Разработка урока английского языка по теме "Внешность" с использованием коммуникативного подхода обучения; 3 класс

Information about the class:

There are 12 kids of the 3d form, learning English the second year twice a week. There are 8 boys and 4 girls. The boys are noisy, that’s why we have to change activities very often. The girls are confident, so we have some extra material for them.  The group is mix-ability, so we pay attention on making groups and pairs. We have used the topic of appearance, some words should be similar for them, as the construction have got.

We have been using course book – Starlight 3/Spotlight 3 by V.Evans, it’s Module 3 of the book.


Poster, flashcards, extra printables, pictures of cartoon characters, sheets with roles (witness/policeman), pictures of the thief and the policeman.

Assumptions (What do the students already know/don’t know or how will they behave at a particular stage of the lesson?)

Students have already known some vocabulary from  lessons in the 2nd form, such as nose, eyes, colours, so we’re not going to teach these words, so we just elicit this information, some of them know the usage of the construction have got, so we ask CCQ. (What form of the verb have do we use in the 3d person singular? How do we make questions?)

Anticipated Problems


  1. Students may be unfamiliar with some words describing appearance and construction have got
  2. SS may be familiar with words describing appearance and construction have got
  3. SS may have certain difficulties with using the  construction have got in 3d person singular
  4. SS may be reluctant to work in pairs.


  1. SS may have difficulties with understanding the rules of the games.
  2. Visual learners most easily process and retain information they acquire by sight
  3. Kinesthetic learners are aided by activities requiring movement.








  1. Use the PPP structure.


  1. Elicit the words fast or skip the stage of presentation.
  2. Use CCQ


  1. Change interaction patterns. Be sensitive with pairing.
  2. Demonstrate by an example. Ask instructions checking questions.
  3. Use poster and flashcards


  1. Use TPR







Language Analysis

Form/Written record


Meaning: how will you help Ss to understand new target language? (Context, story, definition, picture, etc.)

Concept Checking Questions (CCQs)

Phonology Word stress/


Anticipated problems















































T shows parts of face on the poster

T shows parts of face on the poster

T shows parts of face on the poster



T shows parts of face on the poster


T shows parts of face on the poster



the crimeof taking money or property illegally

CCQ: Is that the act of stealing?

Someone, who steals something.

CCQ: Is it a person who steals?


a picture of someone's face that the police make by combining photographs of parts of different faces.

CCQ: Is it a picture of a thief?





[transcription] noun, countable

[ɪə] noun, countable

[‘nəuz] first syllable is stressed, noun, countable

 [mauθ] first syllable is stressed, noun, countable

[heə] noun, uncountable, in singular


[‘rɔb(ə)rɪ] first syllable is stressed, noun, countable

[θ i:f] first syllable is stressed, noun, countable


[‘fəutəufit] first syllable is stressed, noun, countable







Using the indefinite article in singular





Pronunciation of the word mouth


Ss may think that this word is in plural, as in Russian


Ss do not understand the meaning of the vocabulary


Pronunciation of the word thief













Drilling, making examples with the word hair.


To give Ss CCQ







Skills analysis

Skill/ subskill

Tasks for skills development

Preparing learners for tasks

Anticipated problems

Speaking for accuracy

Ss ask T yes/no questions, using have got to guess the cartoons character.

One pair describes the picture and the other pairs guess the character, then the next pair describes, the other pairs guess.

ICQ, pictures

Ss may make mistakes in construction have got, miss article in singular. Solution – CCQ, teacher’s control.

Speaking for fluency

Role-play in pairs (a witness/a policeman) and production of an photofit


Vocabulary will be taught before and construction have got (making questions) is on the  board

Remind Ss to ask their partners to repeat questions they don’t understand

Boardwork (your board will look like this)


Poster with a face is on the board


I, you, we, they have got fair hair. Have you (we, they) got fair hair?

He, she it has got fair hair.            Has she (he, it) got fair hair?



Stage Aims



Inter. pat-n

  1. Lead-in





  1. Vocabulary














    Simon says







  1. Focus on

form. Grammar















  1. Practice
  1. Consolidation.




  1. HW





To activate SS’ schemata for the topic of the lesson.

To present/revise and practice the words describing the appearance






To check the understanding of vocabulary




To present/revise and practice the construction have got






















Develop speaking skills

Speaking for accuracy










Speaking for fluency



















To review the target language

To use the vocabulary in context






T shows Ss the poster and elicits the words they know.


T shows Ss the flashcards, if Ss don’t know the word, T pronounces it, Ss repeat chorally, then individually, then T presents the written form.


We see with the .. eyes

We listen with the … ears.

We smell with the … nose.


T names the part of the body and Ss show. (Touch your nose, touch your hair…). One student may name the parts and the other Ss show.


T asks Ss to describe her.

My hair is short. So I… (have got) short hair. My eyes are green. So I.. (have got) blue eyes.

T shows a flashcard and asks to describe the character. T tries to elicit the construction have got in 3d person singular. Her hair is dark. So she … (has got) dark hair.

CCQ: What form of have do we use in 3d person singular?

With what pronounces do we use have/has?

Where do we put have/has in a question?

T revises the way of making a question.

T writes a rule on the board.

I, you, we, they have got fair hair.

He, she it has got fair hair.            

Have you (we, they) got fair hair?

Has she (he, it) got fair hair?

Drilling. Describe your neighbor on the right. Describe any person from the group and we will guess.



 T has a picture, Ss should ask yes/no questions one by one using construction have got and guess the picture. Who guesses the first – shouts «Stop the bus» and he is a winner and gets a sticker.

ICQs: Can you ask me «Is it a dog or a mouse?» No

What answers can I give you? Yes/No

Who can shout «Stop the bus»?

T controls the construction of questions.


Ss are going to work in pairs. T gives one card for a pair, they have 15 sec to think about a description, one pair starts to describe a picture, using the vocabulary, the other pairs should guess and shout «House». The  pair, who guessed the first,  is a winner for that team and they get a sticker. Now the next pair describes a picture and the other should guess.

ICQs: Can we show the picture? (No)

How can we describe a picture? (Using voc. And construction have got)

Which pair is a winner? (Who shouts “House” the first)

T gives  stickers for correct answers.


T tells Ss a story about a robbery in the shop (show a picture to explain the meaning).

They'll have to identify the thief (explain the meaning of the word, show the picture).  

Divide them into pairs (give sheets with the written role). One of them will be a policeman (show a picture to explain the meaning), the other one is a witness (explain the meaning of the word).

Work in pairs.

The policeman'll ask questions about the appearance of the thief, using grammar construction (have got/has got) and active vocabulary (appearance) and try to draw the portrait.

At the end we'll have the  photofit

 of the thief. Whose  photofit will be closer to the portrait of the real thief that pair wins.

ICQs:  Who asks questions?

Who answers questions?

Who wins?

The winner gets stickers.

At the end we count all stickers for the lesson and name the winner.




To make a riddle about your favourite cartoon character.




























































































3 min



4 min









3 min




10 min
























5 min












7 min

















13 min







Attachments (pictures, supplementary worksheets, handouts, coursebook pages, presentations etc)

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Автор: Коллектив авторов  Екатерина_Пашкова
учителя английского языка, ГБОУ "Школа 1212"
08.08.2015 0 1377 230

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