Lesson Plan
Unit 1 Families and Friends: Are We Happy Together?
Section 1 Holidays Are a Time for Adventures and Discoveries
1. Student's book Enjoy English (The authors are Biboletova , Babushis etc.) and two exercise books; 2. Paper folder(папка-конверт) for writing new vocabulary words;
3. Audio recording/video;
4. Picture of rubriс.
Grammar / Pronunciation
To be able to use tenses in active voice, expressions with like
Vocabulary
To be able to use vocabulary about Holidays/ Sports
To be able to make a dialogue (ask and answer the questions)
Function
to be able to talk about a holiday, make a choice, give arguments
Pupils will demonstrate their understanding by
1. passing a test of knowing the vocabulary,
2. making a dialogue,
3. writing a personal letter in which they should describe a place where they went or would like to go on holiday or for sport.
Vocabulary
don’t have to get up early, an opportunity to make friends/to do sport/ to learn how to swim/ to work on a farm/to go to the countryside/ to take part in a competition/to join the team/ to stay at home/ to get a great tan/ to enjoy swimming/ to help in work/ to camp under the stars/ to work at the weekend/ to visit grandparents/ to go on studying Biology/ to be at the Red Sea/ to go to the seaside/ to look sporty
to waste time, to get/be bored and sick from doing nothing,
on holiday, for pleasure, to take care of, to come home, to feel safe, to fall down, to break a bone, to be healthy and merry, , to be good at something, to be interested in, to take no interest in, to make a decision, , attractive to smb, adventure, to stay in a good hotel, to be of interest
We haven’t seen each other for a long time, I’m dying of curiosity, I’m afraid to disappoint you, What for?, Do you mean that.., Nice to see you again, Did I guess it?, Oh, come on!, You can’t fancy.., Don’t be silly, Look here, It sounds fantastic!
Rubric
Spelling/ Writing an appropriate word/Pronuciation:
No spelling errors. Good pronunciation with a few or no mistakes - Excellent
A few spelling errors, but they do not interfere with meaning. A few or no pronunciation mistakes. – Good
Some spelling errors; may interfere with meaning. A few or some pronunciation mistakes. - Fair
Several spelling errors; interfere with meaning. Some or several pronunciation mistakes – Poor
About teacher talk
During the lesson, the teacher speaks slowly, uses simplified vocabulary and reduced grammatical forms. When the teacher asks something, he/she gives a lot of time for answering. If it is strongly necessary the teacher helps students in speaking or even speaks students’ native language.
About keeping things conversational
During the lesson, the teacher asks questions to see understanding and response from students, shows an example from his/her own family
Lesson 1
Warm-up and Objective Discussion
to be able to use vocabulary related to Holidays/ Sports,
using the vocabulary to talk about their own holiday,
to ask and answer questions.
Activity
Time
Welcome the students, ask questions.
- Good morning, pupils. How are you today? Sit down, please.
What date is it today? What’s the weather like today? Who is absent today? Who is on duty today? + Разобрать какие бывают вопросы!
Tell students that today they will learn vocabulary related to Holidays/ Sports and using the vocabulary talk about their own holiday, ask and answer questions.
Ask why it is very important to know these words.
Explain that at the end of this lesson they will make 5 different sentences about enjoying the summer in written form, ask and answer some questions in written form.
Explain that at the end of the section they will have to pass a test of knowing the vocabulary, write a personal letter in which they should describe a place where they went or would like to go on holiday or for sport.
In a lesson they will make a dialogue.
Students welcome the teacher and answer the questions.
Students answer the questions.
Possible answers will be because: - these words can help to speak about holidays/sport/hobby etc.
2 min
3 min
Instruct and Model
❑ R
❑ W
❑ L
❑ S
Activity
Time
The model is teach, model, question
1. Ask students to open their books at page 8 and look at the ex 1. Explain that now they are going to learn new vocabulary words and then say why most teenagers enjoy holidays so much.
So ask a certain student to read sentences and try to translate.
Then ask students to look at the blackboard. Ask another student to read them aloud and translate.
Then give to the students enough time for writing new vocabulary words on their shits of paper.
Recall the main question “why most teenagers enjoy holidays so much”. And show students how they should answer it. The teacher writes down the answer on the blackboard, the students write down in their workbooks.
Show another example.
Pay attention to the fact that подлежащее на первом месте, глагол на втором!
Ask if they have got any questions.
2. Ask students to open their books at page 8 and look at the ex 2. Explain that now the students have to ask and answer the questions. Ask a certain students to read the questions and translate them. + Разобрать какие бывают вопросы!
Ask another student to read the example about Andrew. After reading give to the students enough time for writing new vocabulary words on their shits of paper. Ask about grammatical forms of verbs, pay attention to the prepositions.
Ask if they have got any questions.
1. S-s open their books.
S-s read and translate sentences.
Students see pictures of summer holiday activities.
S-s read and translate sentences and write down new words.
S-s write down answers.
2. S-s open their books and read questions, translate them.
S-s read the example, write down words.
S-s ask questions.
5 min
5 min
5 min
5 min
Guided Practice
❑ R
❑ W
❑ L
❑ S
Activity
Time
1. Then suggest that a certain student should try to answer the question why most teenagers enjoy holidays so much. Correct if necessary.
2. Then suggest that a certain student should try to answer the questions. Correct if necessary.
1. S-s answer the question.
2. S-s answer the question.
2 min
3 min
Independent Practice
❑ R
❑ W
❑ L
❑ S
Activity
Time
1. After the instruction and some examples the teachers asks the students to make at least 5 different sentences in written form.
2. After the instruction and some examples the teachers asks the students to ask and answer questions in written form.
1. The students answer the question “why most teenagers enjoy holidays so much”
2. S-s ask and answer questions in written form.
5 min
5 min
Assessment
❑ R
❑ W
❑ L
❑ S
Activity
Time
The teacher says that the students have 6 minutes to complete the previous task. After they finish the exercise, they will come up to the blackboard and answer. The teacher walks around the classroom, asks if students have any questions.
S-s complete the previous task. After they finish the exercise, they will come up to the blackboard and answer.
Homework
Написать по образцу упр-я 2 стр 8 про своего друга или родственника, выучить выписанные слова. Составить вопросы.
| Lesson 2 |
| Warm-up and Objective Discussion To be able to use vocabulary about Holidays/ Sports To be able to answer the questions |
| Activity | Time |
| Welcome the students, ask questions. - Good morning, pupils. How are you today? Sit down, please. What date is it today? What’s the weather like today? Who is absent today? Who is on duty today?
Tell students that today they will read a text about holidays; learn new words related to Holidays/ Sport; answer the questions. Ask why it is very important to read texts, know these words, answer questions.
Explain that at the end of this lesson they will answer the questions.
Explain that the next lesson they will make a dialogue. Remind that at the end of the section they will have to pass a test of knowing the vocabulary, write a personal letter in which they should describe a place where they went or would like to go on holiday or for sport. | Students welcome the teacher, sit down and answer the questions.
Students answer the questions. Possible answers will be because: - reading helps us to remember English words, grammar rules/ vocabulary words help us to speak about holidays, sport, hobby / answering can help us in the exam etc.
| 2 min
3 min |
| Instruct and Model | ❑ R | ❑ W | ❑ L | ❑ S |
| Activity | Time |
| The model is teach, model, question * Some words are written on the blackboard + ex 7 p 10
to get a great tan; go to the seaside; to care about; I`m dying of curiosity; On holiday; to get up so early; to work on a farm; to work at the weekend; to take care of, to come home
Ask s-s to look at the blackboard and try to read and translate the sentences. Then give enough time for writing down new vocabulary. Then remind about Past Simple and Present perfect. About words “have” or “has” and the ending “-ed”. |
S-s read and translate sentences write down new words. S-s write down the information. |
10 min
5 min |
| Guided Practice | ❑ R | ❑ W | ❑ L | ❑ S |
| Activity | Time |
| Ask students to open their books at page 9 and look at the ex 5. Explain that now they are going read, translate the text and learn new words.
| S-s read, translate the text, write down the words. | 15 min |
| Independent Practice | ❑ R | ❑ W | ❑ L | ❑ S |
| Activity | Time |
| Ask students to open their books at page 10 and look at the ex 6. Explain that now they will answer the questions. The teacher says that now the s-s can go through the questions and try to answer. The teacher says that s-s have 3 minutes to look at the questions. The teacher asks certain s-s to read the questions aloud and answer them. + Разобрать какие бывают вопросы! | s-s open their books, answer the questions | 10 min
|
| Assessment | ❑ R | ❑ W | ❑ L | ❑ S |
| Activity | Time |
| In the previous ex. |
|
|
| Homework |
| To make at least 5 different sentences with new words in written form, выучить выписанные слова. Составить вопросы. |
| Lesson 3 |
| Warm-up and Objective Discussion To be able to use phrases related to Holidays/ Sports, to make dialogues |
| Activity | Time |
| Welcome the students, ask questions. - Good morning, pupils. How are you today? Sit down, please. What date is it today? What’s the weather like today? Who is absent today? Who is on duty today? + Разобрать какие бывают вопросы!
Tell students that today they will learn phrases related to Holidays/ Sports, make dialogues. Ask why it is very important to know these phrases.
Explain that at the end of this lesson they will make a dialogue about their summer holiday. Remind that at the end of the section they will have to pass a test of knowing the vocabulary, write a personal letter in which they should describe a place where they went or would like to go on holiday or for sport. | Students welcome the teacher and answer the questions.
Students answer the questions. Possible answers will be because: - these words can help to make a dialogue about holidays/sport/hobby etc. | 2 min
3 min |
| Instruct and Model | ❑ R | ❑ W | ❑ L | ❑ S |
| Activity | Time |
| The model is teach, model, question 1. Ask students to open their books at page 10 and look at the ex 7 a). Explain that now they are going to recall phrases that will help students to make dialogues at the end of the lesson. So ask a certain student to read sentences. Then ask students to look at the ex 7 b). Explain what the dialogue is. And ask the students to complete the dialogue. Then ask to complete the dialogue from the 9th ex. at page 11. |
1. S-s open their books.
S-s read sentences. S-s complete the dialogue. S-s read and translate sentences and write down new words. |
3 min
7 min
10 min |
| Guided Practice | ❑ R | ❑ W | ❑ L | ❑ S |
| Activity | Time |
| The teacher says that now they are going to make a mutual dialogue. S-s create sentences with the teacher. The teacher writes down the sentences on the blackboard. Pay attention to the fact that подлежащее на первом месте, глагол на втором! Ask if they have got any questions. | The students create dialogue and write down it in their workbooks.
S-s ask questions. | 5 min |
| Independent Practice | ❑ R | ❑ W | ❑ L | ❑ S |
| Activity | Time |
| After the instruction and some examples the teachers asks the students to make a dialogue from at least 10 different sentences in written form. One person speaks 5sentences, and the other person speaks 5 sentences. | 1. The students complete the task.
| 7 min |
| Assessment | ❑ R | ❑ W | ❑ L | ❑ S |
| Activity | Time |
| The teacher says that the students have 7 minutes to complete the previous task. After they finish the exercise, they will come up to the blackboard and answer. The teacher walks around the classroom, asks if students have any questions. | S-s complete the previous task. After they finish the exercise, they will come up to the blackboard and answer. | 7 min |
| Homework |
| Посмотреть видео о временах в английском, выучить выписанные слова. |
| Lesson 4-5 |
| Warm-up and Objective Discussion To be able to use tenses in active voice |
| Activity | Time |
| Welcome the students, ask questions. - Good morning, pupils. How are you today? Sit down, please. What date is it today? What’s the weather like today? Who is absent today? Who is on duty today?
Tell students that today they will remember tenses in active voice. Ask why it is very important to know these grammar rules.
Explain that at the end of the next lesson they will make up their own sentences, using all of the tenses.
Explain that at the end of the section they will have to pass a test of knowing the vocabulary, write a personal letter in which they should describe a place where they went or would like to go on holiday or for sport. Tell the students that you will pay a lot of attention to using tenses in active voice.
| Students welcome the teacher, sit down and answer the questions.
Students answer the questions. Possible answers will be because: -these rules can help to speak/ pass exam etc. | 2 min
3 min |
| Instruct and Model | ❑ R | ❑ W | ❑ L | ❑ S |
| Activity | Time |
| The model is teach, model, question
Ask s-s to open their books at page 12 and look at ex. 13. and to read , translate and understand the rules, using the examples. Then ask s-s to look at page 13 and remind the rest of the rules Then give enough time for writing down the schemes of the rules. Then create some examples for all of the rules together with the students and write them down. |
S-s read, translate the rules, write down them.
Create sentences, write them down |
10 m
10 m 5 min 5 min |
| Guided Practice | ❑ R | ❑ W | ❑ L | ❑ S |
| Activity | Time |
| Ask students to open their books at page 14 and look at the ex 14. Explain that now they are going to practice the rules. Ask students to open their books at page 15 and look at the ex 15. Explain that now they are going to practice the rules. | S-s read, translate the text, and choose the correct answer. | 10 m
15 m |
| Independent Practice | ❑ R | ❑ W | ❑ L | ❑ S |
| Activity | Time |
| Explain that now they will make up their own sentences, using all of the tenses. So they need to make up 9 sentences. The teacher says that the students have 7 minutes to complete the previous task. After they finish the exercise, they will come up to the blackboard and answer. The teacher walks around the classroom, asks if students have any questions.
|
| 15 min
|
| Assessment | ❑ R | ❑ W | ❑ L | ❑ S |
| Activity | Time |
| In the previous ex. |
|
|
| Homework |
| , выучить выписанные слова.
|
| Lesson 6 |
| Warm-up and Objective Discussion To review tenses, words, structure of the letter
|
| Activity | Time |
| Welcome the students, ask questions. - Good morning, pupils. How are you today? Sit down, please. What date is it today? What’s the weather like today? Who is absent today? Who is on duty today?
Tell students that today they will recollect the vocabulary about Holidays/Sports that they should use in their letters, the structure of the letters, tenses in active voice.
Explain that the next lesson they will have to pass a test of knowing the vocabulary, write a personal letter in which they should describe a place where they went or would like to go on holiday or for sport. Tell the students that you will pay a lot of attention to using tenses in active voice. | Students welcome the teacher, sit down and answer the questions.
| 2 min
3 min
|
| Revision | ❑ R | ❑ W | ❑ L | ❑ S |
| Ask s-s to open their books at page 16 and do ex. 18. Then hand out the shits of paper for revision the vocabulary and showing the examples of the test. Then the teacher draws the schemes of the main tenses on the blackboard. | 7 min
7 min |
| Instruct and Model | ❑ R | ❑ W | ❑ L | ❑ S |
| Activity | Time |
| The model is teach, model, question Give students handouts, where there are rules of writing the letter. Go through these rules and explain that the next lesson they will use these handouts for writing. Ask s-s to open their books at page 16 and look at ex. 19. Compare the letter with the rules of writing the letter. Ask if students have any questions. |
Read the rules, understand them.
Compare the letter with the rules of writing the letter. Ask questions. |
7 min
7 min |
| Guided Practice | ❑ R | ❑ W | ❑ L | ❑ S |
| Activity | Time |
| Write an answer to the Kevin’s letter together with the s-s. | S-s write a letter together with the teacher. | 12 min |
| Independent Practice | ❑ R | ❑ W | ❑ L | ❑ S |
| Activity | Time |
| The next lesson |
|
|
| Assessment | ❑ R | ❑ W | ❑ L | ❑ S |
| Activity | Time |
| The next lesson |
|
|
| Homework |
| Review vocabulary, tenses, structure of the letter |
Типы вопросов в английском языке:
Общий вопрос или General Question / Yes/No questions
Специальный вопрос или Special Question
what, where, why, when, which, how и другие
Альтернативный вопрос или Alternative Question
Принцип построения тот же, что и в общем, все специфические особенности сохраняются. Но выбор между двумя предметами, свойствами или действиями разделяется союзом «or», который переводится «или». Все зависит от того, что вы хотите уточнить (один из выборов). При ответе простыми Да/ Нет не отделаешься, необходимо полное предложение.
Вспом. гл (модальный) + подлежащее + смысловой глагол (or + выбор)+ дополнение (or + выбор)+ обстоятельство (or + выбор)?
Do you prefer blue or white skirt? — Ты предпочитаешь синюю или белую юбку?
Did he go by bus or on foot? — Он приехал на автобусе или пришел пешком?
Is he in Germany or in England? — Он в Германии или Англии?
Разделительный вопрос или Tag Question/ вопрос с хвостиком
…, не так ли? не правда ли?
Как задавать вопросы с хвостиком? Легко — важно усвоить некоторые секреты.
Если в основной части предложения есть not, наречия с отрицательным значением (seldom, never, rarely, hardly, scarcely), отрицательные местоимения (nobody, nothing), — хвостик положительный.
Если в основной части нет вышеперечисленных «отрицаний», хвостик утвердительный.
Если главная часть — это просьба в повелительном наклонении, то в хвостике: can you/could you; will you/ won’t you.
Если повелительное предложение начинается с Don’t, то заканчивается — will you.
Вопросительные предложения в английском с Let’s дают хвостик «shall we».
Подлежащее that/ this в окончании заменяется на it.
А вот I am меняется на aren’t I, как бы вас не смущала структура.
He never panics, does he? — Он никогда не паникует, не так ли?
He works hard every day, doesn’t he? — Он каждый день работает усердно, не так ли?
Wait a minute, can you? — Подожди минуту, можешь (подождешь? хорошо?)?
Don’t forget to give him a call, will you? — Не забудь ему позвонить! Позвонишь (Хорошо?)?
Let’s dance, shall we? — Давай потанцуем, хорошо?
That is your wife over there, isn’t it? — Это там твоя жена, не так ли?
I am late, aren’t I? — Я опоздал, не так ли (да?)?
Вопрос к подлежащему или Question to the subject
Общий вопрос Вспом. глагол + подлежащее + сказуемое + второстепенные члены
Present
Past
Future
Simple
Do/ Does + S + V?
Did + S+V?
Will/Shall + S + V?
Do you listen to BBC news every day?
Did you listen to BBC news?
Will you listen to BBC news?
Continuous
Is/ Am/ Are + S + Ving?
Was/Were + S + Ving?
Will/ Shall + S + be + Ving?
Are you listening to BBC news?
Were you listening to BBC news?
Will you be listening to BBC news?
Perfect
Has/ Have + S + Ved (V3)?
Had + S + Ved (V3)?
Will/ Shall+ S + have+ Ved (V3)?
Have you listened to BBC news?
Had you listened to BBC news?
Will you have listened to BBC news?
Perfect Continuous
Have + S + been + Ving?
Had + S + been + Ving?
Will/shall + S + have + been + Ving?
Have you been listening to BBC news?
Had you been listening to BBC news?
Will you have + been listening to BBC news?
|
Специальный вопрос |
| Вопросительное слово(Wh) + вспом. глагол + подлежащее + сказуемое + второстепенные члены Или Специальное вопросительное слово + общий вопрос? |
| Simple | Wh + do/ does + S + V? | Wh + did + S + V? | Wh + will/shall + S + V? |
|
| What do you listen to every day? | What did you listen to yesterday? | What will you listen to tomorrow? |
| Continuous | Wh + is/am/are + S + Ving? | Wh + was/were + S + Ving? | Wh + will/shall + S + be + Ving? |
|
| What are you listening to? | What were you listening to? | What will you be listening to? |
| Perfect | Wh + have/has + S + Ved (V3)? | Wh+ had + S + Ved (V3)? | Wh + will/ shall+ S + have+ Ved (V3)? |
|
| What have you listened to? | What had you listened to? | What will you have listened to? |
| Perfect Continuous | Wh + have + S + been + Ving? | Wh+ had + S + been + Ving? | Wh + will/ shall+ S + have + been + Ving? |
|
| What have you been listening to? | What had you been listening to? | What will you have been listening to? |
| Разделительный вопрос |
| Предложение, вспом. глагол + (not) + местоимение (выражающее подлежащее) |
| Simple | S + V + …, does/ do/ are/is+ (not) + Spronoun? | S + V2(Ved) + …, did + (not) + Spronoun? | S + will + V + …, will + (not) + Spronoun? |
|
| You listen to BBC news every day, don’t you? | You listened to BBC news yesterday, didn’t you? | You will listen to BBC news tomorrow, won’t you? |
| Continuous | S +am/are/is+ Ving + …, am/are/is + (not) + Spronoun? | S +was/were+ Ving + …, was/were + (not) + Spronoun? | S + will + be + Ving + …, will + (not) + Spronoun? |
|
| You are listening to BBC news, aren’t you? | You were listening to BBC news, weren’t you? | You will be listening to BBC news, won’t you? |
| Perfect | S +have/has+ Ved(V3) + …, have/has + (not) + Spronoun? | S +had+ Ved(V3) + …, had + (not) + Spronoun? | S + will + have + Ved(V3) + …, will + (not)+ Spronoun? |
|
| You have listened to BBC news, haven’t you? | You had listened to BBC news, hadn’t you? | You will have listened to BBC news, won’t you? |
| Perfect Continuous | S +have/has+ been + Ving + …, have/has + (not) + Spronoun? | S +had+ been + Ving + …, had + (not) + Spronoun? | S + will + have +been + Ving + …, will + (not)+ Spronoun? |
|
| You have been listening to BBC news, haven’t you? | You had been listening to BBC news, hadn’t you? | You will have been listening to BBC news, won’t you? |
|
Вопрос к подлежащему |
| Who (What) + глагол + второстепенные члены |
| Simple | Who (What) + Vs? | Who (What) + Ved? | Who (What) + will + V? |
|
| Who listens to BBC news every day? | Who listened to BBC news yesterday? | Who will listen to BBC news tomorrow? |
| Continuous | Who (What) + is + Ving? | Who (What) + was + Ving? | Who (What) + will + be + Ving? |
|
| Who is listening to BBC news? | Who was listening to BBC news? | Who will be listening to BBC news? |
| Perfect | Who (What) + has + Ved(V3)? | Who (What) + had + Ved(V3)? | Who (What) + will + have + Ved(V3)? |
|
| Who has listened to BBC news? | Who had listened to BBC news? | Who will have listened to BBC news? |
| Perfect Continuous | Who (What) + has + been + Ving? | Who (What) + had + been + Ving? | Who (What) + will + have + been + Ving? |
|
| Who has been listening to BBC news? | Who had been listening to BBC news? | Who will have been listening to BBC news? |
