Методична розробка уроку на тему "My friends and me"

Form 7

Subject of the lesson: “My Friends and Me”

Objectives: - to revise and practise grammar (Present Simple and Present

                    Continuous, state and action verbs)

                   - to revise and practise the active vocabulary (personality adjectives)

                   - to involve pupils in discussion

                   - to broaden pupils’ outlook on the topic

- to develop pupils’ writing, reading, listening and speaking skills

Equipment: an interactive whiteboard; a computer; New Success Pre-Intermediate DVD-ROM; the video - “Friendship Soup Recipe”; the song “Count on Me” by Bruno Mars; handouts.

Timing: 45 minutes

Procedure

I. Introduction

1. Greeting:

T: Hello, everybody!

Ss: Hello, teacher!

T: How are you today!

Ss: Thank you, we are fine!

T: I’m glad you are fine. I’m very glad to meet you and to be your teacher. As you can see my name is Mariia Andriivna. I hope you’ll remember my name. If you don’t remember, you can read it. I’ve got my badge. Unfortunately, you don’t know me and I don’t know you. But I want us to become friends and work as a team today. Do you want us to become friends?

Ss: Yes, we do.                                      

T: Today we’ll write, read, listen, speak, watch the video, sing the song and do some interesting activities.

2. Warming-up

T: So, let’s start our lesson with a game. Do you like playing games?

Ss: Yes, we do.

T: I’d like to suggest a guessing game in order to give more information about me.

Look at the whiteboard and these pictures. How are they associated with me? Try to guess.

II. Main part

1. Speaking.

T: And now I’d like to know more about you. So, I’ve got my lovely bag. There are some cards in it. You’ll take one card, read a question and answer it.

What’s your name?

How old are you?

What is your home town?

Have you got a brother or sister?

Have you got a pet?

What are your favourite subjects?

What subjects don’t you like?

How many friends have you got?

What do you do after school?

What do you usually do at the weekend?

2. Pair work. Writing – Speaking.

T: And now I will ask you to work in pairs to complete and present the dialogue.

Imagine one of you is a teacher and another one is a new student in the class. Is your task clear to you?

Ss: Yes, it is.

Teacher: You're new in this class this year. Tell us something about yourself.

               What’s your name?

Student: ___________________________________

Teacher: How old are you?

Student: ___________________________________

Teacher: What is your home town?

Student: ___________________________________

Teacher: Have you got a brother or sister?

Student: ___________________________________

Teacher: Have you got a pet?

Student: ___________________________________

Teacher: What are your favourite subjects?

Student: ___________________________________

Teacher: What subjects don’t you like?

Student: ___________________________________

Teacher: How many friends have you got?

Student: ___________________________________

Teacher: What do you do after school?

Student: ___________________________________

Teacher: What do you usually do at the weekend?

Student: ___________________________________

T: Who is ready to present the conversation? You may use your notes if you wish.

3. Revising grammar.

T: What tense forms do you use when you talk about yourself.

Ss: Usually the Present Simple but we can also use the Present Continuous.

a) revising the Present Simple:

T: When do we use the Present Simple?

S1: We use the Present Simple for regular habits and routines: I often walk to school.

S2: We use the Present Simple for permanent situations: Teachers teach and students learn.

T: How do you form it?

b) revising the Present Continuous:

T: When do we use the Present Continuous?

S1: We use the Present Continuous for temporary situations: I'm studying in Paris at the moment.

S2: We use the Present Continuous for changing situations: My English is getting better.

S3: We use the Present Continuous for things which are happening now: I'm reading a book now.

T: How do you form it?

c) revising state and action verbs:

T: Which verbs are called action verbs?

S1: Most verbs refer to actions or processes. These verbs are called action verbs. We can use them in the simple and continuous forms.

 I often work on Saturdays but I'm not working now.

T: Which verbs are called state verbs?

S2: Some verbs refer to states. They are called state verbs. We use these verbs only in the simple form.

S3: State verbs express senses (feel, hear, smell, see, taste):  I feel cold .This milk tastes good.

S4: State verbs express thoughts (agree, believe, forget, know, promise, remember, think, understand): I agree with you. We know London very well.

S5: State verbs express feelings (hate, like, love, prefer, need, want): I like chocolate cake. She  needs a holiday.

T: So, we have revised the Present Simple and the Present Continuous and I hope you use them properly in the following activities.

4. Writing

T: Complete the sentences and questions with the correct forms of the verbs in brackets.

      V-I

  What are you doing (you/do) at the moment?  I ‘m listening (listen) to reggae.

1 _________________ (your brother/want) to come to the cinema with us today?
No, he ________________ (not/go) out this week because he’s got important exams at school.

2 How often ________________ (your parents/eat) at restaurants?
Never. They _______________ (not/think) it’s a good way to spend money.

3 It’s very noisy. ________________ (your brother/have) a party?
No, he’s always noisy. He _______________ (like) loud music.

     V-II  

Does your mum like (your mum/like) your new clothes? No, she hates (hate) them.

1 What time _________________ (you/usually/get up)?
At six o’clock, but this week I’m on holiday so I ________________ (not/get up) before 10 a.m.

2 Look, there are your parents! Where ________________ (they/go)?
To the cinema. They always _______________ (go) out on Wednesday evenings.

3 You look worried. ________________ (you/think) about?
My exams. I’m working really hard at the moment but I still __________ (not/think) I’ll pass them.

5. Group work

T: Let’s play a grammar game in order to practise the Present Simple and Present Continuous in positive and negative statements. Split into two groups of five. Each group will get two sets of cards.

Instructions: 1. Have the time cards and the verb cards face down in two piles on the table. 2. One student picks up one card from each pile and has to make a sentence containing both words. Depending on the time expression you will have to use the Present Simple or Present Continuous. Depending on the verb, this may have to be a negative sentence. Write down all the possible sentences and present them to the class.

T: As I can see you use the Present Simple or Present Continuous properly.

6. Revising personality adjectives

T: When we talk about ourselves or our friends we often use personality adjectives.

Do you know them? Can you name some of them?

Ss: Yes, we can.

T: Let’s revise them. Repeat after me.

1. funny                   a) talkative

2. generous              b) shy

3. hard-working       c) big-headed

4. laid-back              d) serious

5. lively                    e) rude

6. caring                   f) mean

7. cheerful                g) boring

8. clever                    h) lazy

9. modest                  i) selfish

10. outgoing             j) pessimistic

11. polite                  k) bossy

12. quiet l) stupid

7. Matching

T: Match the positive and negative adjectives.

8. Writing

T: Complete the adjectives of personality. The lines show you how many letters to use.

                                                            V-I

     Why is Dan so c h e e r f u l? Is he in love?

1 You’re so _ _ s _ _. You’re always telling me what to do.

2 Jane paid for us all to go to the cinema. She’s so _ _ n _ _ o _ _.

3 My brother doesn’t do anything. He’s so _ a _ _.

4 Chris always thinks something terrible is about to happen. I don’t know why he’s
so _ _ s _ _ m _ _ t _ _

5 Your little sister’s quite _ _ d _. I said hello and she just turned round and walked away!

                                                        V-II

Thank you for being so h e l p f u l and explaining this homework to me.

1 My brother’s very _ _ v _ l _ and can’t sit still for more than a minute or two.

2 Jacob is so _ e _ _. He never helps people and often hurts their feelings.

3 Neil’s excellent at tennis but he’s very _ _ d _ _ t about it and just says that he’s ‘OK’.

4 I try to be  _ _ l _  t _ when I meet new people. I always say ‘please’ and ‘thank you’.

5 The new boy is really _ _ l _ _ t _ v _. When he starts chatting, he never stops.

T: Which of these adjectives do you associate with the person who has lots of friends?

Ss: funny, generous, laid- back, lively, caring, talkative, cheerful

9. Matching. Proverbs on friends and friendship.

T: Have you got lots of friends? I think we all need people who can understand us in difficult moments of our life. These people are our friends. Do you know any proverbs about friends and friendship?

Match the following proverbs with the Ukrainian equivalents.

1. Tell me your friends, and I'll tell you who you are.

2. There are no friends like old ones.

3. A friend in need is a friend indeed.

4. A faithful friend is better than gold.

a) Дружба та братство – найбільше багатство.

b) В лиху годину пізнаєм вірну людину.

c) Скажи мені, хто твій друг, і я скажу тобі, хто ти.

d) Річ краще нова, а дружба – стара.

10. Reading

T: And now I think it’s time to read. So, let’s play a reading game. It is called “Find a friend”. Again you work in two groups. Each group will get five texts about young people who want to find a friend and one card with the questions. You’ll read these texts and answer the questions. The group with the greatest number of correct answers wins the game.

11. Watching the video

Pre-watching task

 T: All of us want to have friends. Do you know that making friends can be like making soup? That is, to enjoy a close friendship with another person, you must be like a good chef. Let’s read a poem. It is about friendship, and it is called “Friendship Soup.”

Like tomato soup, only

Better, more

Satisfying, and

Good for your soul.

All you need is a can of love,

Opened with a smile,

Poured into a bowl of good

feelings and similar

interests.

Mixed with: a

Cup of warm wishes,

3 cups of talking,

5 cups of time together-

House visits,

2 teaspoons of helpfulness,

3 cups of trust,

A shoulder to cry on,

A basket of hugs,

3 tons of encouragement,

And don’t forget-a

Bit of nuttiness!

T: The poem shows that if you want to enjoy a close friendship with another person, you have to make an effort. The poem also says that friendship needs many different things. For example, trust and similar interests are very important.

Watching the video

T: In this 3 minute video, friends describe what ingredients are necessary to create ‘friendship soup’.

 Ingredients to make a good friend:

2 sticks of kindness

1 gallon of goofiness

3 cups of having fun

3 pints of honesty

1 teaspoon of arguments (sticky)

3 tablespoons of respect

1 1/2 cups of safety

1 cup of trust

1 pot of patience

1kg of forgiveness

1 box of encouragement

1 bag of loyalty

Post-watching task

1. T: What are three friendship ingredients that you can recall from the video?

Can you name the ingredient that made the soup “sticky”?

2. T: Now I’d like you to make your “friendship soup”. Split into two groups of five. You’ll get your ingredients. Put them in order of importance. Write the numbers on them. Think of anything else that makes a good friend. You can add your own ingredients if you wish. Present your “friendship soup”.

 T: Are there any other things that you would like to put into this recipe to make the “Friendship Soup” taste even better?

III. Conclusion

1. Giving the home assignment

T: Our lesson is coming to the end. Write down your home task:

 Make the project “My best friend”. Take a sheet of paper, draw the picture of your friend or stick the photo, explain why this person is your best friend. Use the personality adjectives.

2. Summing-up

T: So, you worked hard today. I think we’ve become friends. What do you think?

 What have we done in the lesson?

3. Marks

T: Your marks are as follows….

It’s nearly all for today. Let’s finish our lesson with the best friendship song “Count on me” by Bruno Mars.

T: So, we all need friends because they will motivate us when we are ready to give up, they can support us when life falls apart. Take care of your friends, never lose them. Goodbye, my friends!

Ps: Goodbye, teacher!