Постановка цели и задач урока. Мотивация учебной деятельности учащихся. 2 мин | Помогает учащимся сформулировать тему урока и цель: - Before we start our lesson I want to ask you. -Is it good or bad to communicate with other people? - Do you like communication? - What difficulties have you got? Now, open your books at page number 10 and look at the picture. -What do you think about these teenagers? -Are they happy? -What does the title of the text mean? -How would you start a conversation with someone you don`t know? | Ученики отвечают на вопросы.. I think that it is good… I think the title of the text «Breaking the ice» means that…. | Личностные: действия смысловой организации. Регулятивные: целеполагание как постановка учебной задачи. Коммуникативные: планирование учебной деятельности, сотрудничество с учителем. |
Актуализация знаний. 17 мин Первичное усвоение новых знаний 5мин Первичная проверка понимания 7 мин | Look at the text. The author`s purpose is the reason for writing the passage. This could be to entertain, persuade, inform, advise , narrate or describe. Recognising the author`s purpose will help you understand the content of the text better. Read the text below. The new girl in your class seems very interesting and you would like to get to know her better. The guy at the skate park does some amazing tricks and you would like him to show you how. But, whenever the opportunity to talk to them comes up, you can’t think of anything to say. Your palms sweat, you blush, and you look away. Whether you are starting a new school, going to a party where you don’t know anyone or want to approach a person you fancy, you often need to break the ice in order to start a friendly conversation. Breaking the ice means saying or doing something to stop feeling shy or uncomfortable around someone you don’t know very well. The reason you feel this way is that you don’t know how the other person will react, but don’t let it get you down. You shouldn’t worry. Almost everyone feels uncomfortable when they first meet other people. If you feel this way, the following tips can help you out. SMILE When you smile, people think you are friendly and easy to talk to. They are also very likely to smile back and help you feel more comfortable about starting a conversation. DEVELOP PASSIONS The best way to have interesting conversations is to be an interesting person! Get involved in activities and talk about them. Make sure you have something to add to a conversation. BE POSITIVE Everybody likes to be around happy people. Try to always look on the bright side of life and to see something positive even in negative situations. People will enjoy your positive energy and benefit from it. Also, be confident. If you like yourself, others will probably like you too. BE A GOOD LISTENER Develop listening skills. Don’t take over the conversation and don’t only speak about yourself. Ask other people questions about themselves too. This way they’ll know you’re interested in them. GET OUT THERE Don’t avoid being around new people just because you feel uncomfortable. If you stay in a situation, you’ll get used to it. It’s not easy, but it’s worth it. After all, the other person may want to talk to you as well -but be too shy to break the ice! -What is the author`s purpose? Discuss in pairs. So, we understand that to be a good person we should smile, be positive and to be a good listener. -What can you say about rude people? Now, look at this task. Read the descriptions. List the adjectives in bold as positive/ negative. -optimistic -sensitive -patient -easy-going -sociable -honest -reliable -stubborn -selfish -shy As I know, you like to play very much. Today we will play the game “Guess who is it” . Open your books at page number 11 and look at the picture. на экран выводятся словосочетания: palms sweat, scratch one`s head, tap one`s foot, bite one`s lip, cross one`s arms, shrug one`s shoulders, clench one`s teeth, raise one`s eyebrows? -What feelings have these children? -Make the sentences, please. For example Nick`s palms are sweating. He seems to be nervous./ He looks nervous. -Now, tell me please what does it mean To be a good listener? -Are you a good listener? -Are you positive? Please, put down a few words from exercise into your copybooks, then tell about yourself. For example, I am а positive person. I always try to look on the bright side of life and to see something positive even in negative situations. | Ученики читают текст, отвечают на вопросы, слушают ответы одноклассников, задают вопросы. The author says that… I thing that rude person is unsociable, insincere etc.. Ученики разделяют слова на две группы. Записывают в тетрадь. Выполняют упражнение 9. Переводят словосочетания, составляют предложения. Ученики записывают несколько предложений о себе в тетрадь, описывая свой характер. Делятся информацией о себе с другими одноклассниками. | Личностные: действия смысловой организации. Коммуникативные: умение осознанно и произвольно строить высказывание Регулятивные: умение правильно и логично строить предложения; умение находить и исправлять ошибки. Познавательные: умение структурировать знания, развитие познавательной инициативы Регулятивные: умение правильно и логично строить предложения. Познавательные: умение обосновывать способы решения Регулятивные: умение правильно и логично строить предложения. Познавательные: умение обосновывать способы решения Коммуникативные: способность сохранять доброжелательное отношение друг к другу в ситуации расхождений в ответе, участие в небольших устных высказываниях, сохраняя логику повествования . Личностные: формирование уважительного отношения к одноклассникам. |
Первичное закрепление в знакомой ситуации (типовые) 7 мин | Организует работу по закреплению грамматического материала. -It's time to open your textbooks, at page 19, please, find the ex. 6. … will read the task of this exercise. Look through the dialogue of exercise 5, at page 19, and find the antonyms of words and phrases from exercise 6. -Now, match the adjectives to their opposites. 1. optimistic a) confident 2. shy b) generous 3. selfish c) pessimistic 4. reliable d) flexible 5. stubborn e) unreliable 6. sincere f) unsociable 7. sensitive g) irritable 8. sociable h) impatient 9. patient i) insincere 10.easy- going j) insensitive | Находят антонимы слов и словосочетаний данного упражнения из диалога упр. 6, стр. 11. По очереди зачитывают антонимичные пары словосочетаний вслух. | Познавательные: умение структурировать знания, развитие познавательной инициативы, формирование смыслового чтения. Коммуникативные: умение осознанно и произвольно строить высказывание Регулятивное: умение правильно, логично и грамматически строить предложения. |
Рефлексия (подведение итогов занятия) 2 мин | Учитель оценивает результаты учебной работы учащихся: - So, making conclusion, after our work at this lesson, can you tell me … What is more important? Family or friends? - What do you like at our lesson? -What new things have you learned from today's lesson? - I like your work today. You were really active. - Well, children, your marks for today are: - Good bye, have a nice day! | Ученики слушают учителя, отвечают на вопросы и оценивают свою работу. - Good bye! | Регулятивные: рефлексия. Оценка своей работы, определение материала для повторения дома. Личностные: адекватное понимание причин успеха/неуспеха в учебной деятельности. |