Конспект урока по английскому языку по теме Аэропорт

NAME Alyona Shkvaryuk

LEVEL Elementary

TO/edu/data/img/pic-023THEME: (e.g. Holidays, Regional Dishes...)

At the airport

LESSON FOCUS: (e.g. Grammar, Speaking…)

Vocabulary and listening

AIMS:

Main: to enable Ss to understand and use the following lexical items related to the topic "At the airport" (airport, flight, check in, in transit, boarding, is delayed, last call, proceed to, departure).

Subsidiary: - to develop Ss' skills of reading for specific information;

• to develop Ss skills of listening for detail;

PERSONAL AIMS: (refer to your previous TP Tutor's feedback sheet: 'Areas to work on')

1. To avoid asking "What does … mean?" or "What is …?".

2. To provide natural chunks of spoken English.

3. To allocate more time for freer practice.

ASSUMPTIONS: (what language do you expect students to know that you are not planning to teach? What language items have students looked at in previous classes that are relevant to your aims? Students' interest/general knowledge in relation to the material/context you will be using?)

1. Ss may be familiar with some vocabulary connected to the topic "At the airport" e.g. in transit, check in, airport.

CLASSROOM MANAGEMENT: ANTICIPATED PROBLEMS AND SOLUTIONS

Language:

Problem 1. Ss may not understand the meaning of some words e.g. itinerary, flight, departure, arrival, check-in, scheduled.

Solution 1. I will show pictures and ask CCQs to help them to understand the meanings and drill the words.

Problem 2: While listening for detail some Ss may not understand the text properly.

Solution 2: I will organize pair check after listening for students to be more assured of their answers.

Classroom management:

Problem 1: Some Ss may ignore working in pairs or be sometimes neglected by their pair partner.

Solution 1: I will encourage Ss to work in pairs and change pair partners.

Problem 2: The number of students in the group may be odd.

Solution 2: I will organize work in pairs and in a group of three.

SOURCES OF MATERIALS: (What course books, listening materials, texts, internet sites etc. did you use?)

Cousebook "New Cutting Edge Elementary" Rearson Longman p. 45.AT THE AIRPORT. LESSON PLAN.

STAGE

PROCEDURE

AIMS

TIME &

INTERACTION

1. Lead-in

2. Presentation of the vocabulary

4. Controlled practice

5. Freer practice

T asks questions: "Do you often travel by plane? Do you like flying? Why? Why not? Is it safe? Is it comfortable? Is it fast?" Ss answer. FB.

Ss work in two groups. T gives Ss words and their definitions (flight, departure, itinerary, arrival, check-in, scheduled). ICQs: Do you work in groups or individually? Ss: In groups. Time limit: 3 min. T monitors. Open class. Drilling of problematic words. FB.

Ss work individually. T asks Ss to look at ex.1 p. 45, read the itinerary and answer 3 questions. ICQs: Do you work in pairs or individually? Ss: individually. How many questions do you answer? Ss: three questions. Time limit: 3 minutes. Ss read the itinerary. Ss check their answers in pairs. Open class. FB.

Ss work individually (ex. 2 p.45). T asks Ss to match the phrases in A with the meanings in B. ICQs: Do you work in pairs or individually? Ss: Individually. What do you do? Ss: match A and B. Time limit: 2 minutes. Ss match the phrases. Pair check. Open check. Drilling. FB.

Ss work individually. T asks Ss to listen to the announcements at JKF Airport and answer three questions (Ex. 3a p.45). T points out that Ss don't need to understand every announcement. ICQs: do you work in pairs or individually? Ss: individually. How many questions do you answer? Ss: three. Do you need to understand every announcement? Ss: no. Ss listen. Pair check. Open class. FB.

Change of pair partners. Ss work individually. T asks Ss to listen to the announcements at Heathrow Airport and answer two questions (Ex.3b p.45). ICQs: do you work in pairs or individually? How many questions do you answer? Ss listen. Check in new pairs. Open class. FB.

Ss work in pairs A and B. A-students get a travel itinerary. B-students get a set of questions. Ss ask and answer the questions in pairs. ICQs: do you work in pairs or individually? Ss: in pairs. A-students do you ask or answer the questions? Ss: answer. B-students do you ask or answer the questions? Ss: ask. Time limit: 4 minutes. Open class. Change of pair partners. Feedback on content. Feedback on accuracy.

- to generate interest in the topic under discussion;

- to activate Ss' schemata;

- to engage Ss cognitively;

- to elicit the target language;

• to develop Ss' reading for specific information skills;

- to elicit the target language;

- to make sure Ss got the language right and use it correctly;

- to provide Ss with practice in listening for detail;

- to give Ss practice in listening for detail;

- to make sure Ss got the language right and use it correctly;

- to use the target language in speaking activity;

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10 min

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T-SsNAME Alyona Shkvaryuk TP # 3