Авторская разработка


Зорин Сергей Михайлович

преподаватель ЧУ “Учебный Центр”

New Inspiration 2

T stands for teacher, Ss stands for students, SB for student’s book, WB for workbook, HW for homework, HO for hand-out, WC for whole class, GW for group work, SGW for small groups work, PW for pair work, IW for individual work

Answers to the exercises are in the Teacher’s Book. DO NOT react to Ss who speak Russian, ignore them / help them to express themselves in English.

 

Equipment required: check the Resources column

 

Aim: Ss will use must+mustn’t in their speaking in a freer way.

 

Stage # Timing

60 min

Stage Result / Aim Resources Procedures / Instructions Interaction patterns
1 15:00-15:03 Classroom management. Ss will get their books ready, they’ll get seated. T checks the equipment. N/A N/A N/A
2 15:03-15:08 Ice-breaker.

Ss will get introduced with a new T

White board / Smart board / markers T writes 3-5 pieces of his/her personal information on the board. E.g. Washington, yellow, Valentina, etc.

Ss must guess the T’s relation to this information.

Did you live in Washington? Did you work in Washington? Are you from Washington? Is yellow your favourite colour? Is Valentina your girlfriend / mum / randma?

 

WC
3 15-08-15:15 HW check * SB, p120, Practice 21 (with both groups)

* SB, p79, ex5 (with 16-00 group)

(1) Ss compare their answers (Practice 21, SB, page 120) /meanwhile/ T looks through Ss’ homework taking notes in the journal (Vika 100%, Asylkhan 0%, etc) PW
(2) T checks HW with the whole class WC
(3) Only with 16-00 group!!!! (We did it with 15-00 group) SB p79 ex5.

Ss swap their SBs -> Whole group check with T -> ss write + /– to the answers -> when finished ss write the number of correct answers of their partners -> Ss swap their SBs back -> T takes notes into the journal (Vika 4/6; Asylkhan 0/6, etc)

!! Ss who didn’t do this HW excercise, do not participate. Meanwhile they do the HW while checking, their results aren’t taken down into the journal.

 

WC
Partners change. Aim: every S has a new partner to work with for the next stage. I’m a teacher here! I say, you do!

Do it quickly in any way you want (My way: 1 of the partners in each pair stands up and takes his/her stuff, then he/she moves to the next partner clockwise/anticlockwise).

4 15:15-15:18 Warm-up. Ss will be engaged in the lesson HO1, emailed, print 1 for pair (can be cut into pieces /or/ Ss can do it on the HO sheet itself) (1) Ss are given 1,5 minute to finish in Pairs

 

PW
(2) Check with Teacher WC
5 15:18-15:28 Grammar Presentation.

Ss will understand the meaning of MUST/MUSTN’T and the usage. Ss will actively answers T’s questions from the HO2

HO2, The rules (emailed), 1 for a student,

Print on both sides

Glue sticks 1 for pair

(1) T: “Look at this sheet of paper. Stick it into your copybook. Glue it only here” T demonstrates the area to glue. T hands them out.

(2) T goes through the exercises with students. To work with the tasks on the back of the sheet, Ss fold the sheet.

WC / IW / PW / SGW
Partners change. Aim: every S has a new partner to work with for the next stage.

 

6 15:28- 15:33 Written Controlled Practice. Ss will make very few mistakes in the written exercise differentiating MUST and MUSTN’T . HO3 (Round Up 2, ex. 109) 1 exercise for 1 students (1) T goes through the task

(2) Ss do it individually

(3) Compare their answers in small groups

(3) Whole class check with teacher

IW + GW +WC
15:33-15:40 Speaking Controlled Practice. Ss will use must in controlled speaking contrasting it with SHOULD HO4 (Side by Side 2, page 112 “Really, Doctor?”), pictures of taking blood pressure printed (1) Ss look at the picture. T asks Ss:

Where is Mr. Jones? (in a hospital, in the doctor’s office, etc.) Who is talking to Mr. Jones? (the doctor)

(2) Ss practice the model in pairs.

(3) T asks CCQs about the words in the task:

What is jogging? (running) Show me your knees / back / stomach / sight (point to the eyes) / hearing (point to the ears). What food is spicy? In what country do people like spicy food? (chilli peppers, Chinese food, China, etc.) For blood pressure show them a picture.

(4) Ss practice the rest of the dialogues in pairs. T monitors and writes some common mistakes down. T helps in some cases when needed.

(5) Sum-up. T demonstrates and corrects common mistakes on the board if necessary. T makes some ss demonstrate some of the dialogues.

WC /PW
7 15:40-15:52 Freer practice. Ss will apply MUST and MUSTN’T in their writing about rules around the city. SB p89 ex8 (1) T goes with Ss through the task. Asks ICQs: Are you practicing SPEAKING or WRITING? Where do you write? (in copybooks)

(2) Ss have 6-7 min to write about places in the city and rules using MUST or MUSTN’T. T monitors.

(3) Ss compare their lists with other students in small groups.

(4) T asks each/some student(s) to read 1 sentence for the rest of the class.

SGW
8 15:52-15:57 Giving Homework WB + HO5 T writes the HW on the board.

1. Study new words (paper sheet)

2. SB p88 (read the text), p89 ex3 (True/False)

3. WB p77 ex3

Optional (for top students): WB p76 ex.1-2

ICQ -> How many HW tasks do you have? (3) How many excercises are there for the top students? (+2)

WC
9 15-57 Lesson Plenary   T asks some questions:

What grammar did we study today? (Must/Mustn’t)

What skills did we practice? Did we practice listening? (No. Speaking and writing)

What is the past for MUST? (Had to)

What do we use for obligation, must or mustn’t? (Must)

What do we use for prohibition, must or mustn’t? (Mustn’t)

Raise your hand if you have worked very well today.

Raise your hand if you have worked so-so today.

Raise your hand if you have worked badly today.

See you on Wednesday! Goodbye!