Lesson б Professions. Present Simple and Present Continuous

Aims and objectives: to present new vocabulary; to practise the use of Present Simple and Present Continuous; to develop students' ability of identifying of Present Simple and Present Continuous; to develop students' listening and speaking skills.

Warm up

The teacher's greeting. Good morning, students! I’m glad to see you. How are you?

Phonetic exercise

Students revise sounds [w] and [6]. Teacher have to pay students’ attention to the words “weather” and “whether” and explain the diffe­rence. The twister is on the blackboard (or in the handouts):

Whether the weather be fine,

Or whether the weather be not.

Whether the weather be cold,

Or whether the weather be hot.

We’ll weather the weather Whether we like it or not.

Game

Teacher divides students into two groups (as it was at the preceding lesson) and says “Imagine you are the students from two countries — Great Britain and Ukraine. You know nothing about life and hobbies of each other. Please, interview the British students. Don’t forget to change over the places”. (Ukrainian students become British and Bri­tish students become Ukrainians.)

Introducing the topic

Teacher presents the topic by ex. 1, p. 15. Students listen to the words and repeat them.

T. How do you think — what is the topic of our lesson?

Ss. Professions; occupations; jobs.

Teacher explains the difference between these words if it’s ne­cessary.

P

write them down into vocabularies.

• A teacher

• A doctor

• A manager

• A firefighter

• A farmer

n A hairdresser

• A barber — [‘ba:ba] — перу­кар для чоловіків

• An engineer

• A shop-assistant

• An accountant

resentation of vocabulary. Teacher presents the words and students

Teacher explains definitions of the words “hairdresser” and “barber”. Vocabulary practice. Students divide into pairs and take one of the dialogues (ex. 2, p. 15) to act.

Teacher draws students’ attention to the question “What do you do?” T. How can we ask about profession in other way?

Ss. What are you? / What is he (she)?

Students act out their dialogues.

Relaxation

The teacher makes movements with the students. Teacher uses any rhyme for physical exercises. For example:

I can read. I can play.

I can study every day.

I’m bending. I’m staying.

I’m stretching I’m stamping.

I’m jumping. I’m running.

I’m clapping, it’s funny.

Checking on homework

Some students read the home exercise aloud. Others check the sen­tences. Teacher asks:

1. What’s the difference between the use of Present Simple and Present Continuous?

2. When we use Present Simple? Present Continuous?

3. What words do we use for identifying these Tenses?

Students’ answers.

T. To remember this grammar material go to p. 17. Read, please. Students read the table and check their answers. Then students do ('X. 5 and 6 p. 17, check and explain their choice.Reading

Teacher divides students into two groups. Students read the texts (ex. 3, p. 16) in groups. Their task is to identify and to compare Tenses (Present Simple / Present Continuous) in the texts. Students explain their answers.

Homework

Ex. 4, p. 16, ex. 7, p. 18, write pronunciation and translation of the words into vocabulary and learn the words.

Summary

T. Look at the pictures (p. 16). Which of them reminds you of your family? Why?

Students’ answers.