Talking about shopping and shopping facilities план урока 7 класс
Обновлено: 07.07.2024
Checking up h/w:
The main part:
2) Содействовать формированию интереса к стране изучаемого языка.
3) Развивать навыки чтения и говорения.
Post office, baker’s, chemist’s, butcher’s, department store, employee, self-service, to lend, to borrow.
The procedure of the lesson:
T: Good morning, dear children!
Who is on duty today?
What date is it today?
Who is absent today?
What day is it today?
What’s the weather like today?
Retell the text!
Today we are going to talk and read about shopping in Britain, different types of shops. Open your books on page 89. Open your vocabularies and write down the new words.
Ex. 1 p. 89 Listen to the text looking at the memory map.
Ex. 2 p. 90 Pair work. Ask and answer the questions.
Ex. 3 p. 90 Read the text about shopping in London. Translate it.
Ex. 4 p. 90 Are these sentences true or false?
Ex. 5 p. 91 Write questions to these answers.
300 – How many departments does Selfridges have?
Ex. 7 p. 91 Look up the new words in your dictionary. Answer the questions using the table.
And now let’s find out the difference between the verbs "to lend” and "to borrow”.
To lend – одалживать кому-то что-то = to give
To borrow - занимать у кого-то = to take
Ex. 8 p. 91 Put in the correct form of borrow or lend.
T1: Good morning pupils, I ‘m glad to see you. Sit down, please.
Who is on duty today? Which class are you in? What date is it today? Who is absent today?
T2: At first you should tell about yours of presentations, and then other groups will estimate you, on this criterion. And so the leaders of group, begin. (1 слайд)
II. Speech exercise.
T3: And now yours the home task.Let’s turn our eyes on the words of wisdom to prove this statement or probablydisagree with it. Look at the next slide! (2 слайд)
Words of Wisdom
Task: Match the English proverbs with the Russian equivalents.
1. Fine feather make fine birds. a. Без хвоста и ворона не красна.
2. Good clothes open all doors. b. Одежда красит человека
3. It is not the gay coat that makes the gentleman. c. В наряде пригож, а без него на пень похож.
T4: Do you agree that manners make the man?
P1: Well, that’s changed now. Clothes make the man.
III. Activization of the investigated lexicon.
T5: Look at the slide, what do you see there? Right, let's find out the difference between these verbs: fit, suit, match, try on, go with, wear, there are some pieces of paper on your desks, use them to do the task, work in pairs. (3 слайд)
Let's check up (4 слайд)
1. What does the verb fit mean?
2. What about the meaning of the verb suit ?
3. Can you explain the meaning of the verb match?
4. Does it have a synonym?
(The possible answers of the pupils)
To fit – to be the right shape or size for sth/sb
To suit – to make you look attractive
To match, to go with – to combine well
To try on – to put a piece of clothing to see if it fits and how it looks
To wear - to have sth on your body as a piece of clothing
T6: Good of you! Now look at the slide and read the task! OK, I think it won’t be very difficult for you to do it. (On a board the text with the misses, the pupils insert, and then check itself on a word, inserted by the program) (5 слайд)
Use the correct form of each word to fill in the blanks: fit, match, suit, wear, try, go
1. A: How about those trousers? They. you perfectly.
B: Yes, but they're too casual for the occasion.
2 .A: What about the red shirt? It . your trousers.
B: You are right! I haven't . .it for ages.
3. A: This dress is great. Why don't you . it on?
B: The colour doesn't . me.
4. A: What do you think of this shirt?
B: It doesn't . with the trousers.
5. A: What about these two colours? Do you think they .
Весь материал - в документе.
Содержимое разработки
Course of a lesson
I. The organizational moment.
T1: Good morning pupils, I ‘m glad to see you. Sit down,please.
Who is on duty today? Which class are you in? What date is it today?Who is absent today?
T2: At first you should tell about yours of presentations, and then other groups will estimate you, on this criterion,.And so the leaders of group, begin.(1 слайд)
II. Speech exercise
T3: And now yours the home task.Let’s turn our eyes on the words of wisdom to prove this statement or probably disagree with it. Look at the next slide!(2 слайд)
Words of Wisdom
Task: Match the English proverbs with the Russian equivalents.
1. Fine feather make fine birds. a. Без хвоста и ворона не красна.
2. Good clothes open all doors. b. Одежда красит человека
3. It is not the gay coat that makes the gentleman. c. В наряде пригож, а без него
T4: Do you agree that manners make the man?
P1: Well, that’s changed now. Clothes make the man.
III. Activization of the investigated lexicon.
T5: Look at the slide, what do you see there? Right, let's find out the difference between these verbs: fit, suit, match, try on, go with, wear, there are some pieces of paper on your desks , use them to do the task, work in pairs.(3 слайд)
Let's check up (4 слайд)
1. What does the verb fit mean?
2. What about the meaning of the verb suit ?
3. Can you explain the meaning of the verb match?
4. Does it have a synonym?
(The possible answers of the pupils)
To fit – to be the right shape or size for sth/sb
To suit – to make you look attractive
To match, to go with – to combine well
To try on – to put a piece of clothing to see if it fits and how it looks
To wear - to have sth on your body as a piece of clothing
T6: Good of you! Now look at the slide and read the task! OK, I think it won’t be very difficult for you to do it. ( On a board the text with the misses, the pupils insert, and then check itself on a word, inserted by the program) (5 слайд)
Use the correct form of each word to fill in the blanks: fit, match, suit, wear, try, go
1. A:How about those trousers? They. you perfectly.
B: Yes, but they're too casual for the occasion.
2 .A: What about the red shirt? It . your trousers.
B: You are right! I haven't . .it for ages.
3. A: This dress is great. Why don't you . it on?
B: The colour doesn't . me.
4. A: What do you think of this shirt?
B: It doesn't . with the trousers.
5.A: What about these two colours? Do you think they .
6.A:That coat really . Bill.
B: I don’t think so!
T7:And now answer my question: Do you like shopping? Yes? Then I want you to look at the screen and listen to this girl. After listening tell me:
What does she like shopping for?
Answer the following questions about the video.
1) She likes shopping for _____ .
a) clothes
b) gifts
2) She likes to see the _______ .
a) latest trends
b) surprised looks
3) She says she likes it when people say _____ .
a) Oh, cool!
b) You look cool!
And now tell me please, what do you like shopping for?
Thank you for your answers!
T8: I offer to guess shops under the name of the goods, which there can sell.(6 слайд)
T-shirt, jeans, dress, trousers etc. Р1: Clothes shop
Tablets, mixture, antibiotics etc. P2: Chemist
Presents for friends and relatives. P3: gift shop
Different sorts of coffee. P4: coffee shop
tourist voucher, visa etc. P5: travel agent
Books, postcards etc. P6: book shop
Cars, balls, dolls, teddy bears etc. P7: toy shop
Newspaper, magazines etc. P8: kiosk
T9: I offer to find the names of these shops in a crossword puzzle.(7 слайд)
T10:Your look is good enough. Who can translate this sentence?
Right, but you forget to translate the word enough, look at the slide, and do the task.(8 слайд)
V. Final stage. Summarizing. The home task.
T11: Well, time of the lesson is up, What have you learnt today? Your home task to teach(learn) new words tomorrow test. I thank you for the lesson. It was pleasant to work with you. You may go. The lesson is over! Good-bye!
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Lesson plan
Long-term plan unit: 9 Clothes and fashion
School: № 24
Teacher name: Bapayeva D amira Aitbekovna
CLASS: 7e
Theme of the lesson: Talking about shopping and shopping facilities (adjectives for clothes)
Learning objectives(s) that this lesson is contributing to
7.UE3 use a growing variety of compound adjectives and adjectives as participles
7.S7 use appropriate subject specific vocabulary and syntax to talk about a range of general topics, and some curricular topics
Lesson objectives
All Learners will be able to:
identify at least 5 compound adjectives and find their meaning in a group work
make up sentences using adjectives on the given text individually and in writing task in a pair work
Most learners Will be able to:
write three sentences what clothes they like/dislike wearing individually
Some learners will be able to:
share and assess the partner’s work on writing three sentences on what clothes they like/dislike wearing
Assessment criteria
Apply the rule for compound adjectives and adjectives as participles in practice .
make up sentences using adjectives baggy, tight, patterned, fashionable, old-fashioned, brand-knew, fashion-conscious, hand-made, well-known, good-looking on the given text individually and in writing task in a pair work
pronounce words and expressions clearly
Value links
Students work in pairs and show respect to their partner
Cross curricular links
Smart board, audio, pictures, cards, glue
Previous learning
They can greet. They know voc-ry about clothes like jacket, hoodie, jumper, shirt, T-shirt, dress, jeans, trainers simple adjectives such as warm, smart, casual, plain
Planned timings
Planned activities
Warm up activity:
Game 'I need a person who . "
Assessment criteria
introduction to the theme of the lesson
Teacher greets the students and offers the game "I need a person who is wearing. ". Learners seat on the chairs in a circle, one is taking a card from the "magic box" and say the sentence. The rest of the students who have named clothes should change their seats while that student should try to find a free seat for himself and take it. The student who lost his place takes another card. - motivation technique
Then Teacher elicits the theme of the lesson asking questions " What is the theme of the lesson? How do you think, students?" Students are divided into 3 groups by 1,2,3 and take their places.
Assessment criteria
identify adjectives and find their meaning in a group work
Teacher presents the task using inductive approach: students will revise types of clothes: jacket, hoodie, jumper, shirt, T-shirt, dress, jeans, trainers and adjectives such as warm, smart, casual, plain matching them to definitions and learn some new simple and compound adjectives and adjectives as participles (baggy, tight, patterned, fashionable, old-fashioned, brand-knew, fashion-conscious, hand-made, well-known, good-looking). During this task teacher pays attention to the learners pronunciation, may ask them to repeat the words in chores or individually
Feedback: group assessment . Students get key answers and each group ticks for correct or crosses for wrong answers. Then they share and explain.
Task2 "writing activity"
Assessment criteria
make up sentences using adjectives baggy, tight, patterned, fashionable, old-fashioned, brand-knew, fashion-conscious, hand-made, well-known, good-looking in writing task in a pair work
Task3 for weaker students (individual work)
Assessment criteria
Apply the rule for compound adjectives and adjectives as participles in practice
Students follow on the teacher’s instruction and complete the tasks .
Teacher gives instruction and observes the students how they do them.
Descriptor A learner
Task 1 • chooses an appropriate adjective to a certain type of clothes and uses the given pattern making up sentences
Task 2 • uses compound adjectives properly.
Differentiation: Teacher says instructions more than once for less-able students in order them to understand exactly what they need to do. In case if it is not enough teacher prompts less-able students using gestures. And also teacher shows example as a model and give a pattern to use it making up sentences in a right way.
Feedback: pair assessment: students get descriptor with criteria and each pair ticks for correct or crosses for wrong answers. Then they share and explain.
Self-assessment: student get keys to assess his/her work for weaker students.
Task3 "Interview"
Students are offered the interview.
Listen and complete the chart and talk about Marco/Anna's likes and dislikes.
complete the chart while listening and make up sentences using adjectives
put the words in order gluing them on the paper to make up sentences from the given text(for weaker students) Descriptor: A learner
• make up sentences on the given text;
• uses topic words.
Differentiation: Teacher gives support to less-able students providing them with audio script and asks them to put the words in order to make up sentences, gluing the them on the paper.
The rest of the students listen to the audio carefully and complete the chart. Then teacher asks them to talk about Marco/Anna's likes and dislikes using adjectives. For fast finishers teacher prepares additional task: Most learners should write three sentences what clothes they like/dislike wearing individually. Some learners - share and assess the partner’s work on writing three sentences on what clothes they like/dislike wearing.
Feedback: I will give feedback during asking questions. if the learner answer correctly I will say “Great job! you answered correctly!” But if the student answer is wrong I’ll ask it again or I can use recasting technique like finger correction.
Weaker students assess each other checking each other looking at the text.
Task4 "Matching"
Students work in groups, matching the pictures with the given adjectives.
• match the adjectives to the given pictures
Descriptor: A learner
• chooses the appropriate adjective to the picture ;
• pronounces words correctly.
Feedback: Teacher observes students, monitoring them while they work in groups. After presenting the group work students use descriptor to assess each answer.
Этот урок разработан на базе учебника Юхнель Н.В., Наумова Е.Г., Демченко Н.В., английский язык, 7 класс. Главные цели изадачи : активизация лексики по теме "Покупки", введение грамматического материала (наречия enough, too в значении "достаточно" и "слишком")
Shopping list
Цель: Способствовать формированию и совершенствованию знаний по теме “Shopping”.
развитие навыков в восприятии и понимании речи на слух, чтении, говорении.
формирование умений осуществлять сотрудничество со сверстниками и с учителем
воспитание вежливости, доброжелательности, чувства коллективизма в ходе решения коммуникативных задач
Организационный этап.
How are you? (Приветственные выражения английского этикета)
OK. I’m glad to see you!
Sit down, please!
Фонетическая зарядка
Now let’s have a phonetic drill.
Handy Pandy Jack-a-Dandy
Stole a piece of sugar candy
From the grocer’s shoppy-shop,
And away did hoppy-hop.
Вводно-мотивационный этап
Students, today we'll speak about shops and shopping. The topic of our lesson is "Shopping list."
Today we are going to
repeat the words on topic “Shopping”;
revise grammar material and learn new grammar;
listen to the dialogues;
have practice.
Активизация ранее изученной лексики по теме “Shopping”
In what shops can you hear the following phrases?
Can I have two chocolate cakes and a baguette, please?
Have you got any vitamin C capsules?
Do you sell board games?
Excuse me, but where’s the History section?
The Times and Evening News, please.
I'm looking for a warm winter coat.
Аудирование
a jar of marmalade
a board game
a packet of cereal
a new red hat
some party clothes (for Nick and Rosie)
10 postcards
a pair of shoes
Look at the board and say: what you think it is.
Look at the shopping list and answer the questions from ex.1 on page 34
Look at the board and read the adjectives.
Short, cheep, expensive, beautiful, dark, messy, striped, tidy, checked, summer, smart, formal, fantastic, boring, everyday, old-fashioned, long, bright, baggy, tight, lovely, long
Work in pairs. What clothes in the pictures from ex.2 on page 35 do adjectives in the box describe?
Whose shopping list is it? (Nick and Rosie’s granny)
What clothes do you think granny has bought for Nick and Rosie? Why do you think so?
Granny came to visit her grandchildren. Listen and say why Nick and Rosie are unhappy? (Nick and Rosie are unhappy because they don’t really like the clothes Granny has bought for them)
(Grandma (G), Nick (N) and Rosie (R) speaking.)
G: Hello, children!
N: It’s Granny! Where have you been?
R: Wow! How many bags you’ve got!
G: I’ve been doing my shopping. And I’ve bought some party clothes for you.
R: Great! Can we please, please have a look, Granny?
G: Of course, dear. My grandchildren should always look smart. This dress is for you, Rosie.
R: Oh, granny. Blue is my favourite (extremely disappointed)… colour. Oh.
G: Come on! Try it on, Rosie.
R: Well, maybe later, gran. It’s too beautiful.
G: Nick, go and try these trousers, and the shirt, and the tie on. You are old enough to wear a tie. And I’ll take you to buy some new shoes tomorrow!
N: Oh, no granny, I really can’t. All these clothes are fantastic, but they are too expensive.
N: Ha-Ha-Ha!
R: It’s not funny, Nicholas!
G: Look at you! You both look lovely! You look like a businessman, Nick. So handsome!
N: Businessmen don’t wear checked trousers these days. (mumble)
G: I think you must wear these to your Christmas party at school, too.
R: I think this dress is a bit too short for a school party, gran. But I really like it!
N: And I look too pale in this shirt and I’m so messy. I just think I’m not good enough to wear it. It’s too smart, and too expensive, and too traditional.
R: (pseudo-sadly) I don’t think I’m thin enough to wear this lovely dress.
G: Well, children, I think I’m too old-fashioned to buy clothes for you.
N+R: Oh.
Look at the pictures on page 35 again. What clothes has Granny chosen for Nick and Rosie? Listen again and check. (A short blue dress for Rosie, checked trousers and a shirt with a tie for Nick)
Who says these words? Granny (G), Nick (N), Rosie (R)?
It’s too beautiful. (R)
You are old enough to wear a tie. (G)
All these clothes are fantastic, but they are too expensive. (N)
This dress is a bit too short for a school party, Gran. (R)
I look too pale in this shirt and I’m so messy. (N)
I’m not good enough to wear it. (N)
It’s too smart, and too expensive, and too traditional. (N)
I don’t think I’m thin enough to wear this lovely dress. (R)
I think I’m too old-fashioned to buy clothes for you. (G)
Discuss in pairs the questions from ex. 3d on page 36.
Do you like the clothes that Granny bought for Nick and Rosie?
Why didn’t Nick and Rosie tell Grandma that they didn’t like her present? (They try to be polite as possible as they don’t want Granny to feel bad)
Зарядка для глаз
Now our eyes want some rest.
Look left, right
Look up, look down
Look around.
Look at your nose
Look at that rose
Close your eyes
Open, wink and smile.
Your eyes are happy again
Введение нового грамматического материала
Look at the sentences on the board again and look at the box on page 36. Match the sentences with each structure.
Look at the happy and unhappy faces in the box. They mean the following:
if all sentences that go into the line with a happy face bear positive ideas, and negative ideas for the line with the unhappy face.
(too + adj: sentences 1,3, 4, 5, 7, 9;
not + adj + enough: sentences 6 and 8;
adj + enough: sentence 2)
How to say if we don’t have something enough?
Where is the adverb “too” in the sentences?
Where is the adverb “enough” in the sentences?
Look at the pictures on page 36 from ex.5. Write what the problems with people’s clothes are. Use too/enough. Writ about the problems people have with their clothes, only use the structures with negative meaning. Use the word from the beginning of the lesson for help
Подведение итогов
Let`s summarize our work. What have we done today? Did you learn something new? Did you like the lesson? What did you like best of all? If you like the lesson, raise a happy smile. If you don't like it, show a sad one.
So it’s important to be positive and polite talking about someone’s look.
You’ve worked well and your marks are ….
At home you must write 5-6 sentences with the words too and enough.
The lesson is over, thank you. Good-bye.
Обучающая – формирование рецептивных и репродуктивных навыков в рамках ситуативного общения по теме “Shopping in Britain”, введение новой лексики, активизация реплик-клише в заданной тематической ситуации, формирование орфографического навыка и фонематического слуха, создание проекта.
Развивающая – развитие речи учащихся посредством обогащения словарного запаса через активизацию изученной лексики и семантизацию новой путем использования языковой догадки, толкования; развитие культуры диалогической и монологической речи, интереса к изучаемому языку; развитие сенсорных способностей, моторики мелких мышц посредством выполнения заданий на рисование проектов, написание/обведение букв, умения управлять двигательными действиями через вовлечение в учебные игры; развивать умение самостоятельно оценивать свою деятельность и деятельность своих одноклассников.
Воспитательная – формирование чувства вежливости, дисциплинированности, честности, трудолюбия, собственного достоинства, способности радоваться успехам одноклассников и сопереживать их неудачам.
Материальное обеспечение: раздаточный материал, листы бумаги, фломастеры.
Межпредметные связи: рисование.
1.Организационный момент.
- Hello, children! How are you? I’m fine too, thank you!
Сhildren, I’ll tell you some words, which you know, and you should guess what we are going to speak about. Words: Milk, a dress, a book, to buy, to sell. Right you are! Today we are going to speak about “Shopping in Britain” and at the end of the lesson we are to make a project. What do you know about shopping? Where do you usually go shopping? Well done!
- Children, let’s play a game. You should divide into two teams. Each team should think about its name. Ok. Now you are to write all the words, which you can concern to “Shopping”. The team that will have more words is considered to be a winner.
4. Усвоение новых знаний.
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