Учитель: Юлдашева Л.Н.
Класс: 9-А,9-Б, 9-В.
Урок: 12
Дата: 27.09.2024
Тема: Внешность и характер человека (литературного персонажа). Описание членов семьи и друзей.
Цели урока:
Практическая: формирование умений и навыков аудирования и говорения по теме «Внешность и характер».
Образовательная: формирование коммуникативной компетенции.
Воспитательная: формирование мотивации к изучению английского языка.
Развивающая: развитие культуры речевого поведения.
Задачи урока.
Овладение новой лексикой, относящейся к описанию внешности.
Актуализация лексики, относящейся к описанию характера.
Практика восприятия и употребления изученной лексики при решении различных учебных задач.
Ход урока
I. Приветствие учителя. Сообщение о ходе и задачах урока.
Ход урока
Организационный момент.
T: Good morning, pupils.
Today we are going to speak about people. We are all different and it’s really great, it makes our life more interesting. But what makes people different?
Ss: Their appearance, their nationality, their character etc.
We are going to speak about people’s appearance, hobbies and traits of character. During the lesson you will practice in speaking, listening and reading. We’ll also remember grammer rules and play a game. At the end of the lesson you’ll make a project. But first let’s practice in phonetics and remember some words you’ll need during the lesson.
Фонетическая зарядка.
T: Say after me all together:
[t] honest polite beautiful well- built tall cute
[d] determined dark old elderly middle
[r] creative pretty brown freckles friendly
[eI] Lazy wavy straight height grey
Речевая зарядка
а) беседа о внешности персонажей мультфильмов.
T: Now, please, look at the pictures of these cartoon characters and answer the questions:
Look at this girl. Is she pretty?
Is she tall or short?
Is her hair long or short?
What colour are her eyes?
And what about this girl?
Is she beautiful?
Is she slim?
Is she of medium height or short?
What can you say about her hair?
OK. And now please describe this girl.
And now look at this popular character.
Is he short or tall?
Is he thin or fat?
And what about his age? Is he middle-aged or young?
What special features has he got?
Well, let’s describe one more well-known character.
What about his build? Is he plump or thin?
Is his hair curly or straight?
Is his face round or thin?
Has he got any special features?
OK. And what can you say about this character?
First what about his built? Is he heavy built or fat?
And then we should speak about his age.
Well. Who wants to continue description?
What special features has he got?
б) контроль аудирования вопросов учителя о внешности учащихся
T: Listen to my questions and if your answer is «yes» raise your hands.
Who of you has got long hair?
Who of you has got shoulder-length hair?
Who of you has got dark hair?
Who of you has got fair hair?
Who of you has got blue (brown, green, grey) eyes?
Who of you has got wavy (curly) hair?
Who of you is tall?
Вопросы учителя, направленные на вовлечение учащихся в урок, погружение в иноязычную языковую среду и стимулирующие речевую деятельность учащихся.
Слайд 1.
Teacher: Today we are going to speak about people. We are all different and it’s really great, it makes our life more interesting. But what makes people different?
Ss: Their appearance, their nationality, their character etc.
II. Введение лексики, необходимой для описания внешности.
Слайд 2.1
Teacher: What do you see? What is the first thing that we notice?
St.: It’s their age.
Слайд 2.2
Teacher: And what can you say about the age of this man?
St: He is middle-aged.
Слайд 2.3
Teacher: The girl is in her early twenties, and what can you say about the age of these people?
Ss: He is in his late fourties, he is in his late eighties, etc.
Слайд 3.
Teacher: There are some words which can be used to describe the first impression you get when you see a person. Have a look at the picture and make sure that you know them.
Слайд 4.
Teacher: Memorize the words and repeat them after me. Say it again.
Слайд 5.
Teacher: The hairstyle is very important. Women spend a lot of time doing their hair. Read the words that can describe a hairstyle. Say it again.
III. Тренировка в восприятии на слух новой лексики в контексте.
Teacher: Now listen to two friends describing the people in the pictures. Number the people in the order you hear the descriptions. What is each person’s name?
Tapescript
Al: Hey Jane, I hear you’ve got a new neighbour. What does she look like?
Jane: She’s very tall and has long brown straight hair. She’s also slim and rather pretty.
Al: Umm ... she sounds great.
Jane: Yes, she’s a lovely girl. She’s friendly and has a great sense of humour too. Oh, and she loves photography. Just like me.
Al: What’s her name?
Jane: Laura, Laura Smith.
Al: Who was that man I saw you with in the town centre last week?
Jane: Which one?
Al: He was a bit on the plump side and not very handsome.
Jane: I can’t think who you mean. Did he have a beard and a moustache?
Al: Yes, and he was almost bald.
Jane: That was my uncle, Roger. We were shopping for shoes.
Al: Have you met the professor at college yet?
Jane: No, why? Is she nice?
Al: She is actually. She’s very talkative, not dull and boring like Mrs Brown. The whole class wasn’t falling asleep for once during the lesson!
Jane: That’s good. I saw a short thin woman going into your classroom earlier. Was that the new teacher?
Al: No, no. Mrs Jones is in her early fifties, has short white hair and is about average height.
Jane: I’ll look forward to meeting her.
Al: Who’s that young man over there?
Jane: Which one?
Al: The one with short curly fair hair and green eyes.
Jane: Is he holding a rucksack?
Al: Yes, he is.
Jane: That’s my cousin, Bill.
Проверка.
IV. Тренировка в применении новой лексики для описания различных людей.
Слайд 6.
Teacher: Choose one of the people in the picture and describe him or her according to the plan.
Looks + Age
Height + Weight
Hair + Eyes
Example: She is a nice-looking old lady in her mid-eighties. She is of medium height and rather slim for her age. She has white curly hair and blue eyes.
V. Активизация лексики, обозначающей личностные характеристики и введённой на предыдущем уроке.
Слайд 7.
Teacher: Very often people say that personal qualities are far more important than somebody’s appearance. What is more important for you?
Look at some adjectives and try to explain their meanings.
Example: Optimistic people always look on the bright side of life etc.
Слайд 8.
Teacher: Now match the adjectives to their opposites and try to explain what they mean.
Example: optimistic – pessimistic
Pessimistic people always expect something bad to happen etc.
Слайд 9.1
Teacher: Have a look at the words and say the corresponding opposites.
Слайд 9.2
Teacher: Look at the pictures and choose the most suitable adjective for each of them.
VI. Тренировка в восприятии на слух текста, содержащего character adjectives.
Tapescript
Ann: I consider myself to be the sort of person who enjoys other people’s company. I like to meet new people and I love to chat.
Sue: I like to do things my own way and I don’t listen to other people even if deep down I know that what they are saying makes sense.
Billy: I don’t think there’s anything wrong with putting yourself first. I mean, let other people worry about themselves. We’ve all got our own problems and I always look after my own needs before I think about anyone else.
Проверка.
VII. Персонализация нового языкового материала.
Teacher: Now try to describe yourself in a few sentences. Don’t put down your name. Your group mates will try to guess who it is all about.
Ss write short essays about themselves then the teacher reads some of them aloud.
VIII. Формирование умений и навыков диалогической речи на основе отработанного языкового материала.
Слайд 10.
Teacher: Now imagine that you have decided to go hiking and suggest inviting some more people to join you. Discuss with your companion who could accompany you. Have a look at the scheme of the dialogue. Let’s revise some useful expressions.
Making suggestions
What about…?; Do you fancy going…?How do you like the idea of…?We could invite...;
Supporting the idea
That sounds great; It’s a good idea; I like it!
Rejecting the idea
Frankly speaking…; I’m afraid I…; I don’t think it’s a good idea;
Reacting to objections
Really?; OK, let’s…; I didn’t know about it; Maybe you are right;
Linking ideas and arguments
First of all; Also; Besides; What is more; too;
Asking for opinion
What do you think?; How do you like it?; Do you agree?
Teacher: Work in pairs and make up your dialogues according to the plan.
Students work in pairs and the teacher monitors their activity. Then one or two dialogues are role-played to listen for the rest of the group.
IX. Подведение итогов урока.
X. Домашнее задание.
(Spotlight 8, у.2 с.10)
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