Саба? жоспары: “Talk about coincidences”

Zhunusova Saule

Erkenovna

The date:

8 ^{“A” -} ____________

Subject: English

Grade: 8 “A”

Students number-13

The theme of the lesson:

“Talk about coincidences”

The resources of the lesson

Teacher’s book, student’s book, internet, CD-ROM

The aids of the lesson

Flipcharts, puzzles, flags, Estimated sheets, CD-ROM, microphone, video of physical education, video grammar material, test, stickers, colors pens.

The aim of the lesson

To use grammar material “Past continuous and past simple”.

The objectives of the lesson

• Develop and improve the monological and dialogical speech.

• Develop the written language.

• Practice their skills and habits in writing and reading

• Practice their skills and habits in speaking and listening

• Use grammar material “Past continuous and past simple”.

• Describe events in the past

• Talk about coincidences

• Develop their logical thought and interest to study English

The type of the lesson

New lexical and grammar lesson

The methods of the lesson

Work in groups, work in pairs, individual work

Time

Teacher’s Role

Student’s Activity

The organization

Moment.

4 min.

Teacher has a dialogue with students

Greeting:Good morning!

Take your seats please.

How are you today?

I’m fine thank you!

I’m very glad to see you!

Calling the register:

Who is on duty today?

What date is it today?

Who is absent today? (Flipchart №1)

Teacher asks students come to teacher’s table and choose one piece of the puzzle, then find the other parts of the puzzle which have other students by this way they will collect three pictures and compound three groups.

Teacher puts the flag according their pictures on the table to each group (Application № 1, № 2)

Teacher gives the “Estimatedsheets” and describes how to fill it.(Application №3)

Students has dialogue with teacher.

Greeting:Good morning!

We are fine thank you and you?

We are very glad to see you too!

Calling the register:

I’m on duty today.

Today is the__________.

Today is_____________.

All are present. (dialogue between teacher and student.

Students come to teacher’s table and choose one piece of the puzzle, then find the other parts of the puzzle which have other students by this way they will collect three pictures and compound three groups.(work in class)

Students listen the explanation.

(individual work)

Checking home task.

2 min.

Teacher asks the home task. What was your home task? Let’s check it. (Flipchart № 2)

Teacher asks students to change their copybooks with their classmates and to compare the right answer on the white board with their answer. (Flipchart № 3)

Students answer. Our home task was exercises 1-3 at page 12 (Work book). (dialogue between teacher and student)

Students change their copybooks with their classmates and compare the right answer on the white board with their answer. (work in pairs) Estimate.

Following up activities.

20 min.

• Introduction

Teacher asks students to pay attention to the rebus and find the key word of the lesson. (Flipchart № 4)

Answer: Twins (Flipchart № 5)

Teacher reads the theme of the lesson then asks to open their student’s book at page 28-29 (Flipchart № 6)

Share your ideas 1.

Uses the photo of the two boys teacher introduce the word twins.

Asks to reads out the questions in turn and share with their opinions. Explains the meaning of telepathic.

Questions:

Do you know any twins?

Would you like to have a twin brother or sister?

People say that twins are often telepathic.

Do you think that's possible? (Flipchart № 7)

Presentation 2 (a)

While I was playing baseball…

Asks students to identify the girl in the photo (Clare).

Then asks them to look at the two sets of pictures beside the dialogue. Makes it clear that the boys in both sets of pictures are the same pair of twins at different ages.

Asks students to describe what's happening in the pictures. Introduces the key words hit, bleed, smoke, pan and catch fire. (Flipchart № 8)

Presentation 2 (b)

Explains the meaning of coincidence and helps with the pronunciation.

Asks the question and then plays the recording with books closed. (Application № 4 CD-ROM)

Answer: Two.

Teacher asks to read the dialogue by role. (Application № 5)

Then asks the main idea of the dialogue.

Presentation 2 (c) (Flipchart № 9)

Plays the recording again while students listen and read. Pauses to elicit or explain the meaning of new words (for example in trouble, while, smelt, full of, weird.) Points out that while can be used instead of when with past continuous verbs. Explains that smelt is the irregular past form of the verb smell. Asks some questions to check comprehension. For example:

-How old were the boys when this event happened? (About eight.)

-What happened to Toby? (The ball hit him in the face.)

- Where was Chris? (He was inside.)

-Who was in the car? (Toby and his father.)

-Was there a problem with the car (No.)

-Where was the smoke? (At home, in the kitchen.) (Flipchart № 10)

Picks out examples of past simple verbs. Asks students to say the infinite form of irregular past verbs.

Draws attention to the words of the past continuous and drills some of these verbs for example.

-I was playing baseball.

-Chris wasn't playing.

-We were dining home.

-I was cooking some chips.

Draws attention to the expressions of surprise: Really? That’s strange! What a coincidence! You're joking! How weird!

(Flipchart № 11)

Reads out sentences 1-7 or asks students to do so.

Answers

1 He was playing baseball.

2 He was watching TV.

3 Because his nose was bleeding.

4 Chris smelt smoke.

5 He stopped the car.

6 When they stopped.

7 When Chris was cooking some chips.

(Flipchart № 12)

Physical education. Teacher plays the video with physical exercises (Application № 6 CD-ROM) (Flipchart № 13)

Students to pay attention to the rebus and find the key word of the lesson. (individual work)

Students open the students book.

(individual work)

Students listen and remember

(individual work)

Students reads out the questions in turn and share with their opinions.

(individual work)

Students answer the questions

(individual work)

Students identify the girl in the photo

Listen

Describe what’s happening in the pictures. Write down new words.

(individual work)

Students listen then answer to the question. (work in group)

Read the dialogue by role (work in pairs, individual work)

Students listen

Students answer the question. (work in group)

Students say the infinite form of irregular past verbs.

Draw attention to the words of the past continuous and drills some of these verbs

Students say the infinite form of irregular past verbs.

Students look back at the dialogue to find the answers. (work in group)

Fastening of the studied material.

15 min.

Key grammar 3

Teacher plays the video grammar material. (Application № 7 )

Past continuous and past simple

Reads through the examples and the first part of the explanation. For each example, asks students to identify which part of the sentence describes the action in progress and which describes the action that interrupted it.

Explains that we can reverse the order of the clauses so that the ‘interruption’ comes first: The ball hit Toby when he was playing baseball. Toby smelt smoke while they were driving home. (Flipchart № 14)

Focuses on the use of while and ask students to complete the explanation. Makes it clear that while means ‘for the length of time that something was happening’, so it normally goes with the past continuous rather than the past simple.

Draws attention to this sentence in the dialogue: When we stopped, I suddenly thought about Chris. Compares it with the example When Toby was playing baseball, the ball hit him. Asks students if they can explain the difference, using their own language. Makes it clear that when both verbs are in the past simple it means that one action happened after the other.

Answer: simple, continuous

Practice

Exercise 4 (a) (Flipchart № 15)

Answers:

2 When I was getting ready for school, my toast caught fire.

3 Danny's mum met her husband when she was visiting Liverpool.

4 While Toby was waiting for the bus, Chris rang him.

5 Andy saw an accident when he was going home.

6 While was walking to school, l dropped my mobile.

(Flipchart № 11)

Teacher gives the test to the students two variants. (Application № 8) (Flipchart № 16)

Exercise 4 (b)

Chooses a pair of students to read out the examples.

Option

You can set up a dialogue for pair practice. Write the following on the board:

A: What were you doing when you heard the noise?

B: I was reading.

A: What did you do when you heard it? B: I ran downstairs

Asks pairs to practise the dialogue. Then asks them to make new dialogues by replacing the underlined words. Tells them to use the verbs see find or lose in the first question, for example: What were you doing when you saw the crocodile / found the money / lost your camera? Alternatively, the game Alibi is an excellent way of practicing the different tenses in this step ( page 110 of the Teacher's Book).

Key expressions

Expressing surprise

Exercise 5

Reads out the expressions and asks students to repeat. Encourages them to use a sharp rise and fall of intonation to express surprise. Gives special attention to the pronunciation of weird.

Reads through the sentences with the class. Elicits or explains the meaning of lottery.

Looks at the example and focuses on the reply Point out that Really? is a possible alternative, but is probably too weak here.

Asks students to reply to each sentence with one of the expressions. Explains to them that different replies are possible for all the sentences, but they should use each expression only once.

Chooses different students to say a sentence and make a reply. Asks students to practise in pairs.

Answers

2. What a coincidence!

3 Really? You're joking!

4. How weird That's strange! That's strange! How weird!

Listening and speaking

What a coincidence!

Exercise 6 (a)

Reads out he introduction. Then asks students to look at the pictures and describe them briefly.

Plays the recording.

Answers:

1. Dave 2. Karen 3. Steve

Exercise 6 (b)

Reads throw the questions with the class. Then plays the recording again, pauses at the end of each dialogue. Chooses students to read out the relevant invite others to answer.

 Asks students to repeat the expressions of surprise in each dialogue. Note the extra expression. That's incredible in the first one.

Answers:

1 His cousin from the USA.

2 Because the address on her postcard was his uncle's address.

3 A book called The Ghost of Thomas Kent

4 The first book she The Ghost of Thomas saw was Kent It was her own book from 15 years ago

5 To Manchester.

6 They were going to the same concert, they had the same surname and their birthdays were on the same day.

Option

Tells them that they don't need to repeat the original conversation word for word, but they should try to include all the important information and give appropriate replies. Asks some pairs to act out their conversation for the class.

Students identify which part of the sentence describes the action in progress and which describes the action that interrupted it

Students listen.

Students complete the explanation.

Students explain the difference, using their own language.

Students make sentences using the correct form of the verbs. (work in group)

Students read.

In pairs, students take it in turns to say the first part of a sentence beginning While was ...ing…and to complete their partner's sentence with the past simple.

Students repeat and reply to each sentence with one of the expressions.

Students listen and match the names with the pictures.

Students listen.

In pairs, students ask and answer the questions.

Students repeat the expressions of surprise in each dialogue.

In pairs, students could reconstruct one of the dialogues from the recording.

Round of activities

0.5 min

Giving home task:

-Your home task will be exercises 1-5 at page 14 in your Work book. (Flipchart № 17)

Students write their home task.

2 min

Teacher counts points. Picks all totals. Gives marks and comments. Then asks students to give their opinion according the lesson writing it on stickers. (Application № 9)

Count. Give their dairies. Give their opinion according the lesson writing it on stickers then hang them on the cluster.

0.5 min

Brief reference to the next lesson. Thank you for your good work at the lesson. I think everything were understandable for you. The theme of our next lesson will be “Fears and fantasies”. Good bye. (Flipchart № 18)