Цели:
развивающий аспект – развитие способности к репродуктивным и продуктивным речевым действиям;
воспитательный аспект - формирование толерантного отношения к иному образу жизни, уважительного отношения к мнению других людей;
учебный аспект – развитие умений устной речи;
речевой материал – лексика и грамматические явления предыдущих уроков.
Оборудование: грамматическая таблица, проектор, стереосистема, раздаточный материал (Приложение), презентация Power Point
Ход урока
Teacher (T) - Today we’ll revise all the words and grammar structures we’ve learned during the semester, and to sum up we’ll try to make up reports about the houses you dream to live in.
T - To start our work with let’s revise all the words you’ve learned from the Unit 3. You will work in pairs and distribute the given words according to the names of the rooms. (Заполнение таблицы, группировка)
Pair 1 – Pair 2 – Pair 3
(Слайд 1)
T - Now we shall revise the grammar structures. They are there is/are and there was/were. Давайте скажем, в каких ситуациях мы используем данные структуры.
Checking: Pupil P1, P2, P3, etc.
So, you remember the cases of using, and then we shall try to use them in your speech. You see two bedrooms: the old one and the one in a new house. Compare them and say how the bedroom has changed. (Описание картинок, сравнение)
(Слайд 2)
P1 – There was a small carpet on the floor. There is a large carpet on the floor.
P2 – There was no computer on the table. There is a computer on the table.
P3 – There was a bookshelf on the wall. There are bookshelves on the wall.
etc.
T - OK. You’ve worked well. Now we are going to talk about unusual houses. The first one you’ve read about at home. So, what unusual things were there in the house Danny lived in? Open your Readers and read out the statements. (Поиск информации в тексте, перифраз)
P1 – Danny lived in a gipsy wagon.
P2 – There was only one room and a small kitchen in the house.
P3 – There was a small table and four chairs around it.
etc.
T - Well. Now we’ll meet some more unusual houses. Open your books (ex. 1 p. 57) and match the pictures and names of the houses. (Узнавание, соотнесение, поиск информации)
(Pupils name the houses and give short descriptions using the LCG)
T - You see that the owners of the unusual houses have different opinions about living in them. Doing ex. 2 p. 57 you have to listen the texts and say if Rick, Mrs. Wilson and Ellis like living in their houses. (Слушание со зрительной опорой, слушание с пониманием основного содержания)
T – Does Rick like living in the lighthouse?
P1 – Yes, he does.
T – Does Mrs. Wilson like living in a caravan?
P2 – Yes, she does.
T – Does Ellis like living in a teepee?
P3 – No, she doesn’t.
T - There are both good and bad points in living in unusual houses. What are they? Work in groups and answer the question using the scheme. (Копирование, расширение, трансформация)
(Слайд 3)
Group1 – The good point of living in the lighthouse is that you can swim every day. The bad point of living in the lighthouse is that it is far from the town ….
Group 2 – The good point of living in the caravan is that it can stand in a quiet area. The bad point of living in the caravan is that it is too small….
Group 3 – The good point of living in the teepee is that it very romantic. The bad point of living in the teepee is that there are no modern conveniences in it…
T - Look at ex.6 p.59 and say if you would like to live in one of these houses. You may use the schemes given in your Student’s Books. (Расширение, составление краткого высказывания)
P1 – I’d like to live in a teepee because it is unusual and romantic.
P2 – I want to live in a houseboat because I’d like to swim every day.
…
T - You’ve worked very well, so to complete our talk about a house, we’ll try to make up short sayings about the houses you dream to live in. Don’t forget to say what kind of a house it is: ordinary or unusual; how many rooms there are there; what necessary things it should possess; if there are a garden or a swimming pool there and so on. Work in groups, keep in mind that the time is limited. (Описание)
(Слайд 4)
Group1 - Group2 - Group3
T - OK. I hope now that any of you can describe your dream house to everybody. So, I propose to make a drawing or a collage of your dream house at home and tell about it next lesson.
Today your work was perfect. Your marks are good for … and excellent for … .
The lesson is over. Good-bye.
Приложение.
Task 1. Put the following words into three columns according to the names of the rooms.
a chair, a sofa, a bed, an armchair, a cooker, a TV set, a carpet, flowers, bookshelves, curtains, a table, a wardrobe, a DVD player, a desk, a computer, a wall unit, a fridge, a mirror, a microwave oven, a kettle, a cup, a plate, a chest of drawers
| living-room | kitchen | bedroom |
Final task. Say what house you dream to live in.
A house: an ordinary house, a lighthouse, a houseboat, a teepee, a caravan, a castle, a cottage, etc.
A house/rooms: cosy, comfortable, pretty, small, tiny, large, marvellous, romantic, unusual, etc.
Modern conveniences: running water, central heating, gas, electricity, a lift, Internet, TV, a telephone, etc.
Modern gadgets: a TV set, a computer, a washing machine, a dishwasher, a vacuum cleaner, a microwave oven, a DVD player, a stereo system, etc.