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«Open lesson on the theme:"It`s a thunderstorm"»
Lesson 3 It‘s a thunderstorm.
1.Theme : It's a thunderstorm
2.Aims
Educational.
-To learn new vovabulary
-To draw a conclusion from a story
Developing
-to enable pupils to predict events from a context
-to improve pupils listening, reading and speaking skills
By the end of the lesson, pupils will be able to:
-use the vocabulary and structures learnt during the unit
3.Equipments. pupils book, workbook, the DVD , flashcards and TV set , handouts
Ū4. Type and metod of the lesson.
Practical and interactive group work and pairwork,whole group
5. Procedure. Organizational part.
Greeting
-Good morning pupils?
-How are you?
-Are you ready for the lesson?
-What is the weather like today?
-What date is it today? What say is it today? Who can say me?
Who is absent today? All are present?
Let ‘s begin our lesson
Warm up
Sing the song about weather
What is the weather, what is the weather?
like today, like today?
Look outside the window,
Look outside the window
Can you say, can you say.
It‘s a sunny, it‘s a sunny
Sunny day ,sunny day
Look outside the window,
Look outside the window
Can you say, can you say.
Work with register and absent pupils
Consolidation
6.Main part
Pupils do crosswords about the previous lesson.
Activity la Find the words in the wordlist. ‑ ﾧ
Objective: to introduce the new vocabulary
Ask the pupils to find the three words and their translation in the wordlist as usual.
Activity lb Look, listen and repeat. ‑ ﾧ
Objective: to reinforce the new vocabulary
1( ,; Draw the pupils’ attention to the pictures in their W orkbook and ask what they are in the mother tongue. Elicit answers.
1( .; Have the pupils repeat the words after you in chorus, rows and individually.
Activity lc W ork in pairs. Point and say. . ﾧ
Objective: to consolidate the new vocabulary
It is a usual “ Point and say” activity. Pupil A points to a picture
in Activity 2a. Pupil B says it as shown in the example: ‘It’s a ...’
Activity 2a Look and say. ‑ ﾧ
Objective: to practise predicting events
Ask the pupils to look at the picture of the sun and wind talking
to each other which is marked with ‘g ’ . Ask in mother tongue what
the wind is saying (answer:
Then ask what the sun is
saying (answer:After that ask what they understood and what happens in the story. Accept any answers. Do not say their answers are right or wrong. After some answers, tell them that now they will discuss the rest of the story in 2b.
Activity 2b Look and put in order. 5 ﾧ
Objective: to develop the pupils’ logical thinking
Ask the pupils to look at the pictures and the sentences in speech bubbles for a minute. Then ask them to say the order of the story.
Answer key: g, e, c, f, d, b, a
Activity 2c W atch and check your ideas. E ﾧ
Objectives: to check predictions;to draw conclusion from the story.
Play the DVD. Invite the pupils to watch the story and check
their guesses. After watching the story, you can ask several questions8 to check their understanding like: ‘What happens at the end of
the story?’ , ‘W ho’s stronger?’ , ‘W hat’s the moral of the story?’ etc.
(moral: Always be kind and warm to others.)
DVD script:
One day, the Wind says to the Sun: ‘ Look, I’m strong. Ha, ha,
ha!’
‘I’m strong, too,’ says the Sun.
‘No, you aren’t ,’ says the Wind.
Yes, I am. I’m stronger than you!’
The Wind says: ‘Look! There’s a boy. He wears a coat. I can take
off his coat.’
‘No, you can’t. But I can,’ says the Sun.
‘Watch me!’ the Wind says and blows on the boy.
‘Oh, no! It’s windy,’ says the boy and does not take o ff his coat.
The Wind blows and blows stronger.
‘Oh, no! It’s a windstorm. I’m very cold! What a bad day!’ says
the boy and does not take o ff his coat.
‘Ha, ha, ha! You can’t. Watch me!’ says the Sun and shines on
the boy.
‘Oh ... It’s warm, now!’ says the boy.
The Sun shines and shines on the boy.
‘What hot weather! Now I’ m very hot,’ says the boy and takes
off his coat.
‘Well, Sun. You’re stronger than I!’ says the Wind.
Activity 2d W ork in groups of three. Role play. ,5 ﾧ
Objective: to develop the pupils’ speaking skills
Divide the class into groups of three. Explain that now they will
role play as in Activity 2c. After some time you can invite one or two
groups to role play at the front of the class.
The scenario of an example role play can be as follows:
Pupil 1 (the wind): ‘I’m strong!’
Pupil 2 (the sun): ‘I’m stronger!’
Pupil 1 (the wind): ‘Look! There’s a boy.’ D
Pupil 3 (the boy): ‘Oh, it’s windy.’
Pupil 3 (the boy): ‘Oh, it’ s cold. It’s a windstorm!
Pupil 2 (the sun): ‘Watch me!’ D ﾧ Pupil 3 (the boy): ‘Oh, it’s warm and sunny!’
Pupil 2 (the sun):
Pupil 3 (the boy): ‘Wow! It’s hot!’ D ﾧ Pupil 2 (the sun): ‘Ha, ha, ha...I’m stronger than you!’
Pupil 1 (the wind): ‘W ell, Sun. You’re stronger than I!’
7.Homework and marking. ﾧ
Ask the pupils to open their Workbooks at Page 27 and look at
the first activity. Explain that they must match the English sentences with their translations as shown in the example.
If you think your pupils are strong enough to do the second optional homework, then ask them to look at the first two examples.
Ask what they will get if they add hot to ice (answer: %and cold to rain (answer: % A fter satisfactory answers, ask the pupils to think and write the answers for the rest word combinations at home.
Answer key:
ice + hot = water rain + cold = snow water + cold =ice
the window
