Конспект урока английского языка, 9 класс

Класс: 9

Тема: Как мы изучаем английский язык

Цели: социокультурный аспект — знакомство с тестами, статьями, описывающими жизнь в школе, процесс обучения;

развивающий аспект — развитие умения читать и аудировать с полным пониманием текста; тренировка умения говорить; развитие критического мышления; тренировка в выборе стратегий понимания незнакомых слов;

воспитательный аспект — воспитание чувства вежливости по отношению к другим людям;

Грамматика:Modal verbs of deduction

Ход урока

1. Орг.момент

2. Речевая зарядка

Warm-up

To introduce the topic of the lesson.

Do the exercise with textbooks closed. Ask: What do you think is the best way to learn English? If necessary, allow some time for Ss to discuss the question in small groups and elicit answers. Don’t criticise any opinions. Spend three or four minutes on this activity.

1. Основная часть урока

Language work

1a To introduce the context for the structure of the lesson.

Rys’s way of talking is a good example of formal written English. It is important that Ss understand this.

1. Play the tape with textbooks open.

Elicit the answer. If Ss have difficulty in understanding ask: Is English Rys’s native language? (No, because he is a student in a language school.)

Do you understand what he says? (No. / Not quite.) Why do you think it is so? (There are many difficult words.) Finally, explain that most of these words are typical formal written English and that people do not talk in this way.

Tapescript

Rys Krasowski: My empirical knowledge of English emanates from persistence of effective explorations. Boggling over an enormous amount of various publications effectuated my eloquence. From then on my apprehension of not being understandable dissipated irretrievably!

1b To raise Ss’ awareness of the function of the structure.

1. Allow some time for Ss to discuss the questions in pairs.

2. Elicit the answers. If Ss have difficulty, ask them to translate Misha’s and Rodrigo’s phrases into Russian.

3. You might wish to write the translations on the blackboard and explain that in the Russian sentences supposition is shown by должно быть and не может быть, whereas reference to the time by the past form of the verb.

Sum up, in Russian or in English, that this structure is used when the speaker makes a deduction or a conclusion about something based on some evidence,

31 b Possible answers

1. Yes. He is quite sure it is so, but he doesn’t know for certain. That is why he didn’t say, He studied at Oxford but He must have studied at Oxford.

2. No. He is sure it is so, but he doesn’t know it. That is why he said, He can’t have learnt English in Poland and not He learned English in Poland.

3. Past. The perfect form have Ved(3) of the verb shows it.

1c To practise using modal verbs for deduction.

Ss do the exercise individually or in pairs. If necessary, check in class.

Draw Ss’ attention to the Grammar Reference section.

Answer key

1. He can’t have failed the exams.

2. They can’t have quarrelled.

3. They must have quarrelled.

4. He must have entered a good university.

5. He can’t have dropped out of school.

1d To practise using modal verbs for deduction under less controlled conditions.

Ask Ss to work in groups. Encourage various ideas. If necessary ask the groups to share the best ideas.

1d Possible answers

1. He must have studied English at a specialised school.

2. He must have got into the wrong class.

3. He must have learned these phrases by heart.

4. He can’t have studied English at a normal school.

5. He must have / have had relatives in an English-speaking country.

He must know / have known a magic way of learning English.

Reading

2a To raise Ss’ awareness of different reading strategies.

All reading activities in the sequence 2a-2d are aimed at developing reading strategies. In Ex. 2a Ss will search for detailand specific information. It is important that they avoid reading the whole text but focus on particular questions. For this reason keep strictly to the time limits. It is even more important that they become aware of this strategy and practise it.

1. Ss do the first task individually, then share the answers with the class. Some Ss may fail to do the whole task in time. Ask those who performed best how they managed to cope so quickly.

2. Elicit that they, in fact, did not read the whole text but looked for some specific words and read only the parts of the sentences which contained them.

3. Do the second task in the same way.

4. Elicit that this time the successful readers (those who coped with the task in time) had to read the beginning of each paragraph (as the topic sentence usually comes first in a paragraph) but skipped the part which explained the details of why quit.

2a Possible answers Task 1

1. He learned to say who he was, what he was, how old he was, where he was from, some polite phrases and nothing else.

2. They were his classmates in the English as a Second Language Course in America.

3. At the Literacy Volunteers of America.

Task 2

1. He read books, learned books by heart, talked to the mirror and the walls, took lessons at different courses, had a tutor.

He still doesn’t know what he liked most of all

To raise Ss’ awareness of different reading strategies depending on

the purpose of reading.

a: Ask Ss if they feel they have understood the text well enough. Draw their attention to the fact that they managed to do the tasks, although some details are still missing from the picture.

1. Allow around five minutes to do the task and elicit the answers.

2. Ask Ss if they feel they understand the text better. Elicit a positive answer.

2b Possible answers

Part A

1. He wanted to learn English in the country where it is spoken.

2. The ways to learn English he used were ineffective.

He felt his vocabulary was poor and he couldn’t speak English well. He thought learning by heart would help him.

Part В

1. The level of English in the course was too easy for him.

2. The teacher didn’t teach them to speak English.

Part С

Rys used a lot of difficult words and the tutor thought Rys knew English well.

Part D

1. These objects were always ready to help Rys learn English

1c To practise choosing a reading strategy depending on the purpose for reading.

The experience of reflecting on one’s own actions is as important as drawing conclusions about reading. Don’t worry about spending time on it. It will make good speaking practise if you do it in English, a) Ask a student to read the questions aloud one by one. Elicit what Ss have noticed.

1. It is obvious that when Ss saw the text for the first time it did seem too long and there were rather a lot of unknown words. But it was impossible to use a dictionary, as there was little time.

2. Let Ss notice that to do Task 1 in Ex. 2a they had to find only some specific words and in Task 2 they looked for topic sentences and for gist in the last paragraph. To do Ex. 2b, they had to go into detail, i.e. each time they had a different purpose for reading.

3. Lead Ss to the conclusion that they managed the tasks because they had a clearly defined purpose for reading — answering concrete questions.

(Ss may also refer to their skill in guessing the meaning from the context, from the form of the words or from the knowledge of their own language.)

2d To practise determining a purpose for reading.

This exercise will help Ss see the link between the purpose for reading and the way we read texts. This awareness will help them in all other subjects and examinations that require reading skills in any language.

2d Possible answers

1. to find specific information

2. to find specific information

3. to find specific information, or to know the general idea, or to know every detail

4. to find specific information

5. to find specific information, or to know the general idea, or to know every detail

6. to know every detail

There may be different purposes for reading. It is possible to read long texts with a lot of unknown words if you know your purpose. The way you read depends on your purpose.

Writing

3a To collect material for the writing task.

This activity brings Ss back to the topic they discussed at the beginning of the lesson. It is important that you discuss it in class.

1. Tell Ss to prepare the charts in their copybooks, discuss the questions in groups and fill in the charts.

2. When they are through with Rys’s methods, ask Ss to share their own ideas about learning English.

3. Discuss each group’s findings in class. It is desirable that Ss come to a conclusion that there are a lot of ways for learning English and they might be good in different situations. The choice will depend on the personality of the learner, the goals for learning English, and the opportunities.

3b To practise writing an on-line letter.

Ss start doing the exercise in class and finish it at home.

Suggested homework

Ask Ss to finish SB Ex. 3b; WB Unit 3, Lessons 4-5, Ex. 4.