Aim: Introducing with the methods of communicative approaches
Materials: pictures, cards with texts and questions, cards with words.
Procedure of the class
Lesson Phase Student and Teacher Time
• Presentation 2 min.
• Practice(guided) Teacher presents different forms and contents of tasks. 10 min.
• production Formulating questions for other to answer pair/group
discussions, drawing, pictures, dramatization, organizing games,
• Reflection 1 min.
• Conclusion 2 min.
Good morning dear friends, our highly respected guests, my colleagues!
The primary task of the English teacher is to develop students’
linguistic skills so that they can communicate effectively and get in
touch with English speakers, and the competent teachers most important
tool is a success. Teaching results depend on organization of
interesting and exciting lessons.
It’s very hard to teach students, because the new generation want to know more and express their:
It makes you work harder and find new ways of teaching. It is very
important for the teacher to organize different out of class activities
to improve pupils speaking skills and to make learning English joyful
and more interesting.
Speaking, writing, listening, reading are the best way to communicate:
Dear colleagues! Make up groups according the colours and take your places
And now I would like to involve you different kinds of communicative
teaching. Today we have 4 groups and each group has own task. Let’s
begin our work together.
Practice and Production
Aim: speaking, describing people and actions, listening.
A student of the group should come to the front of the classroom. The
teacher gives him a picture and asks him do not show the picture to
Students will try to draw a copy of this picture from his description.
Students will compare the two of them and discuss any differences.
Aim: to encourage students to practice reading
Note: The teacher writes the title of the jigsaw story on the blackboard.
Students brainstorm to think what is going to happen in the story.
Each student receives a strip of paper with sentences on it. The
teacher tells the group to put the strips of paper in the right order.
Then one of the students reads full story.
III Concentration game
Aim: checking knowledge over the vocabulary(opposite)
Node: Teacher gives group of students word cards and mixes them. Asks
one student find two words opposite. If a student can’t find them, then
the other student will try to find the opposite.
IV Role play
Aim: practice oral speech, develop student’s imagination.
Note: Teacher gives students a picture story "Hats and monkey” and asks them to act out this story.
Dear colleagues! Now I would like you to learn a tongue twister with
me. There is list of tongue twisters, but let’s work with the underlined
one. You have to repeat after me.(Teachers pronounce tongue
twisters).And now who wants to read the tongue twister quickly?
Now much wood would a woodchuck chuck if a woodchuck could chuck wood?
He would chuck, he would, as much as he could, and chuck as much wood as a woodchuck would
I would like to thank everybody for the good work. You were very active during the lesson.
Did you like this lesson? What is your opinion about lesson?