Lesson focus: Reading for general and more detailed information. Vocabulary. (in the context of a story about Balzac)
методическая разработка по английскому языку (9 класс) на тему

Мандрико Оксана Николаевна

      Разработанный урок может быть использован для развития навыков чтения с пониманием основного содержания, чтения с выборочным пониманием нужной информации, а также для развития лексических навыков в 9-х классах общеобразовательных школ в качестве дополнительного материала на этапе освоения раздела «Reading. Why not? » (учебник по английскому языку для 9 класса общеобразовательных учреждений под редакцией В.П. Кузовлёва Москва «Просвещение»)

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      Разработанный урок может быть использован для развития навыков чтения с пониманием основного содержания, чтения с выборочным пониманием нужной информации, а также для развития лексических навыков в 9-х классах общеобразовательных школ в качестве дополнительного материала на этапе освоения раздела «Reading. Why not? » (учебник по английскому языку для 9 класса общеобразовательных учреждений под редакцией В.П. Кузовлёва Москва «Просвещение»)

Lesson focus: Reading for general and more detailed information. Vocabulary. (in the context of a story about Balzac)

Lesson stage/

Time interaction

Aim

Procedure

Warmer

3-5 mins

S-S

T-S













Reading for general    information






2-3 mins

S-S

T-S








Reading for detail

Ex 1


10-12 mins

S-S

T-S




Developing vocabulary

10 mins

Ex 2


S-S

T-S







Developing skills of using  target vocab in a new context.

Ex 3


10 mins

S-S

T-S

-To generate students’ interest in the topic and task

-To pre-teach the word “handwriting”












 -To develop skills of

reading for general information














-To develop skills of reading for detail








-To develop vocab skills











-To train new words in a new context




-write down the date on the board by using illegible letters and get students to answer the question: Can you read the date? Why?

-write down the date on the board again by using legible letters and get students to answer the question: Can you read the date now? Why? Which handwriting do you understand better?

-show students a sheet with Balzac handwriting and get them to guess whose handwriting it is by choosing the appropriate name on the board: Balzac, Shakespeare, Pushkin, Goethe.

-eliciting the answer


-set task: (Today we are going to read a story about Balzac which is also connected with somebody’s handwriting.) Look through the paragraphs of this story and arrange them in the correct order. I give you 2 minutes. Then compare with your partner.

-students read quickly and complete the task.

-check answers with their partners then whole class feedback.


-hand out sheets with the whole story and underlined words. (Appendix II)


-set task: Read the text more carefully and answer the questions in ex.1. I give you 5-7 minutes. Then compare with your partner. (Appendix I)

 -students read the text again and complete the task.

-check answers with their partners, then whole class feedback.


-set task: Look through the underlined words in the text and match them with definitions given in ex. 2. I give you 5 minutes. Then compare with your partner. (Appendix I)

-students read the text again and complete the task.

-check answers with their partners then whole class feedback. (Vocab clarification)


-set task: I have got 6 cards with our previous words (handwriting, adventure, ability, to boast, the truth,

to be fond of)   and 6 different phrases. Stand up, take your sheet and find your partner by using the words in the sentences. Then sit down with your new partner. Do not show your cards. (Appendix I)

-get students to read their phrases using “mmm” instead of the target vocab. All the rest must guess the appropriate word.

Then the card with a word must be shown.





                                        Appendix I

Ex 1. Read the text more carefully and answer the questions:

1. Why is the name of Balzac famous all over the world?

2. How could Balzac tell a person’s character?

3. What joke did a lady play on the famous writer?

4. What did Balzac say to the lady about the handwriting of a boy?

5. Whose handwriting was it?

Ex 2. Look through the underlined words in the text and match them with definitions given below:

  1. new, exciting and sometimes dangerous experience

  1. writing done by hand

  1. power to do something

  1. talked about how clever he was being very proud of it

  1. something which is true

  1. liked

 

Ex 3. Stand up, take your sheet and find your partner by using the words in the sentences. Then sit down with your new partner. Do not show your cards.

    1. My favourite book is “The …………….of Sherlock Holmes” by Conan Doyle.

     2. Who has written it? Whose …………….is it?

     3. Boys like to…………of their fathers saying: “My dad is the strongest!”

    4. I want to know everything. Tell me………….!

     5. I don’t like cats. But I ………………of dogs.

  1. I like your………….to listen to people.

                               Appendix II

                                  A Story about Balzac

     The name of Balzac, the famous French writer, is well known all over the world. He is the author of many novels that are translated into almost all European languages. His novels are translated into Russian, too. They enjoy great popularity.

     There are many stories about Balzac, his life and his adventures. But very few people know that Balzac was fond of telling a person's character by his or her handwriting. He was very fond of this ability and often boasted of it among his friends.

     Among his friends there was a lady who wanted to play a joke on the famous writer. One day she brought him an exercise book of a boy. She asked him to tell her what he thought of the boy's character. She also added that the boy was not her son so Balzac should not be afraid to tell the truth.

     Balzac was glad to show his ability again and began to study the handwriting. He worked very hard and at last he came to the conclusion that the boy was bad and lazy. He told it to the lady.

     The lady smiled and said: "My dear friend, this is a page from your own exercise book which you used when you were a boy". (Английский язык. 9 и 11 выпускные классы. Учебное пособие./Н.И. Петрова-М.: АСТ-ПРЕСС ШКОЛА, 2003)


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