Choosing a profession: различия между версиями

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(→‎Урок английского языка по теме «The Past Simple tense»)
 
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Строка 1: Строка 1:
 
== Урок английского языка по теме «Choosing a profession» ==
 
== Урок английского языка по теме «Choosing a profession» ==
  
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Главная цель урока: совершенствование грамматических навыков, развитие умений монологической речи на основе текста.
+
''' Главная цель урока:''' совершенствование грамматических навыков, развитие умений монологической речи на основе текста.
  
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Развивающий компонент цели урока: развивать умения и навыки диалогической и монологической речи; развивать  умения и навыки аудирования.
+
''' Развивающий компонент цели урока:''' развивать умения и навыки диалогической и монологической речи; развивать  умения и навыки аудирования.
  
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Образовательный компонент цели урока: повторить и активизировать лексический материал по теме «Выбор профессии».
+
''' Образовательный компонент цели урока:''' повторить и активизировать лексический материал по теме «Выбор профессии».
  
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Воспитательный компонент цели урока: воспитывать внимание и быстроту  реакции, чувство уважения к различным профессиям; способствовать серьезному выбору профессии.
+
''' Воспитательный компонент цели урока:''' воспитывать внимание и быстроту  реакции, чувство уважения к различным профессиям; способствовать серьезному выбору профессии.
  
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Практический компонент цели урока: практическое использование грамматических навыков по теме «Вопросы в косвенной речи».
+
''' Практический компонент цели урока:''' практическое использование грамматических навыков по теме «Вопросы в косвенной речи».
  
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Оборудование урока:
+
'''Оборудование урока:'''
  
 
1. Индивидуальный дидактический материал (тексты, карточки с упражнениями, текст песни “I can be most anything I try”);
 
1. Индивидуальный дидактический материал (тексты, карточки с упражнениями, текст песни “I can be most anything I try”);
Строка 21: Строка 21:
 
== Ход урока ==
 
== Ход урока ==
  
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'''I. Начало урока, организационный момент'''
+
'''I. Organizational moment.'''
  
−
# Создание атмосферы иноязычного общения.
+
Hello, boys and girls!
−
# Мотивация учащихся, сообщение темы.
 
−
# Создание положительного микроклимата.
 
  
−
Good morning, children!
+
I am glad to see you.
  
−
Good morning! Good morning! Good morning to you! Good morning! Good morning!
+
I see that you are ready. You are so pleasant, brainy and look great. Be very attentive and active please. I’m sure that today you can show your knowledge on the theme “Choosing a profession” and systematize grammar theme “Reported questions”. Let’s begin our lesson from phonetic drill. Repeat after me, please.
  
−
We are glad to see you!
+
'''II. Phonetic drill.'''
  
−
I’m very glad to see you too. I hope you are feeling well today. So today we’ll continue working with the Past Simple. You’ll do a lot of interesting exercises that will help you to understand this material better.
+
[t] - teacher, typist, actor
  
−
'''II.Фонетическая зарядка'''
+
[d] – doctor, designer, model
  
−
Listen to the rhyme and find verbs in the Past Simple.
+
[r]- writer, driver, librarian
  
−
Humpty Dumpty.
+
[w] – worker, waiter, waitress
  
−
Humpty Dumpty sat on a wall
+
Well done!
  
−
Humpty Dumpty had a great fall.
+
And now try to define please what these professions are.
  
−
All the king’s horses
+
'''III. Warm up.'''
  
−
And all the king’s men,
+
T.:  A person who teaches children at school.
  
−
Couldn’t put Humpty together again.
+
P1.:  A teacher.
  
−
(sat had, could)
+
T.:  A person who treats our teeth.
  
−
Let’s remember the Russian rhyme Шалтай-Болтай by S. Marshak. Who knows?
+
P2.:  A dentist.
  
−
Шалтай-болтай
+
T.:  A person who helps the doctor.
  
−
Сидел на стене,
+
P3.:  A nurse.
  
−
Шалтай-болтай
+
T.:  A person who plays football professionally.
  
−
Свалился во сне.
+
P4.:  A footballer (a football player).
  
−
Вся королевская конница,
+
T.:  A person who works at a plant or a factory, but has no higher education.
  
−
Вся королевская рать
+
P5.:  A worker.
  
−
Не может Шалтая,
+
T.:  A person who works at a shop and sells things.
  
−
Не может Болтая,
+
P6.:  A shop – assistant.
  
−
Шалтая-болтая,
+
T.:  A person who shows new clothes.
  
−
Болтая-шалтая
+
P7.:  A model.
  
−
Шалтая-болтая собрать.
+
T.:  A person who works at a café or a restaurant to serve the people.
  
−
'''III. Актуализация знаний, полученных на предыдущих уроках.'''
+
P8.:  A waiter, waitress.
  
−
''1. Аудирование текста''
+
T.:  A person who looks after the child.
  
−
Listen to the text and write down verbs in the Past Simple.
+
P9.:  A baby-sitting.
  
−
Once upon a time there______ a very old man and a very old woman. They______in a nice clean house which_______ flowers all round it. But they couldn’t be happy because they_____ so very lonely. “If only we ______a cat” _____ the very old woman. “A cat?” _____ the very old man. “Yes, a sweet little cat” ____ the very old woman. “I’ll get you a cat, my dear,”_____ the very old man. And he _____ over the hills to look one.
+
T.:  A person who interviews.
  
−
(Keys: were, lived, had, were, had, said, asked, said, said, went)
+
P10.: A journalist.
  
−
''2. Work in the groups''
+
Great!
  
−
Read these texts, translate and find irregular verbs.
+
'''IV. Pre-listening work.'''
  
−
The first group:
+
Loot at the list of words, please. Are there any unknown words for you?
  
−
Mary got up at 7 o’clock yesterday. She washed her face and cleaned her teeth. Then she had breakfast. She took her bag and went to school.
+
''car park attendant''
  
−
The second group:
+
''assembly line worker''
  
−
Jane came home at 2 o’clock yesterday. She had dinner. Then she cleaned her room. She did her homework. Then she played games.
+
''shepherd''
  
−
The third group:
+
''market researcher''
  
−
My mother came home from work at 6 o’clock yesterday. She cooked supper. Then she watched TV. She read a book and went to bed at 10 o’clock.
+
''grave digger''
  
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''3.“Magic box” (карточки с первой формой неправильных глаголов, учащиеся должны назвать вторую форму глагола и перевести на русский язык ).''
+
''prison warder''
 +
 +
Let’s practice correct pronunciation. Work with worksheets, please.
 +
What job do you see on these pictures? Listening.
  
−
{| border 1
+
Excellent!
−
| Beat
 
−
| Beat
 
−
|-
 
−
| Become
 
−
| Became
 
−
|-
 
−
| Begin
 
−
| Began
 
−
|-
 
−
| Be
 
−
| Was, were
 
−
|-
 
−
| Blow
 
−
| Blew
 
−
|-
 
−
| Bring
 
−
| Brought
 
−
|-
 
−
| Build
 
−
| Built
 
−
|-
 
−
| Buy
 
−
| Bought
 
−
|-
 
−
| Can
 
−
| Could
 
−
|-
 
−
| Catch
 
−
| Caught
 
−
|-
 
−
| Choose
 
−
| Chose
 
−
|-
 
−
| Come
 
−
| Came
 
−
|-
 
−
| Cost
 
−
| Cost
 
−
|-
 
−
| Cut
 
−
| Cut
 
−
|-
 
−
| Do
 
−
| Did
 
−
|-
 
−
| Draw
 
−
| Drew
 
−
|-
 
−
| Drink
 
−
| Drank
 
−
|-
 
−
| Drive
 
−
| Drove
 
−
|-
 
−
| Eat
 
−
| Ate
 
−
|-
 
−
| Fall
 
−
| Fell
 
−
|-
 
−
|}
 
  
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''4.Put the words in the correct order to make sentences.''
+
And now listen to the text very attentively and check your answers, please.
  
−
Work in groups:
+
1) Prison warder
−
# year, He, a, built, last, house;
 
−
# 1998, they, a, in, bank, worked, in;
 
−
# broke, yesterday, my, a, brother, vase;
 
−
# ago, the, five, lesson, began, minutes;
 
−
# last, Ann, granny, visited, her, week.
 
−
Keys:
 
−
# He built a house last year;
 
−
# They worked in a bank in 1998;
 
−
# My brother broke a vase yesterday;
 
−
# The lesson began 5 minutes ago;
 
−
# Ann visited her granny last year.
 
  
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''5. Write 5 sentences about things you did yesterday.''
+
2) A baby-sitter
  
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Work in groups.
+
3) Doctor
  
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# We went…….
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4) Waiter
−
# We had……….
 
−
# We did ……….
 
−
# We walked…….
 
−
# We played…….
 
  
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'''IV. Развитие умений монологической речи, контроль правильности использования изученного лексического и грамматического материала в монологе по тексту: «A relative in London».'''
+
5) Window cleaner
  
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Work in groups.
+
6) Shepherd
  
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The first group.
+
7) Car park attendant
  
−
Your task:
+
8) Dentist
  
−
Tell us please about Robin and his family.
+
9) Miner
  
−
In 1599 Robin lived in Edinburgh and his father was one of the Scottish patriots. They wanted to return the Stone of Destiny to Scotland. But it was not easy. The Stone was in London and the way to London was difficult. The English knew about their organization and they could catch and kill any of their members.
+
10) Farmer
  
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The second group.
+
'''V. Oral practice. Dialogue.'''
  
−
Your task:
+
To get any job you  have to talk to the boss or the stuff manager.
  
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Tell us please about time tunnels.
+
Role play. Make up dialogues and act out, please.
  
−
Only the greatest wizards knew about time tunnels. These tunnels took people to the past or to the future. The organization of Scottish patriots chose Robin for that mission. Robin could not get to London of his time, but he could use the time tunnel and get to London of the past or of the future. He could take the Stone and come back.  
+
P1: Stuff manager.
  
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The third group
+
P2: An applicant.
  
−
Your task:
+
'''VI. Grammar practice.'''
  
−
Tell us please about the problem during the trip.
+
T.: Thank you.  
  
−
When they travel in time they take somebody’s place there, so somebody must take their place in their time. This person must be their age and must be their relative. That was difficult. Robin wanted to go to London, so they looked for a relative in London. They could not find anybody in the past. They found a relative in the future. It was Rosy’s brother Rob.
+
When you will come back home your parents may ask you “What questions did the stuff manager ask?”
 +
How should you answer them?
 +
Of course, you will change questions into reported speech.  
 +
Let’s revise theory of this grammar theme.  
 +
Answer my question, please.
 +
How do we form reporting questions?
  
−
'''V. Заключительный этап:'''
+
P.: When we are reporting questions, the subject comes before the verb.
  
−
# подведение итогов;
+
T.:  Report the next questions, please. “Are you good at Math?”
−
# выставление оценок;
 
−
# инструктаж к домашнему заданию;
 
−
# рефлексия.
 
  
−
1) So I hope you like our todays lesson. What did you do at our lesson today?
+
P.:  Our teacher wants to know if/whether I was good at Math.
  
−
- Today we listened to the text and write down verbs in the Past Simple.
+
T.:  “What doyou  want to be?”
  
−
- We read the text and found irregular verbs.
+
P.:  Our teacher asks what I wanted to be.
  
−
- We put the words in the correct order to make sentences.
+
T.:  Brilliant! Take the worksheets, please and report questions. (Answers will be checked with class)
  
−
- We wrote 5 sentences about things we did yesterday.
+
'''VII. Project.'''
  
−
- We told about Robin’s story.
+
T.: You know that projects become more popular and good way to express your creative aptitude. Some pupils did projects and they are going to present their projects on themes:
 +
“A job which I like”, “ A job which I don’t like”
  
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2) I’m very satisfied with your work today. Thank you. I want to give you excellent and good marks.
+
(Pupils present their projects)
 +
 
 +
T.: Thank you. Well done!
 +
 
 +
'''IX. Homework.'''
 +
 
 +
Your homework is to prepare projects on theme “My future profession”.
 +
 
 +
'''X. Evaluation.'''
 +
 
 +
'''XI. Introspection.'''
 +
 
 +
Did you like our lesson?
 +
 
 +
Was it interesting?
 +
 
 +
How do you feel?
 +
 
 +
(Pupils' answers)
 +
 
 +
Let’s finish our lesson by singing a wonderful song about job.
 +
 
 +
''' I CAN BE MOST ANYTHING I TRY.'''
 +
 
 +
I can be a doctor.
 +
 
 +
I can be a nurse
 +
 
 +
or a pilot who flies up in the sky.
 +
 
 +
I can be a sheriff.
 +
 
 +
I can be a scientist.
 +
 
 +
I can be most anything I try.
 +
 
 +
 
 +
I can be a traveler,
 +
 
 +
a dentist or a gambler,
 +
 
 +
a philosopher who thinks and wonders why.
 +
 
 +
I can be a football player,
 +
 
 +
a famous movie marker.
 +
 
 +
I can be most anything I try.
 +
 
 +
''CHORUS:''
 +
 
 +
The world is yours. The world is mine.
 +
 
 +
Follow your dream and your star will shine.
 +
 
 +
Just be yourself. Be what you want to be.
 +
 
 +
No matter what the others may say,
 +
 
 +
there is nothing that will stand in your way.
 +
 
 +
Deep in your heart, believe in what you want to be.
 +
 
 +
 
 +
I can program a computer,
 +
 
 +
be an English tutor,
 +
 
 +
do investigations as a private eye.
 +
 
 +
be a race car driver, be a deep sea diver.
 +
 
 +
 
 +
I can be most anything I try.
 +
 
 +
I can be a figure skater,
 +
 
 +
raise some alligators,
 +
 
 +
or study all the clouds up in the sky.
 +
 
 +
I can be a veterinarian,
 +
 
 +
or even a librarian.
 +
 
 +
I can be most anything I try.
 +
 
 +
''CHORUS:''
  
−
3) Your home task is p.245 irregular verbs, topic.
 
  
−
4) If you liked our lesson show me the merry faces if you didn’t like – the sad ones. Good bye! See you later.
 
  
 
[[Категория:иностранный язык]]
 
[[Категория:иностранный язык]]
 +
[[Категория:урок]]
 +
[[Категория:СОШ №1]]

Текущая версия на 23:34, 6 августа 2013

Урок английского языка по теме «Choosing a profession»

Главная цель урока: совершенствование грамматических навыков, развитие умений монологической речи на основе текста.

Развивающий компонент цели урока: развивать умения и навыки диалогической и монологической речи; развивать умения и навыки аудирования.

Образовательный компонент цели урока: повторить и активизировать лексический материал по теме «Выбор профессии».

Воспитательный компонент цели урока: воспитывать внимание и быстроту реакции, чувство уважения к различным профессиям; способствовать серьезному выбору профессии.

Практический компонент цели урока: практическое использование грамматических навыков по теме «Вопросы в косвенной речи».

Оборудование урока:

1. Индивидуальный дидактический материал (тексты, карточки с упражнениями, текст песни “I can be most anything I try”);

2. Грамматическая таблица;

3. В.П. Кузовлев “English” учебник для 9-го класса.

Ход урока

I. Organizational moment.

Hello, boys and girls!

I am glad to see you.

I see that you are ready. You are so pleasant, brainy and look great. Be very attentive and active please. I’m sure that today you can show your knowledge on the theme “Choosing a profession” and systematize grammar theme “Reported questions”. Let’s begin our lesson from phonetic drill. Repeat after me, please.

II. Phonetic drill.

[t] - teacher, typist, actor

[d] – doctor, designer, model

[r]- writer, driver, librarian

[w] – worker, waiter, waitress

Well done!

And now try to define please what these professions are.

III. Warm up.

T.: A person who teaches children at school.

P1.: A teacher.

T.: A person who treats our teeth.

P2.: A dentist.

T.: A person who helps the doctor.

P3.: A nurse.

T.: A person who plays football professionally.

P4.: A footballer (a football player).

T.: A person who works at a plant or a factory, but has no higher education.

P5.: A worker.

T.: A person who works at a shop and sells things.

P6.: A shop – assistant.

T.: A person who shows new clothes.

P7.: A model.

T.: A person who works at a café or a restaurant to serve the people.

P8.: A waiter, waitress.

T.: A person who looks after the child.

P9.: A baby-sitting.

T.: A person who interviews.

P10.: A journalist.

Great!

IV. Pre-listening work.

Loot at the list of words, please. Are there any unknown words for you?

car park attendant

assembly line worker

shepherd

market researcher

grave digger

prison warder

Let’s practice correct pronunciation. Work with worksheets, please. What job do you see on these pictures? Listening.

Excellent!

And now listen to the text very attentively and check your answers, please.

1) Prison warder

2) A baby-sitter

3) Doctor

4) Waiter

5) Window cleaner

6) Shepherd

7) Car park attendant

8) Dentist

9) Miner

10) Farmer

V. Oral practice. Dialogue.

To get any job you have to talk to the boss or the stuff manager.

Role play. Make up dialogues and act out, please.

P1: Stuff manager.

P2: An applicant.

VI. Grammar practice.

T.: Thank you.

When you will come back home your parents may ask you “What questions did the stuff manager ask?” How should you answer them? Of course, you will change questions into reported speech. Let’s revise theory of this grammar theme. Answer my question, please. How do we form reporting questions?

P.: When we are reporting questions, the subject comes before the verb.

T.: Report the next questions, please. “Are you good at Math?”

P.: Our teacher wants to know if/whether I was good at Math.

T.: “What doyou want to be?”

P.: Our teacher asks what I wanted to be.

T.: Brilliant! Take the worksheets, please and report questions. (Answers will be checked with class)

VII. Project.

T.: You know that projects become more popular and good way to express your creative aptitude. Some pupils did projects and they are going to present their projects on themes: “A job which I like”, “ A job which I don’t like”

(Pupils present their projects)

T.: Thank you. Well done!

IX. Homework.

Your homework is to prepare projects on theme “My future profession”.

X. Evaluation.

XI. Introspection.

Did you like our lesson?

Was it interesting?

How do you feel?

(Pupils' answers)

Let’s finish our lesson by singing a wonderful song about job.

I CAN BE MOST ANYTHING I TRY.

I can be a doctor.

I can be a nurse

or a pilot who flies up in the sky.

I can be a sheriff.

I can be a scientist.

I can be most anything I try.


I can be a traveler,

a dentist or a gambler,

a philosopher who thinks and wonders why.

I can be a football player,

a famous movie marker.

I can be most anything I try.

CHORUS:

The world is yours. The world is mine.

Follow your dream and your star will shine.

Just be yourself. Be what you want to be.

No matter what the others may say,

there is nothing that will stand in your way.

Deep in your heart, believe in what you want to be.


I can program a computer,

be an English tutor,

do investigations as a private eye.

be a race car driver, be a deep sea diver.


I can be most anything I try.

I can be a figure skater,

raise some alligators,

or study all the clouds up in the sky.

I can be a veterinarian,

or even a librarian.

I can be most anything I try.

CHORUS:

Источник — https://www.surwiki.admsurgut.ru/wiki/index.php?title=Choosing_a_profession&oldid=93290