-to fix grammar material (construction “I’m wearing” through the theme “Dress right”);
-to raise aesthetic fancy.
| Time | Step of the lesson | Aim of the step | Pupils’ activity | Mode | Universal learning activities and gained learning activities | Feature and equipment | Teacher’s activity |
| 7 minutes | Preparative | - realization and acceptance of the idea; -actualization of background knowledge; -hardship withdrawal; -formulation of supposal | -interpret the theme of the lesson through the shown photos; -announce associations; -discuss supposed aim; -plan their activity on the lesson | -collective; -individual; -pair | -regulative; -cognitive | - pictures where landscapes of different countries are shown; -photos of tourists; -board | -greets the pupils, create emotionally charged and formal attitude to work; -brings the pupils to the formulation of the theme; -offers contradictory information (Look at the photos of tourists in different countries. What’s the weather like there? What about the tourists’ clothes? Are the clothes suitable for such weather?); -shows photos of different landscapes for pupils to determine the theme of the lesson (Try to guess the topic of the lesson) |
| 5 minutes | Presentation | -understanding the main content of the material; -helping to be ready for perception of new lexical material | -answer the questions; -fill in the blanks with the given words (weather; clothes); -translate the proverb (There is no bad___, there are only bad ___); -read the words; -train pronunciation of sounds; -correct their pronunciation according to the model | -collective; -individual; -pair | -cognitive; -communicative | -slides with words for reading; -board (for proverb) | -sets up situations for learning lexical units; -helps with detailed understanding; -controls the work |
| 12 minutes | Semantization | Detailed understanding of the material | -analyse shown material; -find necessary words; -guess the meanings of new words; -discuss in groups and pick out material for answering the questions; -check whether the tasks were done right; -repeat new words in chorus or individually; -listen to the dialogues, do the exercises; -answer the questions | -collective; -pair; -in groups | -logical; -communicative | -cards with new words; -recording; -board; -student’s book
| -develops language guess and helps to master new words (presentation of new words on the cards: at first the pupils see the word, try to guess the meaning and then see the picture); -teaches to take into account different views and strike for cooperation (Pupils divide into two groups: first group name clothes for warm weather; the second name clothes for cold weather); -develops listening skills (The pupils hear three conversations. For each question tick the correct answer looking at the pictures on page 88 Student’s book) |
| 9 minutes | Training | -creating conditions for training new lexical material; -training the construction “I’m wearing” | -read the texts; -pick up information to fill in the table (in group) dividing the clothes according to the types of weather; -read the names of clothes from the text; -review tenses; -put the verbs into necessary form | -collective; -pair; -in groups | -communicative; -compensational; conversational | -slides; -sheets with the table; -broadsheet with tenses | -develops reading skills (introductory and searching a specific information) (Read the tourists’ comments about clothes and weather. Fill in the table about clothes in different weather); -reviews formation and usage of Present Simple and Present Continuous Tenses (Use the phrases “we usually wear” and “now I’m wearing”); -teaches to take into account partners’ views working in groups |
| 8 minutes | Practice | -each pupil’s awareness the degree of received knowledge | -work in groups; -search for information, structure it according to the form; - comprehend and present oral statement | -in groups | -communicative; -personal | -sheets of paper; -colour pencils; -board | -explains the task (one group describes the weather, the other suggests clothes to put on and draw it on the sheet of paper and explain their choice); -helps in preparation to making a project |
| 4 minutes | Reflection | -estimation of pupils’ abilities; -self-control
| -write down the home task; -make a conclusion of their work; -answer the questions; -point out whether they are satisfied with their work or not; -compare the aim and result | -individual | -regulative;
| -produced educational and cognitive activity | -moderates; -helps to formulate the strategy; -makes an estimate (Pupils choose happy or sad face and put in on the board. They say what they know and can do now) |
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