Профессионально-методический ресурс учителя иностранных языков

Приложение. Банк методических разработок

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The same procedure may be organized in bigger groups, e.g. 4 students for each story, then the teacher may ask the students to act out the stories in the end so that all the members of the group participate in the presentation.

Worksheet

1. Look at the verbs on the board / in the list. Let’s play a snowball game. Your task is to make up sentences in the Past Tenses using the verbs form the list / Try to remember all the sentences named by your fellow-students and add your own one in the end:

to be, to go, to sleep, to cry, to shout, to see, to find out, to turn out, to meet, to float, to swim, to rain, to blow, to fight, to laugh

2.Pairing. Take a card and walk around the room trying to find your partner, for example:

card 1) well – card 8) dressed = well-dressed – you are partners, you will work together.

3.Pair-work. One dark and stormy night

–take a piece of paper and work with your partner following the instructions (partner 1 – drawing and writing, partner 2 – presenting the final story, both of them – generating the ideas for the stories)

–in the right hand upper corner draw a face of an imaginary person;

–in the left hand upper corner write down his\her name, 5 things he\she likes doing, 5 adjectives to describe his\her appearance, 5 adjectives describing his\her personality, a person\people he\she lives with;

–in the middle of the page draw an empty line for the title of your story that you will write down late;

–below this line start writing: One dark and stormy night;

–add the name of your character, that you have written in the right hand corner and complete this sentence;

–give your paper to the pair on your right, add one more sentence to the story you’ve got from your neighbours on the left. Mind that you should use the information from the left-hand corner.

4.Completing the story.

Now that you got your initial piece of paper with your character back:

–revise the story,

–try to make sure that all the parts of the story are logically connected,

–correct the mistakes if any,

–write the last final sentence to the story;

–think of the title to you story.

5.Present the story to the class. Try to sound interesting and involve your listeners into active listening. The story will be assessed by the students.

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Приложение. Банк методических разработок

6. Individual work. Listen to each story presented by your fellow students, try to grade the story completing the peer-assessment sheet.

Peer-assessment sheet

7.Let us now choose the best story. What story / stories get the greatest score? Answer the questions:

Who created this story?

Why is it good to work together in collaboration? Are the results of such work significant?

Let’s make up a book of our stories.

8.Home task.

We will add some more stories to our book.

Write down your own individual story, using the following worksheet:

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Profile

Name: Andrew Hopkins

Age: 16

Occupation: school-student Character: brave, honest, well-bred, adventurous, sociable

Appearance: handsome, of medium height, fair-haired, freckles, broad shoulders

Friends: classmates John, Alice, Ron

Family: mom, dad, younger sister Mary and elder brother Luck

Interests: camping, backpacking, spending time with friends, giving presents, reading sci-fi books

The first sentence of your story is: One evening on the way home, having visited the grandparents, Andrew Hopkins suddenly realised … .

Урок 2. Fast and Slow Living: Pros and Cons (upper-intermediate and advanced level)

Lesson goal: practicing speaking skills

Objectives:

1)developing creative thinking skills;

2)vocabulary – practicing the topical vocabulary from the video;

3)listening skills – listening for detail;

4)speaking skills – dialogue, monologue.

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Приложение. Банк методических разработок

Continuation of Table

Worksheet

1. Look at two photos and answer the question: What comes to your mind when you look at them?

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Профессионально-методический ресурс учителя иностранных языков

2.Choose the picture that best depicts your life and explain your choice.

3.Look at the collocations, try to guess the meaning of the unknown ones

–to spark

–to advocate

–to shut out a distraction

–pace

–fast-paced

–mediocre

–sluggish

–on the flip side

–enthralling

–receptive

–to break away

Now in pairs explain the collocation to your partner.

4. Answer the question:

What is your idea of the concept “slow living”? What are its advantages? Watch the video https://www.youtube.com/watch?v=jGuR9YXA7SU\&t=72s

till 6:00 and answer the following questions:

–How did the slow living movement start?

–How do you understand the phrase “quality over quantity”?

–What is the book “In praise of slowness” about?

–Is speed always a bad thing?

–What is the slow movement aim?

–Comment on the statement “Be fast when it makes sense to be fast, and be slow when the slowness is called for”

–How is the slow movement connected with better health and better work performance?

Team 1 I prefer fast living.

Use the following questions that will help you to develop your ideas and speak about your life-style:

–Do you enjoy life?

–What life-changing moments have you had in your life?

–Do you use any special tools to make sure you organize your routine in a way you can achieve all the goals you’ve set? Do you find them trustworthy?

–What is multi-tasking? Why do some people speak against this concept now? Are you good at multi-tasking?

–Do you ever feel that you have to press on with work and forget about your private life as a result?

–What are some life hacks that help you live your fast life happily? How did you work them out?

Team 2 I prefer slow living.

– Do you enjoy your life?

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Приложение. Банк методических разработок

–Did you use to have a slow life 5 years ago? If not, how did you decide to slow down and live your life without hurrying?

–How do you avoid being in a hectic mode in such a fast world we live in now?

–How do you apply a slow-life approach to your work?

–How do you plan your life routine? What aspect of your life is usually the most noteworthy?

–Do you think “slow life” has become trendy lately? Why?

6.Discuss the following questions with your partner:

–How would you describe a person who lives a slow life?

–Do you agree that a slow lifestyle is more eco-friendly? Why / why not?

–Which lifestyle brings greater success in his life – slow living or fast living?

–Can a person learn to do nothing by halves or is it an inborn skill?

–What is your primary goal at work at the moment?

–Who do you think might be more accident-prone: people leading a fast or a slow life? Why?

–Do you usually think through each step or just throw yourself into a task?

7.At home think of some ideas that will help you to follow “slow living”, prepare a presentation and talk about it at the next lesson.

Урок 3. My Pet (beginner level)

Lesson goal: practicing reading and writing skills

Objectives:

1)revision of vocabulary related to animals and pets

2)developing collaborative skills;

3)developing speed reading skills with a reading race;

4)developing writing skills with a reading race;

5)preparing for reading for comprehension.

Time – 45 minutes.

Step by step description

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Профессионально-методический ресурс учителя иностранных языков

Continuation of Table

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Приложение. Банк методических разработок

Continuation of Table

Worksheet

1. Look the picture of an animal. Write the words next to the parts of its body.

2. Read the words with the teacher. Mark these parts of the animal’s body in the picture.

Paw, claw, fur, belly, back, stripe, spot, soft.

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