Борисова Н.А., учитель английского языкаМОУ
Тема: Family Responsibilities.
Тип урока: обучающий (формирование
навыка письменной речи).
Цель урока: активизировать лексические
единицы по теме «Семейные обязанности», научить писать личное
письмо по образцу.
- практическая: развивать устную речь на
заданную тему, используя лексические единицы в речи; научить
писать личное письмо, используя образец, оформлять личное
- Образовательная: познакомить учащихся
с реально существующей журнальной колонкой для подростков
Agony Aunt; показать образец правильно оформленной переписки.
- Воспитательная: научить смотреть на свои
проблемы со стороны, оценивать и решать их.
- коммуникативная направленность;
- принцип обращения к личному опыту учащихся.
Техническое обеспечение: презентация
в среде Power point, мультимедийное устройство.
Дидактический материал: письмо
Джессики в колонку Agony Aunt (распечатка), список популярных
способов времяпровождения среди подростков (распечатка), письмо
– ответ Джессике в виде клише (распечатка).
||Purpose of the stage
|1 warm up
||Hello! My name is Agony Aunt. I’ve got a very interesting
profession. I want you to guess what it is. I’ll describe
my profession and you will give your variants:
- I help people. What’s my job?
- I meet a lot of people. What’s my job?
- I write a lot. What’s my job?
- I work for a newspaper or a magazine. What’s my job? (You
are a journalist)
|Encourage pupils to guess the profession of the speaker.
|2 The beginning of the lesson
||Right. I work in “Crazy!” magazine. It is a magazine for
children and teenagers. Teenagers write letters to me. Do
you write letters to magazines? When do children write letters
to magazines? (When they have problems).- When children
have problems they ask me questions and I give them advice.
Sometimes it is difficult. Yesterday I got an interesting
letter with a difficult question from Great Britain. I would
like you to help me answer this letter.
||Create an atmosphere of foreign language speaking, involve
pupils into the topic of the lesson
|3 A letter
||Here is a letter: (см. Приложение №1). Here is the letter.
Let’s read it and find out what problem Jessica has.
Dear Agony Aunt,
I have a real problem – my parents.
My mother says I must take the rubbish out every morning.
So, I must get up early. She says, I must tidy up my room
every day. My father thinks I must wash up after dinner
and play with my little sister Jane. She is nice, but sometimes
naughty. And I must buy bread and milk after school. It
takes me much time. What else? I must water the flowers.
I love my family, but I want to have free time for my friends
and hobby. My elder sister Mary doesn’t help about the house
because “she has no time”, and I do everything for her.
What should I do?
Hope to hear from you soon.
|Revise the vocabulary for family responsibilities,
First presentation of a “letter
|4 Vocabulary Speaking
||What is Jessica’s problem? (She has no free time). Look
through the letter again and say, what must she do at home?
What must you do at home? (I must…). Discuss in pairs. Share
with us. Write down your responsibilities on stickers (one
responsibility – one sticker). Write in big letters. Stick
them to the blackboard. (Children write down responsibilities,
take their stickers, come up to the blackboard, say “I must”
and read what is written on their stickers). The teacher
gives an example “I must go shopping every day”.
|Reading for gist, use vocabulary actively in the speech
So many responsibilities! Do you have free time? (Yes)
What do you do in your free time? There are papers on your
desks “A list of Popular Activities for Children” (см. Приложение
№2). Read it and then answer my question. (For example,
In My free time I meet with my friends).
|To show how important it is to have free time through
their personal experience
But Jessica has no free time.
Look at her letter and say who can help her about the
house? (Her elder sister Mary).
What can they do together? (they can…)
What responsibilities can her sister have? What can she
do about the house? (She can…)
Let’s add your responsibilities to these two columns.
After pupils have added vocabulary to “Mary” and “Together”,
teacher asks to read the first column, then the second
So, Jessica can change responsibilities with her sister.
So, Jessica CAN have free time:
To have free time Jessica can: (слайд №…)
- Do things together with her family;
- Change responsibilities with her elder sister.
|Prepare students to answer Jessica’s question
Revise and activate all the vocabulary
|Jessica is very hard – working girl. Let’s show how we
help about the house and do exercises: (Выполняется зарядка
с движениями на мотив Mulberry Bush). Учитель молча указывает
на некоторые “responsibilities”, которые учащиеся прикрепили
к доске и которые совпадают с текстом зарядки:
This is the way we clean the floor (3 times),
This is the way we clean the floor early in the morning.
This is the way we wash the dishes (3 times),
This is the way we wash the dishes early in the morning.
This is the way we walk the dog (3 times
|Exercises to have a rest,
Writing a letter
Do you remember Jessica asked for help? What is her
problem? We have almost answered her question. Now let’s
all together write a letter to her and give her advice.
To write a letter correctly there are some rules. Here
they are: (у учащихся на столах лежат распечатки письма
– ответа в виде клише). (
To start with, I think you should speak with your parents.
Tell them that you want to have _________ __________.
Tell them that on ___________ and on ___________ evenings
you want to go to _____________. On Saturday you want
to meet ______________________. Tell them that you can
___________________ and ______________________, but you
have no time to _____________________. You can ___________
and __________________ together and change ___________________
with your sister.
Comments: in the upper right corner we write our address;
under address we write the date; then, in the left side
we write greeting words and put a comma. Then, from the
new line in the first paragraph we write why we are writing
this letter. Then in the new line in the second paragraph
we write our advice. Then again in the new line we write
special polite words. Then in the new line we write good-bye
words and put a comma and under these words in the new
line again we write our name (only name).
Our letter has got 7 parts. Here you see the correct
order. Now let’s find out if you have remembered them.
Take the jumbled letter with empty squares and put the
numbers into the empty places. (учащиеся расставляют части
письма по порядку). Now let’s check it up: what is number
Now you know the correct order of parts of the letter.
You know Jessica’s problem.
You know all the vocabulary to give her advice.
So, use the vocabulary from the lesson and fill in the
missing information to have a whole letter to Jessica.
Work in pairs. Then read aloud your letters.
|To teach to write a personal letter
||Thanks a lot. You were a great help for me today. I think
Jessica won’t have problems any more. So will you.
Was it difficult to give advice?
Was it difficult to write a letter? I hope that it won’t
be a problem for you to write a letter using the example.
|Do your friends have free time for hobbies and friends?
Do they have a lot of responsibilities at home? Give them
advice and write a letter to your friend at home.
||To end the lesson