравнению, обобщению, анализу.
Оборудование: число, день недели, лексические опоры, раздаточный материал, цифровой образовательный ресурс, проектор.
План урока:
I. Организационный момент.
II. Фонетическая зарядка.
IV. Аудирование.
VI. Физ. минутка.

IX. Объяснение домашнего задания.
X. Подведение итогов.
Ход урока:

I. Организационный момент.
T: Good morning, boys and girls. I am glad to see you. How are you? I am fine too. Thank you. Sit down. Listen to the following speaker and try to guess what is he speaking about?
Т: Yes, that’s right. Today we are going to speak about different professions, we’ll do some tasks in connection with professions, we’ll listen to some speakers and also we’ll try to speak about your abilities.
Т: Answer the following questions, please:
1) What date is it today?
2) What day of the week is it today?
3) What is the weather like today?
4) What was the weather like yesterday?
5) What season is it now?
6) Is it raining now?
7) Is it snowing now?

II. Фонетическая зарядка.
Т: Lets listen and repeat after the speaker different names of professions.
a doctor a soldier
а nurse an architect
a vet a lawyer
a dentist a teacher
a secretary a photographer
Т: Lets read and translate these professions.

III. Отработка лексических единиц.
Т: Look at the slides and name the professions.
(a doctor, a nurse, a vet, a dentist, a secretary, a soldier, an architect, a lawyer, a teacher, a photographer).
Т: And now you should match the professions and what people of these professions can do. But there are odd combinations of words.

1) an architect a) works with the computer
2) a teacher b) designs buildings
3) a dentist c) plays football
4) a vet d) teaches children at school
5) a doctor e) looks after peoples teeth
6) a photographer f) looks after sick people
7) a secretary g) plays a musical instrument
8) a lawyer h) takes photos
i) looks after sick animals
j) doеs projects
k) knows laws
l) works with papers
Т: Read and translate the odd combinations of words.

IV. Аудирование.
Т: Listen and guess the professions of the following speakers. Fill in the gaps with professions. Write down the names of professions on your cards.
1) I work outside and I love flowers. I’m a …….. .
2) I look after sick people in a hospital, but I’m not a doctor. I’m a ……… .
3) I work in a small restaurant. I prepare food for out quests. I’m a ……. .
4) I love animals. Some people call me an animal doctor. I’m a ……… .
5) I’m an artist and my job is taking photographs. I’m a ……. .
6) I’m interested in fashion. I make clothes for women. I’m a …….. .
Т: Collect the cards and pass them to me. I’ll check up them and put you marks.

V. Отработка фразовых единиц.
Т: Open your books at p. 39 and let’s read and translate phrases which give up an opportunity to say what you can or can’t do well.
I can play tennis.
I know how to cook.
I know something about cooking.
I’m not too bad it getting up in the morning.
I’m pretty good at photography.
I can"t play tennis.
I don’t know how to cook.
I don’t know anything about cooking.
I’ve no idea how to take photos.
I’m not good at getting up in the morning .
Т: What is the English for …? And now look at the slides and translate the following sentences from Russian into English.
1) Я знаю как играть в футбол.
2) Я знаю что-то об игре на музыкальном инструменте.
3) Я не совсем плох в математике.
4) Я не знаю как делать проекты.
5) Я не знаю ничего о работе с компьютером.
6) Я не имею представления об игре в футбол.

VII. Физ. минутка.
T: Let’s have a rest. Let’s watch the cartoon about physical exercises and do the movements. Stand up, please.
Hands up
Hands down
Hands on hips
Sit down
Stand up
Hands to the sides
Bend left
Bend right
Hands on hips
One, two, three, hop!
One, two. three, stop!

VII. Развитие навыков монологической речи.
Т: And now your task is to speak about your abilities. You should write down seven sentences using the phrases and the following combinations of words.

work with the computer
design buildings
teach children at school
look after sick people
play a musical instrument
take photos
look after sick animals
do projects
know laws
work with papers

Т: Your time is up. Let’s listen to your sentences .Your marks are … .

VIII. Развитие навыков диалогической речи.
Т: There are cards with dialogues on your desks. Let’s read and translate the dialogue.
- Can you work with the computer?
- I know how to work with the computer. And can you?
- I am not good at working with the computer. Do you know anything about doing projects?
- I’ve no idea how to do projects. And what about you?
- I’m pretty good at doing projects.
Т: What is the English for …?
Т: 1) And now ask any questions to me.
2) Ask some questions to Denis.
3) And now ask questions to each other.
4) And now I give some minutes, your task is to make up your own dialogues with 5 phrases.
Т: Your time is up. Let’s listen to some dialogues. Your marks are … .

IV. Объяснение домашнего задания.
Т: Your homework will be to write down a composition about your abilities, what you can or can’t do well. You should write down 10 sentences.

Х. Подведение итогов.
Т: Our lesson is over. Thank you for your good work. Good bye!