Разработка урока на тему: "M5 U9. Getting it right. They don’t have to go to lessons!"

LESSON:M5 U9. Getting it right. They don’t have to go to lessons!

Date:13.02.2017

Teacher name: Иманова М.Г

CLASS:7Ә

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

7.C3, 7.R7, 7.W1

1. Encourage learners to write the new words into their vocabulary notebook as usual.

2. learners begin to read and follow, with support, classroom instruction and short simple texts on familiar and general topics by using contextual clues

Lesson objectives

7.respect differing points of view

7.recognise typicalfeatures at word,sentence and textlevel in a growingrange of writtengenres

7.plan, write, editand proofread work attext level with somesupport on a growingrange of general andcurricular topics

Previouslearning

have to, don’t have to, mustn’t

Plan

Planned timings

Planned activities (replace the notes below with your planned activities)

Resources

Start

/D/ Organize the lesson

Greetings Hello, Good morning pupils!

How are you? Fine, thanks. Sit down.

Checking up hometaskWB review

Middle

Classroom objects

/D/ Teacher pre-teaches using realia/visual aids:

Key grammar: have to, don’t have to, mustn’t

I/You/We/They have to obey the rules.

He/She has to the cleaning.

We use ______ or ________ + verb to describe rules and obligations.

Have to and must both mean that something is necessary:

Examples: I’m late! I have to go./ I must go.

We use ________ or _________ +verb to say that something isn’t necessary. There is a choice.

We use mustn’t to describe an obligation, for example, to give an order. There isn’t a choice.

Example: You mustn’t interrupt. = Don’t interrupt!

Doing exercise:

SB ex 4a p95 Make complete sentences, using has to or have to and one of these verbs.

stay work do wear leave shout

1. Jodie has to leave the house at 7.30.

2. Martin ______________ the washing up after dinner.

3. I go out at the weekend but I __________ at home during the week.

4. My grandfather can’t hear very well so you ________ when you talk to him.

5. Sally’s a nurse. She often ____ at night.

6. A lot of British schoolchildren _________ a uniform.

SB ex 4b p95 Look at the notices and complete the sentences with mustn’t or don’t have to.

No swimming

The crystal CLUB

everyone welcome

You ________ swim here. You ______ be a member.

NO DOGS

ON THE BEACH

Free concert

tonight at 7.30

You ____ pay. It’s free! You ___ take your dog on the beach.

PHOTOS READY

IN 5 MINUTES

SILENCE

You _______ talk. You __________ wait for a long time.

Giving home: WB review

Conclusion: Learners and teacher gain feedback. Inform their results and marks.

Flashcards

Text, picture

Cambridge, Messages

End

Reflection.

Learners assess the partner’s descriptions of jobs.

Find out: 1) What did they learn during the lesson?e.g. New vocabulary, similar words in L1, L2 andEnglish, facts about natural disasters, how to helppeople in places where there are natural disasters.
2) What skills did they develop? e.g. Interpretingpictures and a map; predicting numbers; listeningand speaking skills; sharing ideas; thinking aboutothers.

List, stickers, smiles

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check learners’ learning?

Cross-curricular links
Health and safety check
ICT links
Values links

More support:

Provide less ablelearners with the foursentences written on aworksheet so they canlisten and read.
Create mixedability groups fordiscussion. Ensure they
are not always in the roleof timekeeper.

More able learners:
 At start of lesson, theythink of several reasonswhy pictures could be theodd one out.
They sharefurther facts about naturaldisasters.

 Monitor learners to checkthey can pick up specificdetails when listening tofacts reported from map,facts about naturaldisasters; detail fromvideo. Note those who
found listening for detailhard.
 Observe learners whenparticipating in discussion.Did the group dynamicswork? Did each learnercontribute to theiscuss ion? If not, whynot? (e.g. didn’tunderstand what to do; not
so confident speakingEnglish; not interested intopic; other)
 Record what theyconsidered they hadlearned from the lesson.
Could they express whatthey had learned aboutcontent and language?
Could they express whichskills they had developed?

Learners work in groups apply skills and knowledge to a practical and cooperative task, and produce their own materials. All of these lesson correlate with the aims of critical and creative communication set out .

Job and work: developingvocabulary range to
communicate knowledgeof natural disasters;
looking at a interview for jobs showing recent
natural disasters andinterpreting information on
it.
 Respecting diversity ofopinion