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Конспект урока "Comparatives and superlatives" 2 класс

Сабақ жоспары Сынып Күні
2 C
Сабақтың тақырыбы: Comparatives and superlatives
Сабақтың мақсаты:
К і р і с п е : LESSON SUMMARY
Grammar: comparatives and superlatives
Speaking : comparing films, asking and answering questions superlatives
Ұйымдастыру: -Inform the class of the lesson objectives
-Brainstorm the names of famous Hollywood actors with class. Ask which of them
students like or dislike and Finally elicit what students know and think about Tom
Hanks
Негізгі кезең: Exercise 1 page 16
• Ask students to try to correct the sentences on their own then check with the text. Allow 2-3 minutes.
• Focus fast finishers on the photo of Tom Hanks. Now many sentences can they say about it?
• Check answers , then elicit what students learned about actor from the text and the photo.
KEY
1 Tom Hanks is one of the richest actors in Hollywood
2 You’ve Got Mail was one the biggest comedies of 1994
3 Tom Hanks isn’t the most attractive actor in Hollywood
Exercise 2 page 35
• Focus students on the table
In a stronger class, elicit how forms are made. Ask students to complete the table on their own , then check
with the text. In weaker class, reverse the procedure. Student’s copy the form’s the text into the table. Elicit
the rules.
Exercise 3 page 35
•Read and categories in the table out to class and elicit which expression frpm the box matches each
category.
• Student’s can work in pairs for 4 minutes. In a weaker class ask them to write one sentence for each of
the six categories. In a stronger class , student’s use all seven expression from the box.
• Focus fast finishers on the stills from both films. Which moments of the films are presented? What is
going on? You can check by saying false sentences about the films and eliciting corrections.
KEY
Gladiator was shorter than The Aviator.
Gladiator was more popular than The Aviator
Gladiator was more violent than The Aviator.
Gladiator was more entertaining than The Aviator
Gladiator was more boring than Gladiator
Gladiator was more funnier than Gladiator
KEY
1 the richest
4 more entertaining
2 the biggest
5 the most attractive
3 funnier
6 the best
KEY
1
1 larger 3 thinner 5 better 7 hotter
2 taller 4 earlier 6 easier 8 worse
2
1 taller 3 hotter 5 better 7 hotter
2 large 4 easier 6 earlier 8 worse
3
1 more difficult than 4 more confident than
2 more boring than 5 more entertaining than
3 more successful … than 6 more exiting than
4
2 Mark is funniest boy in the class
3 Russia is the largest country in the world
4 Hollywood films are the most popular films in the world
5 Germany has got the biggest population in Europe
6 Who is the most hard- working student in the class?
Exercise 4 page 35
-Pre- teach film addicts, thought- provoking, overrated, director
- Students work individually for 3 minutes
- Ask fast finisher to list all the titles of Spielberg’s films they can remember
- Check as a class
KEY
1 best 7 bore interesting
2 more gripping 8 most successful
3 earlier 9 the most entertaining
4 better 10 more moving
5 more violent 11 scarier
6 slower
Қорытынды: Lesson outcome
Ask students: What have you learned today? What can you do now?
Бағалау:
Үй жұмысы:
Сабақ жоспары Сынып Күні
2 C
Сабақтың тақырыбы: At the cinema
Сабақтың мақсаты:
К і р і с п е : LESSON SUMMARY
Vocabulary: types of films, adjectives to describe films, -ed and – ing adjectives
Listening: film excerpts, matching
Speaking : talking about types of film/films you like and dislike
Topic: entertainment
Ұйымдастыру: -To do the lesson in 30 minutes, set Vocabulary Builder parts 1
and 2 for homework. Skip the pre - listening activity in exercise 5.Play recording
1.31 once if you want to do Vocabulary Builder part 2 in class, skip the Lead -in
the pre-listening activity exercise 5
Негізгі кезең:
-Inform the class of the lesson objective.
-Focus students on the unit and lesson titles. Explain that in the spotlight is a phrase that comes from the
theatre, but you are also in the spotlighet if you attract a lot of attention from newspapers, TV and the public.
- Brainstorm the names for types of films with the class. Put on the board all original titles in English that
students can think of in different categories. Keep the film titles on the board as students will need them later
in the lesson
Exercise 1 page 34
-Elicit what students know about the films and actors. Ask if students remember other films the actors
played in. Add titles on the board.
KEY
1 Mission Impossible 3 5 Chicago
2 Zathura: A Space Adventure 6 Harts War
3 Along Came Polly 7 The Day After Tomorrow
4 Madagascar 8 Oliver
Exercise 2 page 34
• Students can work in pairs for a minute
Exercise 3 page 34 TRACK
-Play the recording for students to check. Play it again stopping after each item so that students can repeat
chorally and individually
- Elicit some titles of the film types that are not illustrated.
Add titles on the board
Exercise 4 page 34
KEY
1 action film
4 animated film
2 science fiction film
5 musical
3 romantic comedy
6 war film
7 disaster film
8 historical drama
-Focus students on the instructions and examples. In a stronger class, elicit other ways of expressing likes
and dislikes (I love, hate, can’t stand, don’t . don’t mind, etc.). Remind students that they can use the titles
from the board while they are speaking but they should focus on types of films. Allow 2 minutes to work in
pairs. Elicit feedback from one pair.
Exercise 5 page 34
-In a stronger class , brainstorm typical features of particular film types, for example: In action films there
are a lot of special effects. In animated films the characters are often animals. In comedies people make a lot
of mistakes. Play the recording once.
-In a weaker class , you can pre-teach dead, one-eyed , galaxy, waitress ,honour. Play the recording twice if
necessary.
-Check as a class.
KEY
1 horror film 4 comedy
2 western 5 historical drams
3 science fiction film
Exercise 6 page 35
-Allow a minute for students to work individually.
KEY
2 boring 4 funny 6 violent
3 scary 5 moving 7 entertaining
Exercise 7 page 35
-Play the recording. Students listen and check their answers, Have individual students read the completed
sentences. Correct and model the pronunciation of adjectives for the class to repeat.
KEY
1 Open answer 3 1 funny
1comedy 2 scary
2 horror film 3 boring
3 historical 4 moving
4 romantic 5 violent
5 war film 6 gripping
6 science fiction film 7 entertaining
7 musical
Exercise 8 page 34
Allow a minute for individual preparation
Exercise 9 page 34
-Elicit expressions used to agree/disagree. Students share opinions in pairs. Allow 3-4 minutes
Бағалау:
Үй жұмысы:
Сабақ жоспары Сынып Күні
4
Сабақтың тақырыбы: Home
Сабақтың мақсаты:
К і р і с п е : LESSON SUMMARY
Vocabulary: types of films, adjectives to describe films, -ed and – ing adjectives
Listening: film excerpts, matching
Speaking : talking about types of film/films you like and dislike
Topic: entertainment
Ұйымдастыру: -
Негізгі кезең:
-Inform the class of the lesson objective.
- Elicit the words for different rooms in a house/flat. Put the words on the board
-Divide the class into as many groups as there are rooms. Allocate the rooms. Ask each group to down as
many words for furniture and utensils as they can in 2 minutes. Share answer as a class
Exercise 1 page 33 4-minutes
-Get students to report on what their partners
Exercise 2 page 33 3 -4 minutes
-Students work individually, then compare answer in pairs
KEY
1 share 5 neighbourhood 9 tube station
2 rent 6 neighbours
3 furnished 7 rent
4detached 8 flatmates
Exercise 3 page 33 1.30 10 minutes
-Read the task as a class. Explain that you will play the recording twice , with a pause in between . The information
students need will be heard in the order of the question
-For the first listening students should focus on the question, marling answering as they hear them. By the time they come
to the second listening they should expect to be fairly definite about some answer, while others will still be unclear. In the
second listening they should concentrate on confirming the answers they have and listening for the answer they still need
-Allow 1 minute for students to read the question. Play the recording twice with a 30-second pause in between
KEY
1 A 2 A 3A 4C 5C 6A
Exercise 4 page 33 5-6 minutes
-Choose students to read out the words, and elicit translation. Practise the pronunciation where necessary.
Exercise 5 page 33 3 minutes
-Do the exercise as a class. Some answer will vary according to students’tastes and preferences.
Exercise 6 page 33 5-6 minutes
-Students do the exercise individually. Explain that these sentences provide good models for making
contrast.
KEY
1 difference 2 but 3 the other 4 However 5 Although
Exercise 7 page 33 8-10 minutes
-Give students 3 minutes to concider the question and plan what they will say. Allow them to make brief
notes.
-In pairs, students take it in turns to speak for 1-2 minutes. Their partner should only contribute by
expressing interest or encouragement. They can comment at the end.
-Ask a strong student to describe the two photos in front of the class, and give feedback
-Put students in new pairs to practise again
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