Конспект урока по английскому языку Знаете ли вы. .. ?

Тема: «Do you know...?» ( Знаете ли вы…?)

Objectives:

• to practise asking reported and indirect questions;

• to practise listening/reading for the main idea;

• to practise reading for detail;

• to ask for information;

• to practise making notes;

Warm-up activities

T: Let's play the game «Questions». We usually ask a question and then get an answer. Now we 'II do quite the contrary.

Tell students an answer and they are to guess what question was, for example:

Answer: Thirty-one.

Possible questions:

• How old are you?

• What is your flat number?

• How much does it cost?

• What is your size?

• How many students are there in your class?

• What page shall we open?, etc.

Listening for the main idea (ex. 1, p. 18)

Students listen to the cassette and decide what information the foreigner is asking for. (Students' books are closed.)

Possible answers:

• The foreigner wants to know the way to the National Park.

• The foreigner wants to know the time in New York.

• The foreigner wants to know the weather in London.

Then students open their books and read the questions. Draw their attention to the intonation of the questions. If necessary, play the cassette for students again.

Students compare the questions from the first and second parts, and decide which of them are more polite.

Reading and speaking (ex. 2, p. 19)

Students do the task in pairs. Check the answers by having them read the dialogues aloud.

Grammar exercise (ex. 3, p. 18)

Refer students to Grammar in Focus on p. 18 and Grammar Support on p. 262. Draw students' attention to the word order in indirect questions.

First students work individually changing the questions to a more polite form. Then they work in pairs asking for the information about the American states. Students look back at ex. 2 in the reader book to give answers.

T: Imagine you are talking to a friend from the English-speaking country over the Internet. What questions about his or her country and people's lifestyle would you like to ask?

Give students time to write 3-5 questions then ask students to read them out.

You may offer students some more exercises to practise the rule, for example:

T: Make new sentences from these questions.

(The questions are on the board.)

1. How much does it cost to park here? Do you know...?

2. What qualifications do I need? I want to know...

3. Where is the post office? Could you tell me...?

4. What does this word mean? I wonder...

5. Where did you park your car? Can't you remember...?

6. Where does Jack live? Have you got any idea...?

7. Where can I change some money? Could you tell me...? Answers:

1. Do you know how much it costs to park here? 2.1 want to know what qualifications 1 need. 3. Could you tell me where the post office is? 4.1 wonder what this word means.

5. Can't you remember where you parked your i

6. Have you got any idea where Jack lives?

7. Could you tell me where I can change some money?

Group work (ex. 3(2), p. 20)

Explain to students what a reported question is. Draw students' attention to the word order in both reported and indirect questions.

Then students work in small groups asking and giving the informa­tion about the American states. If necessary, they consult the LCG.

Possible questions:

• Do you know what state has the name of a tree?

• Could you tell me what Florida's nicknames are?

• Can you tell me when Florida was discovered?

• Do you know what state is named after the Queen of England?

• Could you tell me how Pennsylvania got its nickname?

• Can you tell me how Maine got its nickname?

• Do you know what Vermont is famous for?

• Could you tell me what state was named after a famous person?

• Can you tell me what states got their names after the way they look?

Game «Learn about the USA!» (AB Unit 1, ex. 5)

Students play the game in pairs. Come around and correct stu­dents' mistakes.

At home students make up questions for jeopardy game (AB Unit I, ex. 6) and next time they play the game as a whole class. The game may be arranged like the Inside-Outside Circle (see Teacher's Book, p. 23).

Pair work (ex. 4, p. 20)

Students do the task working in pairs. Then ask them what interes­ting facts they have learnt from articles.

You can also offer students some interesting facts about Australia and Ac UK.

Sydney is the largest and oldest city in Australia. It is home to nearly four million people. Tourists from all over the world are at­tracted by Sydney's natural beauty, its impressive galleries, museums, architecture and parks. Sydney Opera House is one of me greatest examples of 20^lh century architecture. It was conceived by Danish architect Joem Utson. It is a symbol of Sydney's cultural life. With a warm, sunny climate it is not surprising that Sydney is city of sport lovers. No wonder the city was chosen to host the 2000 Olympic Games.

Melbourne is a very multi-cultural city. It is home to many cultural groups, speaking 170 languages. Melbourne is the acknowledged Cultural Capital of Australia, wit world-class music, dance, opera, comedy and theatre. The National Gallery of Victoria presents exhi­bitions of historical and contemporary art from within Australia and overseas. The Victorian Arts Centre is known for its superb facilities and its 115 meter webbed steel spire.

Stratford-upon-Avon is probably the best-known town in Great Britain after London. Located in Warwickshire, in the heart of Eng­land, it's known internationally as the birthplace of the world's greatest playwright, William Shakespeare, and as the home of the Royal Shakespeare Company. There are lots of places in Stratford associated with Shakespeare and his life. The River Avon itself is a popular tourist attraction and famous for its swans.

Hampton Court is the oldest Tudor palace in Britain. The palace has more than 100 chimneys and each of them is different. Much of Henry VIII's Palace was modernised in the l?'^h century by Sir Chris­topher Wren, the creator of St Paul's Cathedral. Hampton Court has the oldest and largest grapevine in the world. The «Grcat Vine» was planted in 1768 and it as its own greenhouse. 250,000 flowering bulbs are planted in the gardens every year. The Hampton Court Flower Show is the largest in Europe.

Reading for detail (R Unit 1, ex. 4(1,2,5)

Students can read the text at home. Check students by asking the questions given before the texts.

Grammar exercise (R Unit 1, ex. 4(3,4))

Draw students' attention that «d» is used both for had and would.

Answers:

- And she told them how they sometimes had com muffins fo
breakfast, and how one afternoon they had been taken to se
a brand-new musical called «Oklahoma» and there were cow­
boys dancing and singing. And how they would make fudge
and listen to phonograph records.

... Sometimes, even in the winter, she and Skeet would go anc stay with them and camp out in the cottage, and they would gc ice-boating and skating on the frozen lake.

Draw students' attention that would is used only to talk about activities, and used to to talk about activities and states. You can offe students some more exercises to practise the rule, for example:

T: What would these people say about their past habits?

1. a student who has just finished school

2. a mother of twins

3. a retired pop star

Example: a millionaire who has lost all his money I would play golf at my club two times a week.

Vocabulary work (R Unit 1, ex. 4(6))

Students do the task individually. Then they check the answers as a whole class. If necessary, students look the words up in a dictionary and translate the sentences.

Answers:

• to be about - to be just ready to do something;

• on second thoughts - a thought that past opinion may not be right;

• to be nuts over - to be very fond of or interested in something or somebody;

• to be crazy about - to be interested and eager about somebody or something.

Reading for the main idea (R Unit 1, ex. 4(7, 8) Students read the text and answer the questions. Answers:

• Rusty was disappointed;

• was impressed - was disappointed;

• quiet-noisy;

• small Christmas tree - the tree was as high as ceiling;

• bright lights - a washout.

taking notes (R Unit 1, ex. 4(9, 10))

Students can do the task in pairs or individually at home. At the end they sum up the information and say what they have leamt from the extracts.

Possible answers:

• In the 1940s in America Valentines were very popular. Pupils made Valentines themselves at school.

• Frank Sinatra was a very popular singer in the USA in the 1940s. He had a great number of fans. One of his hits was the song «A Lovely Way to Spend an Evening».

• The most favourite American food was milk shakes with wal­nut syrup and blueberry pie. Americans also liked having corn muffins for breakfast.

Homework: Imagine you are talking to a British or American friend over the Internet. What question about his or her country and people`s lifestyles would you ask?