A rap artist

35

A rap artist

OBJECTIVES: The students will be able to interview a star using the grammatical material studied in Units 8-9.

THE AIMS OF THE LESSON:

Teaching: to practice The Past Simple tense, The Present Simple tense, “Would like”, The Past Continuous tense;

To practice usage of the lexis of the themes: “Detailed physical description”, “Famous people”.

Developing: to develop reading skills through differentiated reading practice, to improve listening skills by means of listening to a profile of a star, to develop speaking skills while interviewing a  star, to improve writing skills by means of filling in the biodata.

Bringing up: to raise in students the desire to succeed in life, to explain them the advantages and disadvantages of being famous.

 

PROCEDURE:                        LESSON 1

 I Introduction: Day, date, weather. (SLIDE 1)

II Warming-up activities:

  1. Describing appearance (SLIDE 2)

The students see a photo of a boy in the slide with his name “Bow Wow,” they describe his appearance giving 1 sentence each. (1 min)

III Basic Part:

 

  1. 1. Brainstorming:
  2. a) Why have I showed you the picture of this boy? (St1, St2)
  3. b) What can you do to become famous? Give your ideas. (in pairs) (SLIDE 3)

The students are given 1 minute to discuss their ideas, then one student of each pair goes to the blackboard and writes one idea. (to win in an Olympiad, to sing in a concert, to be active, to develop your talents, to be positive, to get a part in a film, etc.)

 

  1. c) Choose the best idea and tell your partner why you have chosen it.

      Each student chooses the best, as he thinks, idea and explains why he has  chosen it.

Example: To my mind, to get a part in a film is the best thing because many people will know you.

 

  1. Reading practice

The students read the text in the student book differentially, in three different ways simultaneously.   

  • The students of the 1st variant read PART 1:

Rap artist

Bow Wow is from Columbus, Ohio, in the USA. At the age of four, when most of his friends were starting school, Bow Wow was modeling, appearing in adverts and going to talent shows. He’s now a teenager and a rap artist. His first record went straight to number one in America.  So now he’s famous and he’s got a lot of famous friends, like will Smith and the girls in Destiny’s Child.

 

  • The students of the 2nd variant read PART II

School work

Bow Wow Doesn’t go to school, but he’s serious about education. He uses a computer and e-mails his work to a teacher. He works hard and learns quickly.

‘I like all my subjects, apart from Maths,” he says. He does well in all his subjects. “My mum doesn’t let me go carting if I don’t get A grades!”

 

  • One student gets a task to read PART III of the text and open the brackets in it.

At home.

Bow Wow recently bought a house for himself and his family. It’s in Ohio. But he doesn’t spend much time there because he’s either performing on tour or playing basketball.

He’d like to go to college.

Two students (it’s advisable to appoint the most confident students for fulfilling this task) get access to the Internet and find 3 interesting facts of Bow Wow’s biography while reading a text on the Internet.

http://www.sing365.com/music/lyric.nsf/lil’-bow-wow-biography/fb7eabb45f99a0ac482569fa002a2bc1

The story of Lil’ Bow Wow is a truly remarkable tale. Not just another kid rapper, Lil’ Bow Wow is the new millennium’s prince of hip-hop. This Columbus, Ohio, native is known for rapping 16 consecutive bars of pure rhyme — sharper and faster than rappers from both the old and new school.

Though he’s only 13, Lil’ Bow Wow is a veteran in the rap game. At age 6, the young rapper made his first stage appearance on the Chronic Tour, where he impressed rapper Snoop Dogg with talent well beyond his age. Called back to Snoop’s dressing room a few hours later, he was dubbed Lil’ Bow Wow by Snoop, and hired as the opening act for the tour

Post reading task:

— Those students who read Parts I, II retell their parts to each other.

— Student III reads out PART III with the brackets open.

— Students represent additional information about Bow Wow’s found on the Internet.

  1. Checking comprehension: “True/false/doesn’t say” (SLIDE 4)
  2. a) the students work individually
  3. b) checking in pairs (the students sitting next to each other)
  4. Bow Wow takes part in adverts very often. (T)
  5. It takes him a lot of time to do normal school subjects. (F He learns fast.)
  6. His father is very rich. (D/S)
  7. His father bought his family a house in Ohio. (F Bow Wow bought his family a house in Ohio.)
  8. His first record went straight to number one in Asia. (F in America)
  9. c) overall checking
  10. Sport break (SLIDE 5) (TRACK 34)
  11. Vocabulary practice Solving a crossword puzzle. (SLIDE 6)

Work out the name of one of Bow Wow’s fan. (Madonna)

M A T H S    
A D V E R T S
S E R I O U S
F A M O U S  
N U M B E R  
N O          
C O L L E G E

 

St1 goes to the blackboard, St2, St3 spell the words for him.

  1. It isn’t Bow Wow’s favorite subject. (Maths)
  2. He appears in them very often. (adverts)
  3. He studies well. He is very … about education. (serious)
  4. Millions of people know him. He is very … . (famous)
  5. His first record was … in the USA. (number)
  6. Does he like Maths? …, he doesn’t. (no)
  7. He would like to go there. (college)

 

  1. Listening practice (each student listens to the tape separately) (TRACK 49)

Listen to Bow Wow’s fans talking about him and complete the notes.

Age: _________________________________

Birthday: ____________________________

He started rapping when he was: _____

He lives in: __________________________

His house has got: ________________

Free-time activities____________________________

  1. a) to scan the notes
  2. b) to listen and complete the notes
  3. c) checking (the students should form full sentences)
  4. Speaking practice
  5. a) in pairs – to make up as many questions as you can to Bow Wow
  6. b) interviewing Bow Wow
  7. Critical thinking. (the whiteboard)

The students are given pieces of paper in the shape of petals. The are asked to write why they would or wouldn’t like to be famous on their petal and stick it on the board making a flower.

On the slide:  Would you like to be famous?

In favor of                     against

LESSON 2

  1. Writing and speaking practice S.B. ex. 4 p. 123
  2. a) to write similar sentences
  3. b) to say about yourself to your partner
  4. Morning message. To correct the mistakes in the sentences. (SLIDE)

It was wednesday yesterday. In the evening all the members of Dauren’s family was in home.

mother was cooking tasty dishes. She always cooking something special on Sundays.

Father were repairing his car in the yard.

Little sister was pliing with her dolls.

Dauren was helping ourselves with pancakes.

 

  1. Word order practice. Make up a sentence using the pictures: (SLIDE)

  The boy was riding his bike at 5 minutes to 3 yesterday.

 She was climbing up mountain at 7 minutes past 10.

 They were dancing at 3 p.m. yesterday.

  She was cooking pancakes at 12 o’clock last Sunday.

  They were chatting up the boys at 10 a.m. yesterday.

  1. Speaking practice: (SLIDE)
  2. a) Ask your partner and write the information:

What were you doing at … last Sunday?

— 5 p.m.

— 7 p.m.

— 10 p.m.

  1. b) Ask about your classmate: (SLIDE) St1, St2 — Class

What was … doing at … last Sunday?

Was … riding a bike at … last Sunday?

Was … writing a spooky story at … last Sunday?, etc.

 

  1. Grammar practice “Past Simple or Past Continuous?” (SLIDE)

St1, St2 on the spot //

MEANWHILE Cards on the same theme:

  1. Why she (to sleep) at 7 o’clock yesterday?
  2. When I (to come ) home, my little sister (to play).
  3. I (to go) to the theater yesterday.
  4. What you (to do) yesterday? — I (to translate) an article.
  5. He (to solve) one problem the whole evening yesterday.

 

  1. Reading practice S. B. ex. 1 p. 112
  2. a) Who do you see in the picture?
  3. b) To read the sentences and put them in the order of the pictures to make a story. (individually, checking in pairs)

 

  1. Listening practice S. B. ex. 2 p. 113 (SLIDE) (TRACK 42)
  2. a) to listen and complete the text with missing words. They are all parts of the body.

I was having a … out at the dentist’s. Suddenly I felt a sharp pain in my … . My … shot up quickly and hit the dentist in the … . I knocked him right off his … . And he pulled my … out at the same time!

 

8 Sport break “Simon says” (TRACK 33)

 

  1. Reflexion

On the slide there are smiles. The students are to choose the smile showing our lesson and explain why they have chosen it.

  1. Evaluation
  2. Home task: (SLIDE)

A project  “My favourite star”

  • Checked by : ______________________ Aubakirova Z. M.

 

 

 

 

 

 

Card

  1. Why she (to sleep) at 7 o’clock yesterday?
  2. When I (to come) home, my little sister (to play).
  3. I (to go) to the theater yesterday.
  4. What you (to do) yesterday? — I (to translate) an article.
  5. He (to solve) one problem the whole evening yesterday.

 

Card

  1. Why she (to sleep) at 7 o’clock yesterday?
  2. When I (to come ) home, my little sister (to play).
  3. I (to go) to the theater yesterday.
  4. What you (to do) yesterday? — I (to translate) an article.
  5. He (to solve) one problem the whole evening yesterday.

 

Card

  1. Why she (to sleep) at 7 o’clock yesterday?
  2. When I (to come ) home, my little sister (to play).
  3. I (to go) to the theater yesterday.
  4. What you (to do) yesterday? — I (to translate) an article.
  5. He (to solve) one problem the whole evening yesterday.

 

Card

  1. Why she (to sleep) at 7 o’clock yesterday?
  2. When I (to come ) home, my little sister (to play).
  3. I (to go) to the theater yesterday.
  4. What you (to do) yesterday? — I (to translate) an article.
  5. He (to solve) one problem the whole evening yesterday.

 

At home

Bow Wow recently (to buy) a house for himself and his family. It (to be) in Ohio. But he (not to spend) much time there because he (to be) either (to perform) on tour or (to play) basketball.

He would like (to go) to collage.