Что мы любим делать?

Level: Novice High Intermediate Low

“Can Do” Statement: You will be able to talk about your hobbies and interests.

Лексико-грамматический материал

играть на чём?играть во что?заниматься чем?любить что? делать что?(уметь делать что?) + Vocabulary: musical instruments, sports,

leisure activities

1. Inductive introduction to the new vocabulary and structures.

Power point (see following slides) showing

pictures of musical instruments; instructor asks individual students, "Ты играешь на _____?" Then a general question, "Кто играет на _______? (Поднимите руки)" . Repeat for games (играть в ______), activities (заниматься _________).

барабáн

гитáра

волы́ нка

футбóл

бейсбóл

шáхматы́

хоровóе пéние

боевы́ е иску сства

ката ние на велосипе де

2. Establishing correct forms.

Write verbs on board, with government. Think of and create models with examples all together.

3. Доречевое упражнение

In pairs, students take turns asking each other "Что вы любите делать?" and responding using a series of activities provided on a handout (теннис, йога, рояль, etc.). Only the names of the activities are given; students must decide which verb to use (Я играю в/на….. or Я занимаюсь......), conjugate them correctly, and put the complement in the correct case.

[handout on next slide]

Модель:шахматы

-- Что вы любите делать в свободное время? -- Я играю в шахматы.

• теннис• йога• рояль• балет• скрипка• футбол• театр

• барабан• спорт• катание на велосипеде• шахматы• гитара• танцы• баскетбол

4. Pечевое упражнениe : BINGO Each student receives a "bingo card" with 25 squares

on it (see next slide). In each square is written an activity. Students must walk around the classroom asking each other formally correct questions ("Вы играете в шахматы?") and responding in full sentences ("Да, я играю в шахматы"). They can only ask each student one question before moving on to the next student. When a student answers a question affirmatively, the asker writes that student's name in the corresponding square on the bingo card. First student to collect five adjacent names wins.

5. Развитие темы

After bingo, students report back: Кто здесь играет в шахматы?, etc. Spotlight on each student in turn, as their names come up: Фрэнк, почему ты любишь катание на велосипеде? Opportunity for self-expression and deeper investigation of theme.

6. Pечевое упражнениe с аутентичным материалом

An authentic text (profile from a dating site – see next slide) is given. Аs a class, we identify the information in the profile that relates to hobbies. Here again there is opportunity to deepen the conversation by asking what hobbies reveal about a person? Why is it so important for people to tell potential boyfriends/girlfriends what their hobbies are? What can we learn about a person from his/her hobbies? Then students, in pairs, invent an imaginary user of a "dating and friendship" website and create a partial profile for that person, describing hobbies and interests that s/he hopes his/her future partner or friend will share.

Чем занимаются...Алекс ндра́� Юли наа́�

Общительный, ответственный.Внимательный слушатель.

Люблю плаванье, виндсёрфинг и бег. Читаю книги те, что по душе.

Велосипеды/Мотоциклы, Водные виды спорта, Деловое общение, Езда на велосипеде, Игровые виды спорта, Искусство/музеи, Исполнительные

виды искусства, Йога, Кафе/рестораны, Кино/видео,

Книги/литература, Лодки/Яхты, Машины, Музыка/концерты,

Приготовление пищи, Путешествия, СМИ, Собаки, Татуировки, Фотография

7. Домашнее задание

For homework, each student writes a letter to the fictional owner of the profile s/he created, explaining why s/he would be a good social match for that person, based on the hobbies they share (or alternatively, based on the ways in which their different hobbies might complement each other). This material can be used for a role-playing dialog in the next class.