ПРОГРАМА!
І. В. Ґандзя
Англійська мова (за підручником А. Несвіт)
Детальні плани уроків з додатковими завданнями
0
Календарне планування
Серія «Мій конспект» Заснована 2008 року
І. В. Ґандзя
Англійська мова (за підручником А. Несвіт)
з клас
Харків Видавнича група «Основа» 2014
УДК 37.016 ББК 72.268.1 Англ Г19
Г19
Ґан д зя І. В. Англійська мова. З клас (за підручником А. Несвіт). — X. : Вид. група «Основа», 2014. — 144 с. — (Серія «Мій кон спект»), ISBN 978-617-00-2157-1. Видання «Мій конспект» розрахований на вчителя початковій школі, який викладає англійську мову в загально-освітній школі за програмою 2012 року. Цей методичний по сібник ставить на меті надати допомогу вчителеві в підготовці до уроку. Автор пропонує плани-конспекти 65 уроків англійської мови, розроблені на основі підручника А. Несвіт “English 3” із використанням додаткових матеріалів. Є можливість створити власний конспект, використовуючи посібник: перфорація сто рінок дозволяє оформлювати плани уроків на окремих аркушах та вписувати інформацію щодо до класу, в якому ці уроки проводяться.
УДК 37.016 ББК 72.268.1 Англ
А
ISBN 978-617-00-2157-1
© Ґандзя І. В., 2014 © ТОВ «Видавнича група “Основа” », 2014
ЗМІСТ Календарно-тематичне планування з англійської мови для 3 класу за підручником А. Несвіт “English” ...................................................................................................... ....................
6
До уваги вчителів...............................................................................................................................................................12 Introduction. R e v isio n ......................................................................................................................................................13 Lesson 1. Знову до ш коли.................................................................................................................................... 13 Lesson 2. Ми вчимо англійську м о в у ............................................................................................................ 15 Unit 1. Nature. S e a s o n s .................................................................................................................................................. 17 Lesson 1. Пори року....................................................................................................................
17
Lesson 2. К ален д ар............................................................................................................................................. 19 Lesson 3. Всі пори року — ч у д о в і.................................................................................................................. 21 Lesson 4. Яка сьогодні п о г о д а ? .....................................................................................................................23 Lesson 5. Яка погода у світі?...........................................................................................................................25 Lesson 6. Яка краса навкруги!........................................................................................................................... 27 Lesson 7. Перевір с е б е ....................................................................................................................................... 29 Unit 2. Our S c h o o l................................................................................................
31
Lesson 1. Дні тижня .......................................................................................................................................... 31 Lesson 2. Моє шкільне п р и л ад д я..................................................................................................................... 33 Lesson 3. Шкільні предмети. Мій улюблений предмет...............................................................................35 Lesson 4. Наші улюблені предмети...................................................................................................................37 Lesson 5. Мій клас .............................................................................................................................................39 Lesson 6. Мій клас
.............................................................................................................................................41
Lesson 7. Мої шкільні д р у з і .............................................................................................................................. 43 Lesson 8. Перевір с е б е ..............................................
45
Unit 3. Meet Му F a m ily .................................................................................................................................................. 47 Lesson 1. Знайомтеся — це моя сім’я ! .............................................................................................................47 Lesson 2. Мої д р у з і .............................................................................................................................................49 Lesson 3. Моя родина................................................................................................................................... . 51 Lesson 4. Скільки тобі р о к ів ? ........................................................................................................................... 53 З
....................................................
55
Lesson 6. Джек — наглядач у з о о п а р к у ............
57
Lesson 7. Ким працюють твої б а т ь к и ? ...............
59
Lesson 8. Перевір себе .........................................
61
Unit 4. Appearance ..............................................................
63
Lesson 1. Моє о б л и ч ч я .........................................
63
Lesson 2. Мій друг
...............................................
65
Lesson 3. Це — я! ..................................................
67
Lesson 4. Мої друзі та однокласники..................
69
Lesson 5. Мої б а т ь к и ............................................
71
Lesson 6. Перевір себе .........................................
73
Lesson 7. Час для р о з в а г ......................................
75
Unit 5. Holidays ................................................................
77
Lesson 1. Мій найкращий д е н ь ..........................
77
Lesson 2. Скоро свято! .........................................
79
Lesson 3. Запрошую друзів на день народження!
81
Lesson 4. Свято дня н ародж ення.......................
83
Lesson 5. Подарунки до дня народження . . . .
85
Lesson 6. Зимові с в я т а .........................................
87
Lesson 7. Зимові с в я т а .........................................
89
Lesson 8. Свята України. Великдень..................
91
Lesson 9. Перевір себе .........................................
93
Lesson 5. Професії
Unit 6. Life at H o ra e .....................
95
Lesson 1. Я тут живу . . .
95
Lesson 2. Моя квартира
.
97
Lesson 3. Моя квартира
.
99
Lesson 4. Моя кімната . .
101
Lesson 5. Моя кімната . .
103
Lesson 6. Домашні справи
105
Lesson 7. Перевір себе . .
107
Unit 7. Daily L if e ............................................
109
Lesson 1. День за д н е м .....................
109
Lesson 2. Розпорядок дня. Годинник
111
Lesson 3. Мій день ..........................
113
Lesson 4. Що я робив в ч о р а ............
115
Lesson 5. День за д н е м .....................
117 4
Л
Lesson 6. Я к ти провів вчораш ній д е н ь ? ..................................................................................................................119
Lesson 7. Що ти робив в ч о р а ? ....................... -.............................................................................................. 121 Lesson 8. Що ти робив в ч о р а ? ........................................................................................................................123 Lesson 9. Перевір себе ..................................................................................................................................... 125 Unit8. Free T im e.........................................................................................................
127
Lesson 1. Моє дозвіл ля..................................................................................................................................... 127 Lesson 2. Давайте гр а ти с я .............................
129
Lesson 3. Наші уподобання ..............................................
131
Lesson 4. Гостюємо у бабусі та дідуся.............................................................................................................. 133 Lesson 5. Плани на літо . . . . .......................................................................................................................135 Lesson 6. Подорожуємо світом .......................................................................................................................137 Lesson 7. Скоро кан ікул и !............................................................................................................................... 139 Lesson 8. Перевір с е б е .............. Appendix. Time For Fun
141
................................................................................................................................................. 143
л
5
Календарно-тематичне планування з англійської мови для 3 класу за підручником А. Несвіт "English" №/Дата ((кори гована)
Тема уроку
Мовленнєві функції
Експоненти функцій (Засоби вираження)
Лексика
Аудіювання
Мовлення
Письмо
Читання
Домашнє завдання
Тематика ситуативного спілкування: Природа і навколишнє середовище Тема 1: Revision. Introduction Unit 1: Nature. Seasons (9 годин)
Знову до школи
Ми вчимо англійську мову
Пори року
Календар Всі пори року — чудові Яка сьогодні погода?
Вміти: при вітатися; прощатися; представити себе/друга / подругу/батьків; називати когось/щось; запитувати/ повідомляти про вік; запитувати/ повідомляти про місце проживання
Яка погода у світі?
Hello! Ні! We are glad to see you! Good morning! Welcome to school! What is your name? I'm ... What form are you in? I'm in ...
Перевір себе
Діалог Ex. 2, p. 6
Ex. 3,4, p. 7
Ex. 2-4, PP- 6-7
Ex. 1,4, pp. 6-7
The ABC, to read the text, to write Вірш "The ABC" Ex. 4, p. 9 a word, to listen to, to speak English, Ex. 1,p. 8 to learn poems, to ask questions
Ex. 4, p. 5
Ex. 4, p.9
Ex. 4, p. 9
Are there trees in autumn?
summer, winter, spring, autumn
Ex.1, p. 1
Ex. 4, p. 4
Ex. 5, p. 11
Ex. 2,p. 10
Ex. 3, pp. 12-13, ACTIVITY BANK: Draw a picture of the favourite season and describe.it.
September is in autumn.. What can you do? Can you play football? Yes, 1can. No, 1can't. What is the weather like today?
seasons, months seasons, months
Ex. 1, p. 12 Ex. 1, p. 14
Ex. 5, p. 13 Ex. 5, p. 15
Ex. 2, p. 16
Ex. 3, p. 12 Ex. 1,2,3,4, pp. 14-15 Ex. 2,3, pp. 16-17 Ex. 4, p. 19
Ex. 3, p. 12 Ex. 1, p. 14
warm, cold, sunny, rainy, cloudy, windy
Ex. 2,3, p. 12 Ex. 2,3, pp. 14-15 Ex. 4, p. 17
My name is... I'm from... It is rainy... This is the sun. This is the moon
Яка краса навкруги!
name, Ann, Dan, Alix, Kim, miss Alison
Ex. 1, p. 18 nature, forest, river, mountains
Повторення та узагальнення Лексичний матеріал, вивчений вивченого лексико-граматичного за темою матеріалу
Ex.1, p. 22
Ex. 5, p. 17
Ex. 2,3,4, pp. 16-17
Ex. 1,3, pp. 18-19
Ex. 5, p. 19
Ex. 2,4, pp. 20-21
Ex. 5, p. 21
Ex. 1,3, pp. 20-21
Ex. 3, p. 23
Ex. 5, p. 23
Ex. 2, p. 22
Ex. 1,2, p. 25 Ex. 1, p. 24, ACTIVITY BANK: Draw your timeta bles following the modal (exercise 3) Ex. 2,4, Ex. 2, p. 26 pp. 26-27
Ex. 1, p. 18, ex.4, p.19, ACTIVITY BANK: Describe autumn Ex. 1, p. 20, ex. 3, p. 21, ACTIVITY BANK: Describe the nature of our land Ex. 3, p. 12, Project work: Make a poster about your favourite season (p. 23, ex. 5)
Тематика ситуативного спілкування: Школа Тема 2: Unit 2 OUR SCHOOL (8 годин)
Дні тижня Моє шкільне приладдя Шкільні предмети. Мій улюблений предмет.
Вміти: за питувати про предмети; повідомляти про щось; виконувати/віддавати вказівки (команди)
1come to school on Monday. What does Jane do on Monday?
days of the week
Ex. 1, p. 24
Ex. 3,4, p. 25
Ex. 5, p. 25
This is... Is this...? Whose... is this? What is your favoutire subject? Do you like Maths?
a bag, a textbook, a ruler, an exercise-book, a pencil, a rubber a timetable, Reading, Maths, Ukrainian, English, Art, Music, PE, Nature Study, Computer Studies
Ex. 1, p. 26
Ex. 3,4, pp. 26-27
Ex. 5, p. 27
Ex. 1, p. 28
Ex. 3,4,5, p. 29
Ex. 2, p. 28
Ex. 3, p. 28, ACTIVITY BANK: Draw your time tables
№/Дата (скоригована)
Тема уроку
Наші улюблені предмети Мій клас
Мій клас
Мої шкільні друзі
Перевір себе
Мовленнєві функції
ознайомлення із соціокультурною спіцифікоюмови країни, що ви вчається, вдоско налення умінь будувати своє висловлювання, мовну поведінку адекватно цій специфіці; Вміти: давати елементарну характернетику шкільним приладдям; розповідати та запитувати про речі в класі/ діяльність під час уроків/після уроків; описувати класну кімнату
Експоненти функцій (Засоби вираження)
Лексика
Can you give me some pencils, please? Do you learn/read/write...? This is... These are... That is... Those are...
to do sums, to play games, to count, to learn, to answer
There is... These are... Is there...? Are there...?
school subjects
Do you like...? Does she/he like...? 1like/don'tlike... He/She likes/doesn'tlike...
to do sport, to do homework, to play games, to ride a bike, to skip, to watch TV, to go to the cinema/ theatre, to be outdoor/indoor
Аудіювання
Ex. 1, p. 30
Мовлення
Письмо
Читання
Домашнє завдання
Ex. 2-4, pp. 30-31
Ex. 5, p. 31
Ex. 2, p. 30
Ex. 3-4, pp. 32-33
Ex. 5, p. 33
Ex. 1-2, p. 32 Ex. 1,p.32,ex.4, p. 33, ACTIVITY BANK: Describe your classroom
Ex. 1, p. 34
Ex. 3, p. 35
Ex. 5, p. 35
Ex. 1,2,5, pp. 34-35
Ex. 1, p. 34
Ex. 1, p. 36
Ex. 3,4, pp. 36-37
Ex. 5, p. 37
Ex. 2, p. 37
Ex. 2, p. 37
Ex. 1,2, p. 38
Ex. 3, p. 29
Ex. 4, p. 39
Ex. 4, p. 39, Bring a family photo ACTIVITY BANK: Describe your school day
Ex. 2, p. 41
Ex. 4,5, p. 41
Ex. 1, p. 41
Ex. 1, p. 40, ACTIVITY BANK: Write about your family
Ex. 3,4, p. 43
Ex. 5, p. 43
Ex. 1,2, p. 47 Ex. 1, p. 42, ACTIVITY BANK: Describe your friend's family
school objects
This is... These are... That is... Those are...
Ex. 2, p. 30, ex. 3,4, p. 31
Тематика ситуативного спілкування: Я, моя сім'я і друзі; Людина Тема 3: Unit 3 Meet Му Family (8 годин)
Знайомтеся — це моя сім'я!
Вміти: описува This is... ти предмети/ These are... тварин/
parents, sister, brother, aunt, uncle, cousins, grandma, grandpa
Мої друзі
He has got... елементарну She has got!.. характерис тику когось/ чогось; розWho is...? питувати про сім'ю/професїї/ час
family words
Моя родина
Ex. 1,3, pp. 40-41
family tree
Ex. 3, p. 45
Ex. 1,2,4, pp. 44-45
Ex. 5, p. 45
Ex. 1,4, pp. 44-45
Ex. 4, p.45, ACTIVITY BANK: Describe your family tree
Скільки тобі років?
How old is...?
family words, numbers 10,20, 30... 100
Ex. 1, p. 46
Ex. 2,3,4, pp. 46-47
Ex. 5, p. 47
Ex. 1,2,5, pp. 46-47
Ex. 5, p. 47
Професії
1am a teacher. What do doctors do? What is your job?
a teacher, a doctor, a farmer, a bus driver
Ex. 1, p. 48
Ex. 2,3,4, pp. 48-49
Ex. 5, p. 49
Ex. 1, p. 48
Ex. 1, p. 48, ACTIVITY BANK: Describe your parents'professions
Джек — наглядач у зоопарку
What do you want to be? What..? When..? Why...? Where...?
It's one o'clock, prepositions of time
Ex. 1, p. 50
Ex. 2,3,4, pp. 50-51
Ex. 5, p. 51
Ex. 1,3, pp. 50-51
Ex. 1, p. 50, ACTIVITY BANK: Describe your parents'jobs
№/Дата (скоригована)
Тема уроку
Мовленнєві функції
Експоненти функцій (Засоби вираження)
Лексика
Аудіювання
Мовлення
Письмо
Читання
Домашнє завдання
Ким працюють твої батьки?
What is your mum's/dad's job? Does he/she like his/her job?
usually, on holidays, prepositions of time
Ex. 1, p. 52
Ex, 2,3,4, pp. 52-53
Ex. 5, p. 53 Wb. Ex. 1, p. 39
Ex. 2,3, pp. 52-53
Ex. 2, p. 52, ACTIVITY BANK: Write about your parents and their professions
Перевір себе
What do you want to be? What..? When..? Why...? Where...?
professions prepositions of time
Ex. 3, p. 54
Ex. 1,2,5, pp. 54-55
Ex. 5, p. 55
Ex. 3, p. 54
Ex. 3, p. 54
Ex. 2, p. 56, ACTIVITY BANK: Bring and prepare the description of a favourite toy Ex. 3, p. 59, Ex. 5, p. 59, ACTIVITY BANK: Describe your friend. Draw his/her picture or bring a photo. Bring a favourite toy. Ex. 4,5, p. 61, ACTIVITY BANK: Draw it and describe a favourite toy. Ex. 1, p. 62
Тематика ситуативного спілкування: Я, моя сім'я і друзі; Людина Тема 4: Unit 4 Appearance (7 годин)
Моє обличчя Мій друг
Це — я! Мої друзі та одно класники Мої батьки Перевір себе
Вміти: описува ти зовнішність; представляти співрозмовників/третіх осіб; запитувати інформацію про співроз мовника/
This is my nose. 1have got... Jane has got... is Dan tall? Has he got short/long hair?
hair, an eye, a nose, a mouth, a head, Ex. 1,p. 56 an ear, a cheek
Ex. 2,4,5, pp. 56-57
Ex. 5, p. 57
Ex. 2, p. 56
long/short, thin, fat, slim, plump
Ex. 1, p. 58
Ex. 2,3,4, pp. 58-59
Ex. 5, p. 59
Ex. 3, p. 59
описувати когось/щось; запитувати про відчуття/ самопочуття та відповідати на запитання; повідомляти про смаки, уподобання; висловлювати своє ставлення до когось/ чогось
i'vegot... How many hands/arms/legs have you got? is Dan tall? Has he got short/long hair? How old are/is...?
a finger, a leg, a knee, a head, a tooth, a shoulder, an arm, a hand
Ex. l,p . 60
Ex. 1b, 2,3, pp. 60-61
Ex. 5, p. 61
Ex. 4, p. 61
body, face
Ex. 1, p. 62
Ex. 5, p. 62
Ex.1, p. 62
nice, kind, funny, happy
Ex. 1, p. 64
Ex. 1b, 2,3,4, pp. 61-62 Ex. 2,3,4, pp. 64-65
Ex. 5, p. 65
Ex. 2, p. 64
Ex. 1,2 a, b, p. 66
Ex. 5, p. 67
Ex. 2,3,4, p. 67
Ex. 2,3,4, p. 69
Ex. 5, p. 69
Ex. 1,p. 69
Ex. 3,4,5, pp. 70-71
Wb. Ex. 5, P-71
Ex. 2,3, p. 70 Ex. 2, p. 70, ACTIVITY BANK: write a text about your favourite holiday
Час для розваг
I'vegot... How many hands/arms/iegs have you got? Is Dan tall? Has he got short/long hair? How old are/is...? Wh- questions
colours, body, face, adjectives of manner
over, up, down, inside, outside
Ex. 1, p. 68
Ex. 2, p. 64, ACTIVITY BANK: describe your parents Ex. 2, p. 66, ACTIVITY BANK: Describe your favourite cartoon character
Ex. 1,p. 68
Тематика ситуативного спілкування: Свята та традиції Тема 5: Unit 5 HOLIDAYS (9 годин)
Мій найкращий день
Описувати My favourite holiday is... когось/щось; запитувати про відчуття/ самопочуття та відповідати на запитання; повідомляти
lr
Birthday, New year, Easter, Christmas Ex.1 ,p. 70
№/Дата (скоригована)
Тема уроку
Скоро свято!
Мовленнєві функції
про смаки, уподобання; висловлювати Запрошую друзів на своє ставлення до когось/ день народження! чогось; за прошувати та реагувати на Свято дня народження чиєсь запро шення; робити про Подарунки до дня позицію та народження реагувати на неї; давати Зимові свята схвальну/ несхвальну оцінку предметі в, Зимові свята дій,ситуацій тощо. Вміти: розповідати/розпитувати про Свята України. свята; вітати зі Великдень святом; опису вати дії під час святкування Перевір себе
Експоненти функцій (Засоби вираження)
I've got a birthday What time does the party start?
Лексика
to write the invitation, to send the invitation, to clean the house, to open the presents to write the invitation, to send the invitation, to clean the house, to open the presents, to dance, to sing, to play games, to eat cakes
Письмо
Читання
Домашнє завдання
Ex. 2,3,4, pp. 72-73
Ex. 5, p. 73
Ex. 2,3, p. 72-73
Ex. l,p . 74
Ex. 2,3,4, pp. 74-75
Ex. 5, p. 75
Ex. 1,2, p. 74 Ex. 1, p. 74, ACTIVITY BANK: Write an invitation, card to your birthday party
Ex. 1, p. 75
Ex. 2,3,4, pp. 76-77
Ex. 5, p. 77
Ex. 1,2b, 3,4, Ex. 2, p. 76 pp. 76-77
glass, interesting, cotton, cup, T-shirt Ex.1,p. 78
Ex. 2,3,4, pp. 78-79
Ex. 5, p. 79
Ex. 1,p. 80
Ex. 3,4, p. 81
Ex. 5, p. 81
Ex. 3,4, p. 79 Ex. 4, p. 79, ACTIVITY BANK: Describe and draw your best present to birthday Ex. 2,4, Ex. 2, p. 80, pp. 80-81 ACTIVITY BANK: Describe winter holidays you like
decorate, buy
Ex.1, p. 82
Ex. 2,3,4, pp. 82-83
Ex. 5, p. 83
Ex. 1, p. 82
Ex. 1, p. 82, ACTIVITY BANK: Write how your family celebrates New Year and Christmas
a paska, an Easter egg, an Easter basket, an Easter present
Ex. 1,4, pp. 84-85
Ex. 3,4, p. 85
Ex. 5, p. 85
Ex. 2,4, pp. 84-85
Ex. 2, p. 84, ex. 3, p. 85, ACTIVITY BANK: Write how your family celebrates Easter
Ex. 1,3,4, pp. 86-87
Ex. 2,5, p. 87
Ex. 1, p. 86
Ex. 1, p. 86
Wh-questions
Easter is a spring holiday
Мовлення
Ex. 1, p. 72
How old are you? Have you got presents for your birthday?
Аудіювання
always, often, sometimes
Ex. 2, p. 72
Тематика ситуативного спілкування: Людина; Я, моя сім'я і друзі Тема 6: Unit 6 Life at Home (7 годин)
Я тут живу
Is there a sofa in the living room?
Моя квартира
Where is the mirror?
Моя квартира
How many rooms are there? Which room is next to...?
Моя кімната
This is my room. How many rooms are there? Which room is next to.,.?
a living room, a bedroom, children's room, prepositions of place A bath, a mirror, a towel, a sink, a fridge, a cooker, a cupboard, a carpet, stairs furniture
Ex.1, p. 88
Ex. 2,3,4, pp. 88-89
Ex. 5, p. 89
Ex. 1,3,4, pp. 88-89
Ex. 1, p. 88
Ex. 1, p. 90
Ex. 2,3,4, pp. 90-91
Ex. 5, p. 91
Ex. 3, p. 91
Ex. 3, p. 90
Ex. 1, p. 92
Ex. 2,3,4, pp. 92-93
Ex. 5, p. 93
Ex. 1,3, pp. 92-93
Ex. 1, p. 92
Curtains, armchair, a wardrobe, a drawer, a bookcase
Ex.1, p. 94
Ex. 2,3,4, pp. 94-95
Ex. 5, p. 95
Ex. 3,4, p. 95 Ex. 4, p. 95 ACTIVITY BANK: Ask pupils to make a plan of their-rooms and describe it
№/Дата (скоригована)
Тема уроку
Мовленнєві функції
Експоненти функцій (Засоби вираження)
Лексика
Аудіювання
Мовлення
Письмо
Читання
Домашнє завдання
Моя кімната
Is your room big/small? How many rooms are there? Which room is next to...?
furniture
Ex. 2, p. 96
Ex. 1,3,4, pp. 96-97
Ex. 5, p. 97
Ex. 3, p. 97
Ex. 2, p. 96
Домашні справи
Do you...? Where do you...?
To feed a cat, to water the plants, to wash the dishes, to walk the dog, to lay the table
Ex. 1, p. 98
Ex. 2,3,4, pp. 98-99
Ex. 5, p. 99
Ex. 2,4, pp. 98-99
Ex. 3, p. 99, ACTIVITY BANK: Ask pupils to write some sentences about their activities
Перевір себе
This is... There is/are...
Personal pronouns
Ex. 1, p. 100
Ex. 2,3, p. 101
Ex. 5, p. 101 Ex. 1,2, pp. 101-102
Ex. 1, p. 100
Тематика ситуативного спілкування: Я, моя сім'я і друзі; Відпочинок і дозвілля; Людина Тема 7: Unit 7 Daily Life (9 годин)
День за днем Розпорядок дня. Годинник Мій день
Що я робив вчора День за днем Як ти провів вчораш ній день? Що ти робив вчора?
Що ти робив вчора?
Перевір себе
Запитувати інформацію про співрозмовника/ третю особу; описувати когось/щось; запитувати про відчуття/самопочуття та відповідати на запитання; повідомляти про смаки, уподобання; висловлювати своє ставлення до когось/ чогось; робити пропози цію та реагу вати на неї; визначати час; давати схвальну/ несхвальну оцінку пред метів, дій, ситуацій тощо
1get up at seven o'clock.
To get up, to wash, to have breakfast, Ex. 1, p. 102 to make a bed
Ex. 2,3, p. 103
Ex. 5, p. 103 Ex. 2,3,4 p. 103
Ex. 1,2, p. 102
What time is it? When do you go to school?
A quarter, half, past, to
Ex. 3,4, pp. 104-105
Ex. 5, p. 105 Ex. 1,2, pp. 104-105
Ex. 1,2, p. 104, ACTIVITY BANK: Describe a daily day
What time is it? When do you go to school? 1get up/she gets up at seven o'clock.
time
Ex. 1,2,3,4,5, pp. 106-107
Ex. 6, p. 107 Ex. 1,2, p. 106
Ex. 1, p. 106, ACTIVITY BANK: Write some sen tences about your day in the evening or in the afternoon
1got up at seven o'clock.
Regular and irregular verbs
Ex. 1, p. 108
Ex. 2,3,4 p. 109
Ex. 5, p. 109 Ex. 1, p. 108
Ex. 1, p. 108
It was Monday yesterday.
yesterday
Ex. 1, p. 110
Ex. 2,3,4, pp. 110-111
Ex. 5, p. 111 Ex. 1,2,3, pp. 110-111
Ex. 1, p. 110
At nine o'clock yesterday... Itwas/wasn't... They were/weren't...
Regular and irregular verbs
Ex. 1,2,3,4, pp. 112-113
Ex. 5, p. 113 Ex. 1,2,3, pp. 112-113
Ex. 2, p. 112
It was Monday yesterday.
A playground, a pond, a wet dog
Ex. 2, p. 114
Ex. 1,3,4, pp. 114-115
Ex. 5, p. 115 Ex. 1,2,3, pp. 114-115
Ex. 1, p. 114
It was Sunday yesterday.
Regular and irregular verbs
Ex. 1, p. 116
Ex. 2,3,4, pp. 116-117
Ex. 5, p. 117 Ex. 1,2,4, pp. 116-117
Ex. 1, p. 116
What time did you get up?
Regular and irregular verbs
Ex. 1,2,3,4, pp. 118-119
Ex. 5, p. 119 Ex. 1,2,3,4, Ex. 1, p. 118 pp. 118-119
Ex. 1,2, p. 104
№/Дата (скоригована)
Тема уроку
Мовленнєві функції
Експоненти функцій (Засоби вираження)
Лексика
Аудіювання
Мовлення
Письмо
Читання
Домашнє завдання
Тематика ситуативного спілкування: Відпочинок і дозвілля; Я, моя сім'я і друзі Тема 8: Unit 8 Free time (8 годин)
Моє дозвілля
Давайте гратися Наші уподобання
Гостюємо у бабусі та дідуся Плани на літо
Подорожуємо світом
Скоро канікули!
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Перевір себе
Запитувати інформацію про співрозмовника/третю особу; описувати когось/щось; запитувати про відчуття/самопочуття та відповідати на запитання; повідомляти про смаки, уподобання; висловлювати своє ставлення до когось/ чогось; робити пропози цію та реагу вати на неї; визначати час; давати схвальну/ несхвальну оцінку преддій, ситуацій тощо
V
1like riding a bike
To skip, to collect stickers/stamps, to Ex. 1, p. 120 ride a bike, to watch TV
Ex. 2,3,4, pp. 120-121
Ex. 5, p. 121 Ex. 2,4, pp. 120-121
Ex. 2, p. 120, ACTIVITY BANK: Write and draw your favourite activity using the illustration
1play football. 1will play badminton.
A playground, hopscotch, hide-andseek, to play badminton
Ex. 1, p. 122
Ex. 2,3,4, pp. 122-123
Ex. 5, p. 123 Ex. 2,3,4, p. 122-123
Ex. 2, p. 123
1will go swimming tomorrow
To roller blade, to go skateboarding, to go swimming
Ex. 1, p. 124
Ex. 2,3,4, pp. 124-125
Ex. 5, p. 125 Ex. 2, pp. 125 Ex. 1,2, p. 124, ACTIVITY BANK: Bring and prepare the description of your hobbies
Where does your grandma live?
In the village
Ex. 1, p. 126
Ex. 1,2,3, pp. 126-127
Ex. 4, p. 127 Ex. 1,2,3, pp. 126-127
What will you do in the summer?
To fly a kite, a summer camp, to visit Ex. 1, p. 128 grandparents
Ex. 2,3,4, pp. 128-129
Ex.5, p. 129 Ex. 2,3, Ex. 1,2, p. 128, pp. 128-129 ACTIVITY BANK: Ask pupils to describe their future plans .
Where will you go?
England, the USA, Canada, Ukraine, to visit museums, to take photos, to travel, to go to the seaside
Ex. 1, p. 130
Ex. 2,3,4, pp. 130-131
Ex. 5, p. 131 Ex. 3,4, pp. 130-131
Ex. 2, p. 130, ACTIVITY BANK: Write about your summer holidays
1like... 1w ill... 1often...
A sandcastle, to go fishing, to help grandparents, on the beach, to stay at home
Ex. 1, p. 132
Ex. 2,3,4, pp. 132-133
Ex. 5, p. 133 Ex. 3,4, p. 133
Ex. 3, p. 133
Ex. 1,2,3,4, pp. 134-135
Ex. 5, p. 135 Ex. 2,3,4, pp. 134-135
Ex. 3, p. 135
Children play... Children will play..,
Ex. 1, p. 126
ДО УВАГИ ВЧИТЕЛІВ • • • • • • • •
узагальнення, повторення та систематизація лексико-граматичного матеріалу; розвиток компетенцій аудіювання, говоріння, письма, читання; розвиток мовленнєвих компетенцій; розвиток соціокультурних компетенцій; контроль говоріння, аудіювання, письма, читання наприкінці І та II семестрів; тематичні контрольні роботи та інші види контролю; уроки домашнього читання з розділу "Time for Fun" в кінці підручника; не зазначені у календарно-тематичному плані дати проведення визначаються учителем в індивідуальному порядку та від повідно до календарних термінів проведення навчального року; • нумерація уроків у зв'язку з цим відсутня, тільки зазначена кількість уроків за кожною темою, відповідно до кількості уроків у підручнику; • після кожного розділу є вільні рядки для додаткового запису та коригування навчально-виховного процесу.
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Introduction. REVISION
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Lesson 1. ЗНОВУ ДО ШКОЛИ Мета: • навчальна: презентувати лексичний матеріал за темою «Моя сім'я і друзі»; ознайо мити з мовними виразами знайомства та вітання та повторити фрази, вивчені мину лого року; формувати уявлення про мову як засіб спілкування між людьми; ознайо мити з римами за темою «Знайомство»; • розвивальна: розвивати навички аудіювання та діалогічного мовлення; • виховна: викликати в дітей бажання вчитися; вивчати іноземну мову; виховувати дисципліну, звичку до систематичної розумової праці.
Хід уроку WARM-UP 1. G reet the pupils as they come and settle down, “Come in, please. Sit down, please.” 2. Say “Hello. I ’m (M iss/M rs)...” two or th re e tim es po in tin g to yo u rself as you say it. Encourage pupils to reply w ith “Hello!” Do choral and individual repetition of “Hello” . Pair work P upils in tro d u ce them selves to th e ir neighbours in th e sam e way. Ask individual pupils to stan d up and say “I ’m... (pupils say th e ir names). PRESENTATION 3. Listen and read (p. 6, ex. 1) P upils open th e ir books. Read the te x t in speech bubbles. Ask pupils to point a t Miss Alison as they listen. Pupils listen and read. Tell the pupils to look a t the picture. Ask two pupils to come to th e fro n t of the class. Pupils are reading the dialogue together while the class is listening. Read the dialogue again, pausing a fte r each line fo r th e class to repeat. Extra Before s ta rtin g to play a class or team game, the following procedures are recommended: Name team s. Divide the class into team s. Give each team an English name e.g. the Tigers or the Lions. V ary the team names lesson by lesson to practice new words. W rite team names on the board for scoring during games. Choose players. Use a “choosing rhym e” such as the follow ing, to add suspense and pupil-involvem ent to the process of picking players fo r the class or team games: Eeny, Meeny, Miney, Mo, Choose a person; off we GO! The pupil chosen is the one you are pointing a t on the word GO! Always get pupils to chant w ith you. Happy Game Say “I ’m happy” and give a big smile. Then say “Now look!” and pretend to wipe your smile off your face w ith your hand and throw it to th e children. D em onstrate th a t the children should pretend to “catch” the smile and p ut it on th e ir faces. Say, “Now you’r e ...” and get the children to call out “happy!” R epeat th e procedure several tim es. 13
PRACTICE 4. Read and act out (p. 6, ex. 2) Ask pupils to look a t the photos. Ask pupils to say the children’s names. Pupils look and read the names. Ask pupils to read and practice the dialogues in pairs. Go round helping the pairs. One or two pairs come to the board and act out the dialogues. P raise th e ir efforts: “Good! W ell done!” 5. Ask and complete (p. 7, ex. 3) Ask pupils to work in pairs and complete the table w ith th e ir p a rtn e r using the inform ation from the dialogues of exercise 2, page 2. If you w ish, ask some of the pairs to read the completed table aloud fo r the class. R epeat it several tim es chorally and individually. Then ask the questions about the children using th e p a tte rn s under th e table. 6. Ask and answ er (p. 7, ex. 4) Pair work Ask pupils to read and answ er the questions in pairs. W rite down the answ ers on th e board. Pupils in pairs read and practice the questions and answers. One or two pairs act out th e dialogue. Then ask pupils to repeat the questions b u t th is tim e pupils ask and answ er th e questions in chain. Extra Ask the f ir s t question to the person sittin g next to you. H e/She replies and asks the following question to the person sittin g next to h im /h er. Continue in th is way around th e class. W hen th e pupils have finished, let them go round the class greetin g each o th er, asking and answ ering the questions. 7. Complete and say about yourself (p. 7, ex. 5) Ask pupils to introduce them selves using the beginnings of the sentences from the exercise and th e answers which you have w ritten on the board. ENDING THE LESSON 8. F inish the lesson by playing a chain game. Pupil 1 stands up and says “I ’m...”, and then points to pupil 2 next to h im /h er, says “This is (th eir name) and then sits down. Pupil 2 stands up and says “I ’m ...”, and then points to pupil 3 next to h im /h er, says “This is (th eir name) and then sits down. Pupil 3 stands up and says “I ’m ...”, and then points to pupil 4 next to h im /h er, says “This is (th eir name) and then sits down. Continue around the class. 9. Say, “Close your books, please” . Then say “Goodbye!” several tim es. Pupils repeat a fte r you two or th ree tim es. Make sure th a t they understand you. Tell pupils to say “Goodbye!” to you. Home work Read (p. 6 -7 , ex. 1, 4) Further practice Use W orkbook tasks a t th e lesson or a t home.
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Lesson 2. МИ ВЧИМО АНГЛІЙСЬКУ МОВУ Мета: • навчальна: повторити матеріал, вивчений минулого року, лексичний матеріал за темою «Моя сім'я і друзі»; ознайомити з новими та повторити вивчені мовні ви рази знайомства та вітання; повторити раніше вивчені лексичні одиниці, грама тичні структури за темою; формувати уявлення про мову як засіб спілкування між людьми; забезпечити оволодіння учнями мовним матеріалом із метою використан ня його в усному і писемному мовленні, систематизувати раніше вивчений лекси ко-граматичний матеріал; оволодіння новими мовними засобами відповідно до ві дібраних тем і сфер спілкування; збільшувати обсяг використовуваних лексичних одиниць; вдосконалювати навички оперування мовними одиницями з комунікатив ною метою; • розвивальна: розвивати навички аудіювання та діалогічного мовлення; вміння вес ти бесіду, слухати співрозмовника, удосконалювати фонетику та артикуляцію звуків, навички письма латинськими буквами; • виховна: викликати в дітей бажання вчитися; допомогти їм бути розкутими у спіл куванні іноземною мовою; виховувати дисципліну, звичку до систематичної розу мової праці. • Обладнання: тематичний плакат «Алфавіт», «На уроці англійської мови».
Хід уроку WARM-UP 1. As pupils come into the class, smile and say “Hello” . Encourage pupils to say “Hello” back to you. 2. Say pupils “I t ’s a new year. W elcome back” . Begin th e class w ith some common greetings. Ask and answ er the questions “How are you?” and “W h a t’s your nam e?” w ith individual children. Pupils then ask and answ er the questions in pairs or small groups. PRESENTATION 3. Listen and learn the poem (p. 8, ex. 1) Stick the ABC poster on the board. Ask pupils to look a t the le tte rs in the poem. Read the poem pointing a t the letters. P upils listen , rep eat and point a t th e le tte rs in th e ir books too. W hen pupils seem confident w ith the rhythm of the poem, tell them to close th e ir P u p il’s Books. W rite the letters of the alphabet, in order, on the board. Read the poem again. P upils read the poem, following the lette rs of the alphabet on the board. R ub out any th re e le tte rs from th e board. P upils read th e poem again, reading all th e le tte rs , including the m issing le tte rs . Rub out th re e m ore letters and repeat. Continue u n til th ere are no lette rs left on the board and pupils are reading the whole alphabet from the memory. PRACTICE 4. Read the words. Use th e alphabet to p u t them in order (p. 8, ex. 2) Ask pupils to look a t the pictures. Then ask pupils to read the words under the pictures. Give out the cards, giving one each pupil. Ask the pupils to come to fro n t of the class and to stand holding up th e ir cards so the rest of the class can see them . The pupils should arrange them selves so th a t the cards are in correct IS
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alphabetical order. The rest of the class can call out advice to help them . W hen they have arranged them selves correctly, th e class reads the alphabet chorally. Extra P upils choose a block of any fo u r pictures to g eth er from anywhere on the page. Their pictures m ust be next to each o ther vertically a n d /o r horizontally. They cover up all the o ther p ictures outside th e ir “block” . Play “Bingo!” by calling out the words of any of the p ictures on the page. The firs t person to cover all fo u r pictures in th e ir block calls out “Bingo!” Play two or th ree rounds. Pupils choose d iffe re n t blocks of p ictures every tim e. Extra S ta rt to draw an object (e.g. a pencil) on the board, stopping a t intervals to ask pupils “W h a t’s th is? ” Pupils guess w hat it is. The pupil who guesses correctly can draw the next picture. 5. Listen and repeat (p. 9, ex. 3) Teach the words using the flashcards. Hold the flashcard so th a t the whole class can see it. If necessary, walk round the room and show it to the pupils. Say the word com binations clearly. Do choral and individual repetition. Use the same procedure three or fo u r tim es. W rite the word com binations and p u t the flashcards under them . W hen you have practiced th e w ords th o ro u g h ly , teach th e re s t of the words. Use the flashcards and follow the same procedure. Make sentences using the stru c tu re s “I can...”, “H e/She can...” If you m ostly have good pupils, you may divide them into two team s and play a game. A pupil from one team says a sentence. If it is correct, the team wins a point. If the pupil does not make a sentence, the other team can try to say th e sentence — to win a bonus point. 6. Read and act out (p. 9, ex. 4) Read the dialogue. P upils listen and read. In pairs, pupils read and practice the dialogue. Ask pupils to read the dialogues and act them out pretending to be the characters of the story. Pupils read and practice the dialogue in pairs. One or two pairs act out the dialogue. A ct out the dialogues again. R epeat w ith a d iffe re n t pupil, b u t th is tim e let pupils choose p a rtn e rs to • act them out w ith. R epeat w ith several d iffe re n t pupils. 7. Complete the sentences (p. 9, ex. 5) Ask the pupils to describe w hat they can do a t an English lesson. Use the words from ex. 3. Ask pupils to read th e sentences and com plete them using th e word com binations. Extra Miming Game Give the pupils in stru ctio n s to mime w hat they do a t an English lesson for the other pupils to guess. The in stru ctio n s can be w ritten on slips of paper. Home work Read (p. 9, ex. 4) Further practice U se W o rk b o o k ta s k s a t th e le sso n o r a t h o m e. 16
Unit 1. NATURE. SEASONS
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Lesson 1. ПОРИ РОКУ Мета: • навчальна: практикувати всі види мовленнєвої діяльності, ознайомити з новими лексичними одиницями, повторити раніше вивчені лексичні одиниці; • розвивальна: удосконалювати фонетику та артикуляцію звуків, розвивати усні ко мунікативні уміння з опорою на наочність, підвищувати рівень особистої мотивації учнів у вивченні англійської мови; узагальнити та систематизувати лексичні одини ці за темами «Пори року»; • виховна: зацікавити учнів темою уроку, привернути їхню увагу до нових лексичних одиниць, передбачених у цьому уроці; допомогти їм бути розкутими у спілкуванні, повторити лексичний запас попередніх уроків. • Обладнання: таблиці «Пори року», картки, пов'язані з порами року та різноманіт ними заняттями.
Хід уроку WARM-UP 1.
Stick the pictures of four seasons to th e board. Ask pupils to name th e seasons. Read the poem about seasons. Spring is green, Sum m er is b rig h t, A utum n is yellow, W in ter is white. Ask pupils to m atch the lines of the poem w ith the pictures of fo u r seasons.
2. Team spelling game Divide the class into two team s. One m em ber from each team comes to the fro n t of the class. Each stu d en t says a word from the poem for the other one to w rite on the board. C orrectly spelt words — a point for the team . PRESENTATION 3. a) Listen and repeat (p. 10, ex. 1) Teach and th en drill the new words using the pictures. Read out the caption for each of the pictu res in tu rn , while pupils are listening and looking a t the pictures. Use board sketches, m im ing and gestures to check if pupils have understood the m eanings of the new words. Pupils take tu rn s to read out the words. Help w ith pronunciation. Use the flashcards. Ask pupils to go to the board, point to the necessary flashcard and repeat new words. If the class is strong ask pupils to make sentences w ith the new words, b) Say A sk pupils to com plete th e sentences u sin g th e new w ords. If it is necessary, help pupils complete the sentences pointing a t th e pictures on the board. Pupils w rite the sentences down in th e ir exercise books. K ey: 1.. It is cold and rainy in autum n. 2. It is fro sty and snowy in w inter. 3. It is warm and windy in spring. 4. It is hot and sunny in sum m er. 5. It is not fro sty and snowy in sum m er. 17
P R A C T IC E
4. Read (p. 10, ex. 2) Before listening ask the questions “W h at seasons do you know? Is it h o t/ cold in w inter/sum m er? W hat w eather do you like?” Tell pupils to listen to the te x t. Read the te x t. Read it again and pause a fte r each sentence. Read every sentence dram atically and tell pupils to repeat a fte r you. A fter reading ask pupils “W h at is the w eather like in autum n? Is it cold? Is it sunny? Is it windy? W hat colour are the trees?” Pupils answer. Ask pupils to read the te x t one by one. M onitor the activity and help where necessary. READING AND WRITING 5. Agree or disagree (p. 11, ex. 3) Pair work Ask pupils to read the sentences in the exercise. Tell them th a t they are going to agree or disagree w ith th e sentences. P upils read and choose the correct sentences. M onitor the activity and help w here necessary. If pupils don’t u n d e rsta n d th e m eaning of some w ords tra n sla te them into the m other tongue. Extra Flashcard Charade Game
Divide the class into groups of th ree or four. Give each group a flashcard (about w eather), m aking sure th a t o th er groups d o n ’t see. E xplain th a t children m ust th in k of a way to mime th e ir flashcard. Give them a m inute or two to prepare. Then each group takes tu rn s to do th e ir mimes to the rest of the class and guess each o th er’s flashcards. 6. W ork in pairs. Ask and answ er (p. 11, ex. 4) Pair work Ask pupils to read the questions and answ ers in pairs. M onitor the activity and help where necessary. Encourage pupils to make th e ir own questions and answ ers. W rite some sentences in p u p ils’ exercise books. 7. Complete th e sentences (p. 11, ex. 5) Ask pupils to look a t the sentences and the pictures. Pupils name the pictures. Then ask pupils to read the sentences using the pictures. M onitor the activity and help where necessary. Ask pupils to read the te x t one by one if they like. ENDING THE LESSON 8. Stick the pictu res of th e seasons to the board. Ask th e pupils to w rite the names of the seasons under every picture. Ask pupils “W h at season is it? ” p o inting a t the p ictu res w ith seasons. A pupil answers and asks another pupil the same question. Repeat two or three tim es. Home work Read (p. 1 2 - 1 3 ,e x .3 ,4 ) Draw a picture of the favourite season and describe it. Further practice U se W o rk b o o k ta s k s a t th e le sso n o r a t h o m e.
18
Lesson 2. КАЛЕНДАР Мета: • навчальна: закріпити нові лексичні одиниці, активізувати вивчений лексико-грама тичний матеріал, розвивати вміння та навички читання, письма, усного монологіч ного мовлення; • розвивальна: розвивати логічне мислення, увагу та зорову пам'ять, спостережливість, удосконалювати фонетику та артикуляцію звуків, розвивати усні комунікативні уміння з опорою на наочність, вчити уважно стежити за презентованою інформацією, ефектив но співпрацювати під час парної та групової роботи, мотивувати готовність брати участь в іншомовному спілкуванні, учити працювати у парі, логічно висловлювати думку; • виховна: виховувати зацікавленість у розширенні своїх знань, використанні на вчального матеріалу в житті, загальну культуру учнів, виховувати уміння концентру ватися, слухати інших, формувати доброзичливу атмосферу в класі, вчити культури спілкування сучасного цивілізованого світу. • Обладнання: таблиця «Пори року», «Календар», картки, пов'язані з порами року та погодою.
Хід уроку WARM-UP 1.
Draw or stick w eather p ictures on the board: the pictures of the shining sun, falling raindrops, blowing wind, falling snow and clouds. Ask pupils to call out the w eather words.
2. Flashcard Charade Game Divide the class into groups of three or four. Give each group a flashcard (about w eather), m aking su re th a t o th e r groups d o n ’t see. E xplain th a t children m ust th in k of a way to mime th e ir flashcard. Give them a m inute or two to prepare. Each group th en takes tu rn s to do th e ir mimes to the rest of the class and guesses each o th e r’s flashcards. PRESENTATION 3. Listen and repeat (p. 12, ex. 1) P upils read th e names of the seasons. Ask the pupils to read the words individually. A sk pupils to read the m onths of th e year. R evise and th en d rill th e vocabulary using th e p ictures on the board. A fter listening repeat two o r three tim es the word “m onth”. P oint out th a t all the names of the m onths s ta r t w ith a capital le tte r in English. 4. Look and say (p. 12, ex. 2) Ask pupils to make sentences using th e table. January March August February October
is in
winter spring autumn summer
P upils w rite some sentences in th eir exercise books. Ask the pupils to read the sentences individually. Ask some strong pupils to w rite sentences on the board too. Help w ith pronunciation. Extra Disappearing items W rite seasons or m onths of the year on the board. Do choral repetition of the words. Then rub out one of th e words in the sequence. Pupils chant the whole sequence of five or six w ords, including th e m issing one. Repeat rubbing 19
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out another item . Continue till th ere are no words on the board and pupils are saying the whole sequence from th e ir memory. You can also play th is by draw ing seven pictures on the board, and rubbing them out one a t a tim e. PRACTICE 5. W ork in groups. Read (p. 12, ex. 3) Group work Ask pupils to look a t the pictures. Ask Group 1 to read th e ir te x t one by one. Ask Group 2 to read th e ir te x t one by one too. Tell pupils to read the tex ts to each other. M onitor th e activity and help w here necessary. 6. Ask and answ er (p. 13, ex. 4) Ask strong pupils to read the tex ts again. Pupils of Group 1 and 2 listen and point to the pictures. Then ask pupils of Group 1 to read th e ir questions to pupils from Group 2. Pupils of group 2 answ er the questions. Tell pupils to use the inform ation from the Text 1. W rite the questions and the answers in p u p ils’ exercise books. Then ask pupils of Group 2 to read th e ir questions to pupils from Group 1. P upils of Group 1 answ er the questions. Tell pupils to use the inform ation from the Text 2. W rite the questions and the answ ers in pupils’ exercise books. K eys: Group 1 1. The w inter m onths are December, J a n u a ry and February. 2. Yes, it is. 3. Ann can play snowballs, ski and skate in w inter. Group 2 1. The sum m er m onths are Ju n e , Ju ly and A ugust. 2. Yes, it is. 3. He can play football, ru n and jum p w ith his friends. READING AND WRITING 7. Complete th e sentences (p. 13, ex. 5) W rite the sentences on the board and fin ish them w ith th e pictures. Ask pupils to name the pictures. Pupils read the beginnings of th e sentences and using the p ictures finish th e sentences. T ransfer: pupils fill th e gaps in th e sentences, using th e p ictures and make tru e statem ents about the seasons of the year. If you have some tim e you can ask pupils to w rite the sentences down in th e ir exercise books. Ask some strong pupils to w rite sentences on the board too. W alk round th e class and praise th e ir effo rts, “Good! W ell done!” ENDING THE LESSON Pupils mime the w eather words in pairs, and the o ther pupils try to guess the words. Ask pupils to use like and dislike sentences. Home work Read (p. 12, ex. 3) Further practice U se W o rk b o o k ta s k s a t th e le sso n o r a t h o m e. 20
Lesson 3. ВСІ ПОРИ РОКУ — ЧУДОВІ
Дата
Мета: • навчальна: закріпити лексичні одиниці, активізувати вивчений лексико-граматичний ма теріал, розвивати вміння та навички читання, письма, усного монологічного мовлення; • розвивальна: розвивати логічне мислення, увагу та зорову пам’ять, спостережливість, удосконалювати фонетику та артикуляцію звуків, розвивати усні комунікативні уміння з опорою на наочність, вчити уважно стежити за презентованою інформацією, ефектив но співпрацювати під час парної та групової роботи, мотивувати готовність брати участь в іншомовному спілкуванні, учити працювати у парі, логічно висловлювати думку; • виховна: виховувати зацікавленість у розширенні свої знань, використанні навчально го матеріалу в житті, загальну культуру учнів, виховувати уміння концентруватися, слу хати інших, формувати доброзичливу атмосферу в класі, вчити культури спілкування сучасного цивілізованого світу. • Обладнання: таблиця «Пори року», «Календар», картки, пов'язані з порами року та по годою.
Клас
Хід уроку
WARM-UP 1. Draw or stick w eather pictures on th e board: the pictures of the shining sun, falling raindrops, blowing w ind, falling snow and clouds. Ask pupils to call out the w eather words. 2. Flashcard Charade Game Divide the class into groups of th ree or four. Give each group a flashcard (about w eather), m aking su re th a t o th e r groups d o n ’t see. E xplain th a t children m ust th in k of a way to mime th e ir flashcard. Give them a m inute or two to prepare. Each group th en takes tu rn s to do th e ir mimes to the rest of the class and guesses each o th e r’s flashcards. PRESENTATION 3. Listen, point and say (p. 14, ex. 1) Books closed. Read th e poem. P upils listen. Ask the pupils to open the books and look a t the p icture. Pre-teach: learn the word “cool” explain its m eaning in the m other tongue. Ask pupils w hat they th in k th e rhym e is going to be about. Pupils answer. Ask pupils to name the seasons they can see in the pictures. Ask questions “W here are the children in pictures 1, 3 and 6? W hat are they doing? Is the w eather good in p ictures 5 and 2?” Read th e lines of th e rhym e. P u p ils listen . If necessary, help them tra n sla te the words into th e ir own language. P upils listen and repeat a fte r the teacher, f ir s t to g eth er and th en individually. Ask pupils to read the rhym e chorally. Keep the rhythm . W alk around helping pupils read correctly. Then ask pupils to read the rhym e one by one if they like. PRACTICE 4. W ork in pairs. Ask and answ er (p. 14, ex. 2) Pair work Ask pupils to read the questions and answers in pairs. M onitor the activ ity and help where necessary. T ransfer: pupils fill the gaps in the dialogues three and four, using the words from the poem of exercise 1 to make tru e statem ents about them selves. You can w rite the p a tte rn s on the board to help pupils make sentences. If you have some tim e you can ask pupils to w rite the sentences down in th eir exercise books. Ask some strong pupils to w rite sentences on the board too. Encourage pupils to make th e ir own questions and answers too. 21
W rite some sentences in pu p ils’ exercise books if you have enough tim e. READING AND WRITING 5. Choose and say (p. 15, ex. 3) A sk pu p ils to read th e q uestions. P u p ils read and tra n s la te if it is necessary. Pair work P upils answ er th e questions using th e necessary in fo rm atio n from the brackets. You can tra n sfo rm th e answ ers into th e table to help pupils to choose necessary answers.
lean
lean
playgames ride a bike jump run play snowballs ski skate
in spring in summer in autumn in winter
6. Listen and read. A ct out the dialogue (p. 15, ex. 4) a) Ask pupils to listen and read the dialogue. If pupils don’t u n derstand the m eaning of some words tra n sla te them into the m other tongue. Pupils read and practise the sentences fo r a few m inutes. Go round helping. Do choral and individual repetition. M onitor the activity and help where necessary. Read it again and pause a fte r each sentence. Read every sentence dram atically and tell pupils to repeat a fte r you. A fter reading: ask pupils “W h at season does Dan like? W hat about Ann? W hy? W hat do th e children usually do in su m m er/w in ter?” Group work Ask pupils to make the dialogue. Then ask pupils to act out the dialogue. b) T ransfer: pupils fill the gaps in the dialogue, using the words from the f irs t dialogue to make tru e statem ents about them selves. If you have some tim e you can ask pupils to w rite the sentences down in th e ir exercise books. Ask some strong pupils to w rite sentences on the board too. Pupils read and practice th eir dialogues in pairs. One or two pairs act out the dialogue. W rite another dialogue on the board changing the m ain words from the dialogue and underlining them . Ask the pupils to read the sim ilar dialogue. 7. W rite (p. 15, ex. 5) W rite th e sentences on the board and finish them w ith d iffe re n t pictures. Pupils read the beginnings and name the pictures which they like. If you have enough tim e, you can ask pupils to w rite d ifferent sentences down in th eir exercise books. Ask some strong pupils to w rite sentences on the board too. ENDING THE LESSON Home work Read (p. 14, ex. 1) Further practice U se W o rk b o o k ta s k s a t th e le sso n o r a t ho m e. 22
Lesson 4. ЯКА СЬОГОДНІ ПОГОДА? Мета: • навчальна: закріпити нові лексичні одиниці, активізувати вивчений лексико-грама тичний матеріал, розвивати вміння та навички читання, письма, усного монологіч ного мовлення; • розвивальна: розвивати логічне мислення, увагу та зорову пам'ять, спостережливість, удосконалювати фонетику та артикуляцію звуків, розвивати усні комунікативні уміння з опорою на наочність, вчити уважно стежити за презентованою інформацією, ефектив но співпрацювати під час парної та групової роботи, мотивувати готовність брати участь в іншомовному спілкуванні, учити працювати у парі, логічно висловлювати думку; • виховна: виховувати зацікавленість у розширенні своїх знань, використанні на вчального матеріалу в житті, загальну культуру учнів, виховувати уміння концентру ватися, слухати інших, формувати доброзичливу атмосферу в класі, вчити культури спілкування сучасного цивілізованого світу. • Обладнання: таблиця «Пори року», «Погода», картки, пов'язані з порами року та погодою.
Хід уроку WARM-UP 1. Do You Remember Game This game will continue practice of “is /a re ” and “isn ’t/a r e n ’t ” . Take ten or twelve d iffe re n t classroom objects (pens, ru lers, rubbers, books, etc.) from pupils in the room. P u t them on, under, next to or near on the table a t the fro n t. L et pupils look a t th e a rran g em en t of objects fo r exactly one m in u te, try in g to m em orize w hat the objects are, th e ir colours and sizes, make a note or sketch fo r yourself of th e positions of th e objects. A fter the m inute is over, cover all th e objects w ith a big cloth so th a t pupils will really have to rem em ber the objects and th eir arrangem ent. A sk p u p ils to say w h at objects are on th e desk, to describe th e ir arrangem ent and th e ir colours. Use your own notes or sketch to confirm or query th e ir statem ents: Yes, it is/th e y are. No, it isn ’t/th e y a re n ’t. PRESENTATION 2. Listen and repeat (p. 16, ex. 1) a) Books open. Teach and th en drill th e new words using the pictures. Read out the caption fo r each of the pictures in tu rn , while pupils listen and look a t the pictures. Use board sketches, m im ing and gestures to check if pupils have understood the m eaning of the new words. P upils take tu rn s to read out th e words. Help w ith pronunciation. Go round helping. b) Ask th e question “W hat is th e w eather like today?” pupils have to answ er using the new words. Repeat the question w ith several d iffe re n t pupils. PRACTICE 3. L isten, read and m atch (p. 16, ex. 2) Books closed. Read the poem. Pupils listen. Ask the pupils to open the books and look a t the pictures, a) A sk pupils to nam e th e seasons th ey can see in th e p ictu res. A sk th e question “W hat is th e w eather like today?” pupils answ er using th e new words. Read th e lines of th e rhym e. P u p ils listen . If necessary, help them tra n sla te the words into th e ir own language. Pupils listen and repeat a fte r the teacher, f ir s t to g eth er and th en individually. 23
Дата Клас
Ask pupils to read th e rhym e chorally. Keep th e rh y th m . W alk around helping pupils to read correctly. Then ask pupils to read th e rhym e one by one if they like and answ er the question again. 4. Read and act out (p. 17, ex. 3) Ask pupils to listen and read the dialogues. If pupils don’t u n derstand th e m eaning of new words tra n sla te them into the m other tongue or show a pictu re of th is new word using the exercise 1. P upils read and practice the dialogues fo r a few m inutes. Go round helping. Do choral and in d iv id u al rep e titio n . M onitor the a c tiv ity and help where necessary. Read the dialogues again and pause a fte r each sentence. Read every sentence dram atically and tell pupils to repeat a fte r you. A fter reading: ask pupils “W hat w eather does Dan like?” Pair work Ask pupils to make the dialogue. Then ask pupils to act out the dialogue. READING AND WRITING 5. W ork in pairs. Ask and answ er (p. 17, ex. 4) Pair work Ask pupils to read the questions and answ ers in pairs. M onitor the activ ity and help where necessary. Do choral and individual repetition. Ask pupils to read and p rac tic e th e ir p a rt in th e dialogue -for a few m inutes. Go round helping. One or two pairs read or act out th e dialogue. R epeat w ith a d iffe re n t pupil, b u t th is tim e let pupils choose p a rtn e rs to act them out w ith. R epeat w ith several d iffe re n t pupils. T ransfer: encourage pupils to make their, own questions and answ ers too. W rite some sentences in pu p ils’ exercise books if you have enough tim e. 6. Choose and complete the sentences. Say (p. 17, ex. 5) Ask pupils to make sentences using the words from the table. Pair work Pupils read the words from the table silently to them selves or they work on them to g eth e r in p airs. P u p ils m atch su itable ones and fill in gaps. If it is necessary tra n sla te the words into m other tongue. Then they read the sentences aloud. Ask pupils to read th e sentences in a chain. A sk to tra n s la te diffifcult sentences into m other tongue. Go round helping. You can ask pupils to w rite the sentences down. Do choral and ind iv id u al read in g again. Help w ith pro n u n ciatio n and sentence rhythm especially. M onitor the activity and help where necessary. If you have some tim e you can ask pupils to w rite the sentences down in th eir exercise books. Ask some strong pupils to w rite sentences on the board too. ENDING THE LESSON In pairs pupils mime the w eather words and try to guess them . Ask pupils to use like and dislike sentences. Home work Read (p. 16 -1 7 , ex. 2, 3, 4) Further practice Use W orkbook tasks a t the lesson or a t home. 24
Lesson 5. ЯКА ПОГОДА У СВІТІ?
Дата
Мета: • навчальна: активізувати вивчений лексико-граматичний матеріал, описувати когось/ щось, висловлювати своє ставлення до когось/чогось, вдосконалювати компетенції читання, аудіювання й усного монологічного мовлення, збільшувати обсяг знань про соціокультурну специфіку мови країни, що вивчається, вдосконалювати уміння буду вати своє мовне висловлювання, мовну поведінку адекватно цій специфіці; • розвивальна: розвивати логічне мислення, увагу та зорову пам'ять, спостережли вість, удосконалювати фонетику та артикуляцію звуків, розвивати усні комунікатив ні уміння з опорою на наочність, вчити уважно стежити за презентованою інфор мацією, ефективно співпрацювати під час парної та групової роботи, мотивувати готовність брати участь в іншомовному спілкуванні, учити працювати у парі; • виховна: виховувати зацікавленість у розширенні свої знань, використанні навчально го матеріалу в житті, загальну культуру учнів виховувати (формувати) позитивне став лення до іноземної мови як засобу спілкування, вчити культури спілкування сучасного цивілізованого світу, вчити емоційно-ціннісно ставитись до всього, що нас оточує. • Обладнання: таблиця «Пори року», картки, пов'язані з порами року та погодою.
Клас
Хід уроку
WARM-UP 1. Team Spelling Game Divide th e class into team s. Give each team an English name. One member from each team comes to the fro n t of the class. Each pupil from another team says a w eather word fo r the pupil near the board to w rite it. Use th e words which are on the board. Correctly spelt words win a point fo r the team . PRESENTATION 2. L isten, read and say (p. 18, ex. 1) Books closed. Read the tex ts. Pupils listen. Ask pupils to open the books. Ask questions about the ch aracters on the page “W here are th e children? W hat are they talk in g about? W hat seasons do they like?” Group work Read th e tex ts again. Pupils listen and read in silence. Ask pupils to read and practise th e ir p a rt in the story for a few m inutes. Go round helping. One or two groups read or act out the dialogue. R epeat w ith a d iffe re n t pupil, b u t th is tim e let pupils choose p a rtn e rs to act them out w ith. Repeat w ith several d iffe re n t pupils. 3. A gree or disagree (p. 19, ex. 2) Pair work Ask pupils to read the sentences in the exercise. Tell them th a t they are going to agree or disagree w ith th e sentences. P upils read and choose the correct sentences. M onitor the activ ity and help w here necessary. If pupils don’t und erstan d th e m eaning of some words tra n sla te them into the m other tongue. PRACTICE 4. Ask and answ er (p. 19, ex. 3) Pair work Ask pupils to read the questions and answ ers in pairs. 25
M onitor th e activ ity and help w here necessary. Do choral and individual repetition. A sk pupils to read and practise th e ir questions and answ ers fo r a few m inutes. Go round helping. One or two pairs read or act o ut these questions and answers. Repeat w ith a d iffe re n t pupil, b u t th is tim e let pupils choose p a rtn e rs to act them out w ith. Repeat w ith several d iffe re n t pupils. T ransfer: encourage pupils to make th e ir own questions and answers too. W rite some sentences in pupils’ exercise books if you have enough tim e. READING AND WRITING 5. Read (p. 19, ex. 4) Books open. This inform ation reading exercise introduces th e use of the preposition “in ” w ith the m onths: in A pril and th e seasons: in w inter. Before reading: pre-teach th e words “country” and “o ften ”. D rill the new words two or three tim es. Read th e new words again. P upils listen and repeat them . If it is necessary tra n sla te them into the m other tongue. Then read the te x t. Ask pupils to read it too. Pupils eith er read the te x t silently to them selves or they work on it to g eth er in pairs. Then pupils read the te x t in a chain. Ask to tra n sla te d iffic u lt sentences in to m other tongue. Go round helping. A fter reading: ask pupils the questions “W h at country is A nn from ? W hat w eather is in w in ter/su m m er? Is it w arm in May? W h at m onths are cold/ w arm ?” Pupils m ay also be asked to w rite answ ers to the questions in th e ir exercise books. Do choral and individual reading again. A sk individuals to read p a rts of the tex t again aloud. Help w ith pronunciation and sentence rh y th m especially. M onitor th e a ctiv ity and help where necessary. 6. W rite about U kraine (p. 19, ex. 5) W rite the sentences on the board and fin ish them w ith the pictures. Pupils read the beginnings and name th e pictures. Key: 1. It is cold in (w inter). 2. It is snowy in (w inter). 3. It is w indy and rainy in (autum n). 4. It is w arm in (spring). Ask pupils to use o th er words from the exercise 4. ENDINGTHE LESSON Disappearing Cards Game Stick from five to seven flashcards “A ctivities” on the board. Do choral repetition of the words. Then remove one of the flashcards in the sequence. Pupils chant the whole sequence of six words, including the m issing one. Repeat rem oving another flashcard. Continue till there are no flashcards on the board and pupils are saying the whole sequence from memory. You can also play the game by w riting seven words on the board, then rubbing them out one a t a tim e. Home work Read (p. 18, ex. 1, p.19, ex .4) A ctivity bank: Describe autum n. Draw a picture. Further practice U se W o rk b o o k ta s k s a t th e le sso n o r a t h o m e. 26
Lesson 6. ЯКА КРАСА НАВКРУГИ!
Клас
М ета:
• навчальна: практикувати всі види мовленнєвої діяльності, ознайомити з новими лексичними одиницями, повторити раніше вивчені лексичні одиниці, повторити лексичний запас попередніх уроків; в розвивальна: удосконалювати фонетику та артикуляцію звуків, розвивати усні ко мунікативні уміння з опорою на наочність, підвищувати рівень особистої мотивації у вивченні англійської мови, розвивати вміння здійснювати самоосвіту, розвивати мовні, інтелектуальні, пізнавальні здібності учнів, узагальнити та систематизувати лексичні одиниці за темами «Пори року»; • виховна: зацікавити учнів темою уроку, привернути їхню увагу до нових лексичних одиниць, передбачених у цьому уроці, допомогти їм бути розкутими у спілкуванні, вчити використовувати іноземну мову в інших сферах знань, мотивувати готовність брати участь в іншомовному спілкуванні. • Обладнання: таблиці «Пори року», картки, пов'язані з порами року.
Хід уроку WARM-UP 1. Flash Game Show each flashcard to the children in tu rn very quickly by holding it a t the sides between your thum b, index and second fin g er and “flash in g ” it or tu rn in g it round very quickly. Children look and guess w hat it is. Re-cast and introduce the word in English as appropriate. PRESENTATION 2. Listen and read (p. 20, ex. 1) Books closed. Read the poem. Pupils listen. Ask pupils to open the books. Before reading: pre-teach th e w ords “n a tu re ” and “to save” . Show the flashcards or point a t the picture in exercise 1. Drill the new words two or th ree tim es. Read the new words again. Explain the sign * in m other tongue. Pupils listen and repeat the new words again. If it is necessary tra n sla te them into the m other tongue. R ead the poem again. P upils listen and read in silence. A sk pupils to read and practise the poem for a few m inutes. Go round helping. Ask several d iffe re n t pupils to read it loudly. Then pupils read the poem in a chain. Ask them to tra n sla te d ifficult sentences into the m other tongue. PRACTICE 3. Point and say (p. 20, ex. 2) Ask pupils to look a t the picture of exercise 1 again and say w hat they see. P upils say the words. Ask the others to repeat these words. Then pupils read the sentences of the exercise and stick th e flashcards of the words on the board. Ask pupils to repeat these words in a chain. If you have enough tim e you can play a game using the flashcards. So tell pupils th a t they are going to play a new game. Extra Point to Game Stick a set of flashcards to the walls round the classroom . Hold up each one and get the children to say the names as you do this. Give in stru ctio n s e.g. “P o in t to th e sun! P o in t to th e moon!” C hildren listen , look round th e classroom and point to the correct flashcard as fa st as they can. 27
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READING AND WRITING 4. Listen and read,(p. 21, ex. 3) Books open. Ask pupils to read the tex t. Do choral and individual repetition. If pupils don’t u n derstand the m eaning of some words tra n sla te them into the m other tongue. Pupils read and practise the te x t for a few m inutes. W alk around helping pupils to read correctly. Do choral and individual rep etitio n if i t ’s necessary. M onitor the activity and help where necessary. Stress the last sentence. Then ask pupils to read the te x t one by one if they like. 5. W ork in pairs. Ask and answ er (p. 21, ex. 4) Pair work Ask pupils to read the questions and answ ers in pairs. M onitor the activity and help where necessary. Do choral and individual repetition. Ask pupils to read and practise th e ir questions and answ ers fo r a few m inutes. Go round helping. One or two p airs read or act out these questions and answers. R epeat w ith a d iffe re n t pupil, b u t th is tim e let pupils choose p a rtn e rs to act them out w ith. R epeat w ith several d iffe re n t pupils. T ransfer: encourage pupils to make th e ir own questions and answ ers too. W rite some sentences in p u p ils’ exercise books if you have enough tim e. 6. Complete the sentences (p. 21, ex. 5) Ask pupils to make sentences using the pictures in them . Pair work Pupils say the words silently to them selves or they work on them together in pairs. If it is necessary tra n sla te the words into the m other tongue. Then they com plete th e sentences aloud u sin g th e p ictu res. A sk pupils to read the sentences in a chain. Ask to tra n sla te d iffic u lt sentences into m other tongue. Go round helping. You can ask pupils to w rite the sentences down. Do choral and ind iv id u al read in g again. Help w ith pro n u n ciatio n and sentence rhythm especially. M onitor the activity and help where necessary. If you have some tim e you can ask pupils to w rite the sentences down in th e ir exercise books. Ask some strong pupils to w rite sentences on the board too. ENDING THE LESSON Describe the sum m er autum n w eather, using the pu p ils’ pictures (Lesson 5 Home Task) or pictures from m agazines or newspapers. Revise the d iffe re n t group words which are draw n in the pictures: sea, clothes, w eather, seasons, etc. Home work Read (p. 20, ex. 1, p.21, ex. 3) A ctivity bank: Describe the n a tu re of our land. Further practice Use W orkbook tasks a t the lesson or a t home. 28
Lesson 7. ПЕРЕВІР СЕБЕ Мета: • навчальна: активізувати та закріпити вивчений лексико-граматичний матеріал, вдо сконалювати вміння та навички аудіювання, читання, письма, усного мовлення, вчити реагувати невербально на запитання, які передбачають прості відповіді, формувати в учнів комунікативну компетенцію, закріпити прислівники способу дії та вживання їх у мові з опорою на текст, розвивати та удосконалювати мовленнєві компетенції; • розвивальна: вчити уважно стежити за презентованою інформацією, ефектив но співпрацювати під час парної та групової роботи, мотивувати готовність брати участь в іншомовному спілкуванні, мотивувати бажання до подальшого самовдос коналення у галузі оволодіння іноземною мовою, розвивати мовну здогадку; • виховна: зацікавити учнів темою уроку, привернути їхню увагу до вивченого мате ріалу, допомогти їм бути розкутими у спілкуванні, виховувати толерантне ставлен ня до однокласників, викликати в дітей бажання вчитися, вивчати іноземну мову; виховувати дисципліну, повагу до однокласників, звичку до систематичної розумо вої праці. • Обладнання: таблиця «Пори року», картки, пов'язані з порами року та погодою.
Хід уроку WARM-UP 1. Team spelling game Divide the class into two team s. One member from each team comes to the fro n t of th e class. Each says a word for the pupil near the board to w rite it. Use the words from th is un it. Correctly spelt words win a point for the team . PRESENTATION 2. Listen, read and choose (p. 22, ex. 1) Books open. Revise and then drill the season words using the pictures. Read out the caption fo r each of the pictures in tu rn , while pupils listen and look a t the pictures. P u p ils take tu rn s to read o u t th e w ords. Help w ith pro n u n ciatio n . Go round helping. Read the sentences. P upils listen and read in silence. Then ask pupils to read the sentences them selves and point a t th e necessary pictures. Ask the question “W hat can we do in su m m e r/a u tu m n /w in te r or sp rin g ?” pupils have to answ er using the sentences of the exercise. R epeat the question w ith several d iffe re n t pupils. PRACTICE 3. Read (p. 22, ex. 2) Ask pupils to read the te x t. Do choral and individual repetition. If pupils don’t u n derstand the m eaning of some words tra n sla te them into the m other tongue. Pupils read and practise the te x t fo r a few m inutes. W alk around helping pupils to read correctly. Do choral and individual repetition if i t ’s necessary. M onitor the activity and help w here necessary. Then ask pupils to read the te x t one by one if they like. Ask and answ er (p. 23, ex. 3) 29
Дата Клас
Pair work Ask pupils, to read the questions and answ ers in pairs using the necessary in fo rm a tio n from th e exercise 2. M onitor th e a c tiv ity and help w here necessary. Do choral and individual repetition. Ask pupils to read and p ractice th e ir questions and answ ers fo r a few m inutes. Go round helping. One or two pairs read or act out these questions and answ ers. R epeat w ith a d iffe re n t pupil, b u t th is tim e let pupils choose p a rtn e rs to act them out w ith. Repeat w ith several d iffe re n t pupils. T ransfer: encourage pupils to make th e ir own questions and answ ers too. W rite some sentences in pu p ils’ exercise books if you have enough tim e. READING AND WRITING 5. Choose th e answ ers which are tru e fo r you (p. 23, ex. 4) Ask pupils to read th e questions. P upils read th e questions and answ er them choosing the tru e inform ation. Pair work Pupils ask and answ er the questions using the tru e inform ation again. Ask all pupils to say th e ir answers to the class. M onitor the activ ity and help where necessary. Extra I Can See Game Play w ith the whole class a n d /o r children play in pairs. P upil A holds up the book w ith one of the picture cards behind it. Pupil A says, “Look!” and gradually moves th e card up. As soon as Pupil B recognises the picture, they say e.g. “I can see th e ... sun!” A fter three tu rn s, the pupils change roles. ENDING THE LESSON Disapearing Cards Game Stick from , five to seven flashcards “A ctivities” on th e board. Do choral rep etitio n of the words. Then rem ove one of the flashcards in the sequence. P upils ch an t th e whole sequence of six w ords, including th e m issing one. Repeat rem oving another flashcard. Continue till th ere are no flashcards on the board and pupils are saying the whole sequence from the memory. You can also play the game by w ritin g seven words on the board, then rubbing them out one a t a tim e. Home work Read (p. 12, ex. 3) A ctivity bank: P roject work. Make a poster about your fav o u rite season (p. 23, ex. 5). Further practice Use W orkbook tasks a t the lesson or a t home.
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Unit 2. OUR SCHOOL
Дата Клас
Lesson 1. ДНІ ТИЖНЯ Мета: • навчальна: презентувати новий лексичний матеріал за темою «Шкільне життя», практикувати мовні засоби за темою «Шкільне життя», формувати навички вжи вання нових лексичних одиниць, вдосконалювати компетенції читання, аудіювання й усного монологічного мовлення, збільшувати обсяг знань про соціокультурну специфіку мови країни, що вивчається, вдосконалювати уміння будувати своє мов не висловлювання, мовну поведінку адекватно цій специфіці; • розвивальна: вчити уважно стежити за презентованою інформацією, ефектив но співпрацювати під час парної та групової роботи, мотивувати готовність брати участь в іншомовному спілкуванні, розвивати різні типи пам'яті, учити працювати в парі, логічно висловлювати думку; • виховна: виховувати уміння концентруватися, слухати інших, формувати доброзич ливу атмосферу в класі. • Обладнання: картки за темою «Шкільне життя».
Хід уроку WARM-UP 1. Associations Game Say the name of any of the four seasons. Pupils in pairs try in g to th in k of and w rite down w ithin a tw o-m inute period as m any words as possible they associate w ith th a t season, e.g. sum m er — w eather, activities, etc. 2. Abracadabra Game C hildren play in pairs. Each child lays th e ir cards face down in a row on th e ir desks. Pupil A points to Pupil B ’s firs t card pretends to wave a wind and says e.g. “Abracadabra! I t ’s March!” Pupil В tu rn s over th e card. If i t ’s M arch, they say “Yes!” and leave the card face up. If it isn ’t M arch, they should say “No!” and leave the card face down. Pupil В then has the next tu rn . PRESENTATION 3. Listen and learn (p. 24, ex. 1) Books closed. Read the poem. Pupils listen. Ask pupils to read the name of the week they can see in the pictures. Ask the question “How m any children can they see?” Pupils answer. Read th e poem again. A fte r listening: ask pupils w hat they th in k these seven names m ust be. Confirm or correct th eir guesses. P oint out th a t the names of the days of the week all begin w ith a capital in English. Drill the new words. Ask pupils to read th e name of the week they can see in the picture. Do choral and individual repetition. M onitor the activity and help where necessary. Set up a days-of-the-week chain round the class. Pupils in tu rn , or random according to who you point to, say the names of the days as fast as possible. They are “o u t” if they hesitate or say the wrong word. Read th e lines of th e rhym e. P upils listen. If necessary, help them to tra n sla te the words in to th e ir own language. Pupils listen and repeat a fte r the teacher, firs t to g eth er and then individually. Ask pupils to read the rhym e chorally. Keep the rhythm . W alk around helping pupils to read correctly. Then ask pupils to read the rhym e one by one if they like and answ er the question again. 31
PRACTICE 4. Complete the sentences (p. 24, ex. 2) Ask pupils to look a t the sentences and try to com plete them using the words from th e poem (exercise 1). Pupils read and complete the sentences to them selves or aloud, in tu rn . Ask pupils to w rite the sentences down in th eir exercise books. Ask some strong pupils to w rite the sentences on the board too. K e y : 1. A nn and Dan come to school on M onday. 2. The children read and w rite on Tuesday. 3. They do sum s and play on W ednesday. 4. A nn and Dan sing a song on T hursday. 5. They like jum ping and ru n on S aturday and Sunday. READING AND WRITING 5. Look and say (p. 25, ex. 3) Look a t the tim etable. Read the days of the week. Ask about J a n e ’s tim etable “W hat does Jan e do on M onday/Tuesday, etc?” Then ask questions about Tom and his friends. Pupils answ er using the table. If you have some tim e you can ask pupils to w rite the sentences down in th e ir exercise books. Ask some strong pupils to w rite sentences on the board too. 6. Ask and answ er (p. 25, ex. 4) Pair work Ask pupils to read the questions and answ ers in pairs. M onitor the activity and help where necessary. Do choral and individual repetition. Ask pupils to read and p rac tise th e ir questions and answ ers fo r a few m inutes. Go round helping. One or two pairs read or act out the dialogues. W rite some sentences in pupils’ exercise books if you have enough tim e. 7. W rite. W hat do you do every day? (p. 25, ex. 5) Tell pupils they are going to make a story w hat they do every day. Pair work Ask pupils to look a t the sentences and try to complete them using the words from the poem (exercise 1). Check up th e sentences. P u p ils read and com plete th e sentences to them selves or aloud, in tu rn . Ask pupils to w rite the sentences down in th e ir exercise books. Ask some strong pupils to w rite the sentences on the board too. K e y : I go to school 5 days a week. I usually read and w rite on Monday. I often do sum s on W ednesday. I jum p and ru n on Saturday and Sunday. ENDING THE LESSON Miming Game Tell pupils to mime the actions they do a t an English lesson for the other pupils to guess. If the task is ra th e r d ifficu lt and you w ant to safe the tim e of th e lesson, stick some flashcards on the board fo r help. Home work Read (p. 24, ex. 1) A ctiv ity bank: A sk pupils to draw th e ir own tim etables follow ing the example (exercise 3). Further practice Use W orkbook tasks a t the lesson or a t home. 32
Lesson 2. МОЄ ШКІЛЬНЕ ПРИЛАДДЯ
Дата
Мета: • навчальна: ознайомити з новими лексичними одиницями, активізувати вивчений лексико-граматичний матеріал попередніх розділів, розвивати вміння та навички читання, письма, усного монологічного та діалогічного мовлення; • розливальна: розвивати логічне мислення, увагу та зорову пам'ять, спостережли вість, удосконалювати фонетику та артикуляцію звуків, розвивати усні комунікатив ні уміння з опорою на наочність, вчити логічно висловлювати думку; • виховна: виховувати зацікавленість у розширенні свої знань, використанні на вчального матеріалу в житті, загальну культуру учнів. • Обладнання: таблиця «Школа. Шкільне приладдя», тематичні картки.
Клас
Хід уроку
WARM-UP 1. Revise the classroom commands and prepositions. Give in stru ctio n s to th e pu pils: “Stand a t the board, M ary. P u t your pen under th e book.” etc. PRESENTATION 2. M atch the words w ith pictures (p. 24, ex. 1) Books open. A sk pupils to look a t th e pictures and name them . Ask pupils to read the words and spell each word. Pair work Ask one pupil to go to th e board and w rite the firs t word on the board while another pupil is spelling it. Dialogue: in p a irs, pupils read and practice th e words: “W h a t’s N um ber 1? — N um ber 1 is a desk. W h a t’s N um ber 2? — N um ber 2 is a pencil.” Keep th e books closed. P u t the small classroom objects listed in the exer cise into the Feely Bag, nam ing each one clearly twice as you p u t it in. P u t your hand into the bag, feel about, ask “W h a t’s th is? ” several tim es looking puzzled. Then pull out the objects one by one. Name each object two or th ree tim es again a fte r pulling it out: “a ruler... a ru le r...” Pupils repeat the name of each object a fte r you. P resen t and practice “a book”, “a bag” and “an exercise-book”, pointing at and nam ing the objects. Pupils listen and repeat. PRACTICE 3. Read and complete (p. 26, ex. 2) Ask pupils to name the pictures because they are going to make sentences using these p ictures in them . Pair work Pupils say the words silently to them selves or they work on them together in pairs. If it is necessary tra n sla te the words into the m other tongue. Then they complete the sentences aloud using the pictures. Ask pupils to read the sen tences in a chain. Ask to tra n sla te d iffic u lt sentences into m other tongue. Go round helping. You can ask pupils to w rite the sentences down. Do choral and individual reading again. Help w ith pronunciation and sen tence rh y th m especially. M onitor the activ ity and help where necessary. If you have some tim e you can ask pupils to w rite the sentences down in th e ir exercise books. Ask some stro n g pupils to w rite sentences on th e board too. 4. Ask and answ er (p. 26, ex. 3) Pair work Tell pupils to read the questions and complete the answers in pairs using the inform ation from exercise 2. Tell pupils to give sh o rt and full answers. 33
M onitor the activ ity and help w here necessary. Do choral and individual repetition. Ask pupils ‘to read and practise th eir questions and answ ers fo r a few m in utes. Go round helping. One or two pairs read or act out these questions and answers. Repeat w ith a d iffe re n t pupil, b u t th is tim e let pupils choose p a rtn e rs to act them o ut w ith. Repeat w ith several d iffe re n t pupils. W rite some sentences in pupils’ exer cise books if you have enough tim e. T ransfer: w rite the beginnings of the questions and answers on th e board and ask pupils fill the gaps “Do you like...?” or “I don’t...” to make tru e s ta te m ents about them selves. Then pupils fill the gaps, using the sentence “H e/She doesn’t...” to make tru e statem ents about th e ir friends. READING AND WRITING 5. M atch, read and act out (p. 27, ex. 4) a) Ask pupils to look a t the pictures. Ask “W hat school objects can they see? W h at colour is the b a g /a pencil case/a pen?” Pupils answer. Group work Ask pupils to read the dialogue. M onitor the activ ity and help where necessary. Do choral and individual repetition. Ask pupils to read and practise th e ir dialogues for a few m inutes. Go round helping. One or two groups read or act out these questions and answers. R epeat w ith a d iffe re n t pupil, b u t th is tim e let pupils choose p a rtn e rs to act them out w ith. Repeat w ith several d iffe re n t pupils. b) T ransfer: encourage pupils to make th e ir own questions and answers using the beginning of the sentences from the dialogue. W rite one dialogue in pupils’ exercise books if you have enough tim e. 6. Complete the sentences (p. 27, ex. 5) Ask pupils to make sentences using the words from the brackets. Individual or p air work: pupils read the words from the brackets silently to them selves or they work on them together in pairs. Pupils m atch suitable ones and fill in gaps. Then they read the sentences aloud. If you have some tim e you can ask p u pils to w rite the sentences down in th e ir exercise books. Ask some strong p u pils to w rite sentences on the board too. Then ask pupils to read the sentences in a chain. Ask weak pupils to tra n s late some sentences into the m other tongue. Go round helping. You can ask p u pils to w rite the sentences down. Do choral and individual reading again. Help w ith pronunciation and sen tence rh y th m especially. M onitor the activity and help where necessary. ENDING THE LESSON 7. Hangman Game Home work R ead(p. 2 6 ,ex. 2) Further practice Use W orkbook tasks a t the lesson or a t home. 34
Lesson 3. ШКІЛЬНІ ПРЕДМЕТИ. МІЙ УЛЮБЛЕНИЙ ПРЕДМЕТ Мета: • навчальна: закріпити новий лексичний матеріал за підтемою «Шкільні предмети», практикувати мовні засоби за цією підтемою, формувати навички вживання нових лексичних одиниць, вдосконалювати компетенції читання, аудіювання й усного мо нологічного мовлення на задану тематику; • розвивальна: вчити уважно стежити за презентованою інформацією однокласни ків, ефективно співпрацювати під час парної та групової роботи, мотивувати готов ність брати участь в іншомовному спілкуванні, розвивати різні типи пам'яті — слу хову, зорову, увагу, уяву, учити працювати у парі, логічно висловлювати думку; • виховна: виховувати уміння концентруватися, слухати інших, формувати доброзич ливу атмосферу в класі. • Обладнання: картки за темою «Шкільні предмети».
Хід уроку WARM-UP 1. Pass the Card Game Play w ith the whole class. Children stan d or sit w ith you in a circle. Show the f irs t card to the child on your left who names w h a t’s in the picture e.g. A pencil! This child then shows the card to the child next to them , who names w h at’s in the picture and passes it on round the circle in the same way. Once the card has passed to three or four children, s ta r t the process again w ith another card. Continue the game in the same way w ith all the picture cards. PRESENTATION 2. Listen and repeat (p. 28, ex. 1) a) Books open. Teach and then drill the new words using the pictures. Read out the caption for each of the p ictures in tu rn , while pupils listen and look a t the pictures. Use board sketches, m im ing and gestures to check if pupils have understood the m eaning of the new words. P upils take tu rn s to read out th e w ords. Help w ith pro n u n ciatio n . Go round helping. Ask the question “W hat is your favourite subject?” pupils have to answer using the new words. R epeat the question w ith several d iffe re n t pupils. b) W h at subject does Dan like? Listen and tick. Tell pupils you are going to read the te x t about Dan and ask pupils to listen and answ er the question, “W hat subject does Dan like?” PRACTICE 3. Read and check yourself (p. 28, ex. 2) Books closed. Read the te x t. Pupils listen. Ask “W hat subject does Dan like?” Key: Dan likes M aths, Com puter Studies, E nglish and PE. P upils answer. Ask pupils to open the books. Read the tex ts again. Pupils listen and read in silence. Ask pupils to read and practise the te x t fo r a few m inutes. Go round helping. Ask pupils to read the te x t in a chain. Pupils repeat the sentences chorally and individually. 4. Look and say (p. 29, ex. 3) Tell pupils th a t i t ’s a tim etable. Ask “W hose tim etable is it? ” 35
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Ask pupils to answer the second question, “W hich lessons does A nn/T om / Jan e like?” Then begin to ask strong pupils “W hich lessons do the pupils like?” If you have some tim e you can ask pupils to w rite the sentences down in th e ir exercise books. Ask some strong pupils to w rite sentences on the board too. Extra Team Spelling Game Name team s. Divide the class into team s. Give each team an English name. One m em ber from each team comes to the fro n t of the class. Each says a w eather word for the other to w rite on th e board using the words which are on the board. C orrectly spelt words win a point for the team . READING AND WRITING 5. Agree or disagree (p. 29, ex. 4) Pair work Ask pupils to read the sentences in the exercise. Tell them th a t they are going to agree or disagree w ith the sentences. Pupils read and choose the correct sentences. M onitor the activity and help where necessary. If pupils don’t u n derstand the m eaning of some words tra n sla te them into th e m other tongue. Extra Flashcard Charade Game Divide the class into groups of three or four. Give each group a flashcard (school subjects), m aking su re th a t o th er groups d o n ’t see. E xplain th a t children m ust th in k of a way to mime th e ir flashcard. Give them a m inute or two to prepare. Each group then takes tu rn s to do th e ir mimes to the rest of the class and guess each o th er’s flashcards. 6. Read and act out (p. 29, ex. 5) a) Pair work Ask pupils to read the dialogue in pairs. M onitor the activ ity and help where necessary. Do choral and individual repetition. Go round helping. One or two pairs read or act out the dialogue. R epeat w ith a d ifferen t pupil, but th is tim e let pupils choose p a rtn e rs to act them out w ith. R epeat w ith several d ifferen t pupils. b) Make up your dialogue about favourite subjects. T ransfer: encourage pupils to make th e ir own dialogues too. ENDING THE LESSON 7. Speak about your tim etable Pair work Pupils in pairs take tu rn to say some sentences about th e ir own tim etables, following the te x t (exercise 3). Home work Read (p. 28, ex. 3) A ctivity bank: Ask pupils to draw th e ir own tim etables. Further practice Use W orkbook tasks a t the lesson or a t home. 36
Lesson 4 НАШІ УЛЮБЛЕНІ ПРЕДМЕТИ
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Мета:
• навчальна: закріпити новий лексичний матеріал за темою «Шкільні предмети», практикувати мовні засоби за темою «Шкільні предмети», формувати навички вжи вання нових лексичних одиниць, вдосконалювати компетенції читання, аудіювання й усного монологічного мовлення; • розвивальна: розвивати мовленнєві компетенції, комунікативні здібності учнів, навич ки аудіювання та діалогічного мовлення, толерантного ставлення до однокласників; • виховна: виховувати уміння концентруватися, слухати інших, формувати доброзич ливу атмосферу в класі, • Обладнання: картки за темою «Шкільні предмети».
Хід уроку WARM-UP 1 . Disappearing Cards Game Stick five flash card s “th e days of the week” on the board. Do choral repetition of the words. Then remove one of the flashcards in the sequence. P upils ch an t the whole sequence of six words, including th e m issing one. Repeat rem oving another flashcard. Continue till there are no flashcards on the board and pupils are saying the whole sequence from the memory. You can also play the game by w riting five words on the board, then rubbing them out one at a tim e. 2. S ta rt a day-of-the-week chain round the class
PRESENTATION 3. Listen and repeat (p. ЗО, ex. 1) Books open. Teach and then drill the new words using the pictures. Read out the caption for each of the pictures in tu rn , while pupils listen and look at the pictures. Use board sketches, m im ing and gestures to check if pupils have understood the m eaning of the nfew words. P upils take tu rn s to read out the w ords. Help w ith pro n u n ciatio n . Go round helping. Use the flashcards and ask pupils to go to the board, point to the necessary flashcard and repeat the new words. If the class is strong ask pupils to make sentences w ith the new words. 4. Choose and say (p. 30, ex. 2) Ask pupils to read the sentences and com plete w ith th e su itable word com binations. P u p ils read and com plete. They can tra n s la te th e sentences if it is necessary.
PRACTICE 5. Ask and answ er (p. 31, ex. 3) Ask pupils to look at the p a tte rn questions and answers about d ifferen t questions. Read them in pairs. Pair work Pupils read the dialogue using the words from the table. Then they take tu rn s to ask and answ er in the same way, using the p a tte rn and the table again. P upils act out the dialogue in pairs using the school subjects. One or two pairs act out the dialogue, and so on. R epeat w ith several d iffe re n t pupils. 37
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READING AND WRITING 6. a) Listen, read and act out (p. 31, ex. 4) Books open*. Read the dialogue. Pupils listen and read too. Ask questions about the ch aracters on the page, “W ho are these children? W h at are th ey doing? W h at lesson is it? ” Then ask about th e c h a ra c te rs’ clothing “W h at colour is K im ’s dress? W hat colour is Tom’s T -sh irt?” P resen t the words “p ain ts” and “to draw ” . Mime the word “counting” and draw som ething on the board. Show the flashcards of these words if you have and drill the new words. If pupils don’t u n derstand the m eaning of the words tra n sla te them into th e ir m other tongue. Read the dialogues again. Ask pupils to read and practice the dialogue for a few m inutes. Go round helping. One or two groups read or act out the dialogue. R epeat w ith a d iffe re n t pupil, b u t th is tim e let pupils choose p a rtn e rs to act them out w ith. Repeat w ith several d iffe re n t pupils. Do choral and individual repetition. M onitor the activity and help where necessary, c) Make up your own dialogue Read th e dialogue again and pause a fte r each sentence. Read every sentence dram atically and tell pupils to repeat a fte r you. Group work Ask pupils to read the dialogue 2 and complete it. T ransfer: pupils fill the gaps in the dialogue, using the words from the f ir s t dialogue to make tru e statem ents about them selves. If you have some tim e you can ask pupils to w rite the sentences down in th e ir exercise books. Ask some strong pupils to w rite sentences on the board too. Pupils read and practice th e ir dialogues in groups. One or two pairs act out the dialogue. W rite another dialogue on the board changing the m ain words from the dialogue and underlining them . 7. W rite about your favourite lesson (p. 31, ex. 5) W rite th e sentences on the board and finish them w ith d iffe re n t pictures. Ask pupils to name the pictures. Pupils read the beginnings and name the pictures which they like. Then ask pupils to w rite th e full sentences down in th eir exercise books. Ask some strong pupils to w rite sentences on the board too. W alk round the class and praise th e ir effo rts, “Good! W ell done!” ENDING THE LESSON 8. Robot Game The class pretends to be robots and do as you tell them . Say th e classroom commands. Pupils listen and do the actions. M onitor the activ ity and help w here necessary. Home work Read (p. 30, ex. 2, p. 31, ex. 3, 4) Further practice Use W orkbook tasks a t the lesson or a t home.
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Lesson 5. МІЙ КЛАС Мета: • навчальна: активізувати вивчений лексико-граматичний матеріал, розвивати вмін ня та навички читання, письма, усного мовлення, вдосконалювати компетенції аудіювання й усного монологічного мовлення; • розвивальна: розвивати логічне мислення, увагу та зорову пам'ять, спостережли вість, удосконалювати фонетику та артикуляцію звуків, усні комунікативні уміння з опорою на наочність; • виховна: виховувати бажання використовувати навчальний матеріал у житті, заці кавленість у розширенні своїх знань. • Обладнання: плакат «Шкільні речі», тематичні картки.
Хід уроку WARM-UP 1. Associations Game Say th e nam e of any of th e fo u r school th in g s. P u p ils in p a irs work tog eth er, try in g to th in k of and w rite down w ithin a tw o-m inute period as m any words as possible they associate w ith th a t th in g e.g. bag — book, pencil case, etc, pencil case — pen, ru le r, etc. PRESENTATION 2. Look, read and compare (p. 32, ex. 1) Books open. Ask pupils to look a t th e pictures. Ask “How m any books are th ere on th e table?” pupils answ er. Then ask “How m any books a re th ere on the shelf?” Pay a tte n tio n th a t some things are close to the boy and some th in g s are far from the girl. Read the sentences. If you have enough tim e, ask pupils to w rite th e sentences down and underline the words. A sk pupils to read th e sentences a fte r you. Do choral and individual repetition. M onitor the activ ity and help where necessary. Pay th e ir atte n tio n a t the words “T his/T hese - here” and “T hat/T hose - th e re ” . You can explain when pupils can use them . If pupils have d iffic u ltie s, explain th is ru le in th e ir m other tongue draw ing the pictures “here” and “th e re ”. 3. Complete the sentences (p. 32, ex. 2) Ask pupils to complete the sentences reading the examples of th e exercise. Pair work P upils read th e sentences silen tly to them selves or th ey w ork on them to g eth er in pairs. Then they complete the sentences aloud using the pictures. A sk pupils to read th e sentences in a chain. A sk to tra n s la te d iffic u lt sentences into the m other tongue. If you have some tim e you can ask pupils to w rite the sentences down in th e ir exercise books. Ask some stro n g pupils to w rite sentences on the board too. Extra Stick the school pictures, real school th in g s or label the fu rn itu re round the class. Drill each of the words. Then ask a stro n g pupil to be a guide and show classroom and school things for pupils. Help the pupil describe th e school pictures, real school th in g s or the labeled fu rn itu re round th e class asking the questions if it is necessary. If the class is not stro n g you can be a guide too. 39
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4. Look a t th e pictures. Ask and answ er (p. 32, ex. 3) Ask pupils to look a t th e p ictures and nam e as m any th in g s as possible. Pair work Tell pupils to read th e questions and complete the answ ers in pairs using the inform ation from exercise 2. M onitor the activity and help where necessary. Do choral and individual repetition. Pay th e ir a tten tio n a t the words “This/These — here” and “T hat/T hose — th ere ”. You can explain when pupils can use them . If pupils have difficulties, explain th is rule in th e m other tongue draw ing the pictures “here” and “th ere ”. A sk pupils to read and practise th e ir questions and answ ers fo r a few m inutes. Go round helping. . One or two pairs read or act out these questions and answers. Repeat w ith a d iffe re n t pupil, b u t th is tim e let pupils choose p a rtn e rs to act them o ut w ith. T ransfer: w rite th e beginnings of th e questions and answ ers on th e board and ask pupils to fill th e gaps to make tru e statem en ts about th e ir real class. PRACTICE 5. a) Listen, read and act out (p. 33, ex. 4) Books open. Read the dialogue. P upils listen and read too. P resen t the word “lig h t”. Show the flashcards of th is word if you have and drill the new word. If pupils don’t u n derstand th e m eaning of the word tra n sla te it into the m other tongue. Then read the n ex t dialogue. A sk pupils read and practice th e dialogue fo r a few m inutes. Go round helping. One or two groups read or act out the dialogues. Repeat w ith a d iffe re n t pupil, b u t th is tim e let pupils choose p a rtn e rs to act them out w ith. T ra n sfe r: encourage pu p ils to m ake th e ir own dialogues u sin g th e inform ation about th e ir classroom and friends too. b) W ork in pairs. Ask and answ er (p. 33, ex. 4) Pair work Ask pupils to read th e questions and answ ers in pairs. One or two pairs read or act out these questions and answers. T ransfer: encourage pupils to make th e ir own questions and answers too. W rite some sentences in pupils’ exercise books if you have enough tim e. READING AND WRITING 6. W rite about the th in g s in your classroom (p. 33, ex. 5) W rite the sentences on the board and finish them w ith d iffe re n t pictures. Ask pupils to name th e pictures. Then ask pupils to w rite the full sentences down in th e ir exercise books. ENDINGTHE LESSON 7. Anagrams Race Game Divide th e class in to two team s. Each team m akes up an anagram fo r any school object e.g., “gba” (bag) or any o ther w ords, verbs or prepositions. Play two or th ree rounds of th e game. Home work Read (p. 32, ex. 1, p. 33, ex. 4) A ctivity bank: describe your classroom. Further practice Use W orkbook tasks a t the lesson or a t home. 40
Lesson б. МІЙ КЛАС Мета: • навчальна: активізувати вивчений лексико-граматичний матеріал, розвивати вмін ня та навички читання, письма, усного мовлення, вдосконалювати компетенції аудіювання й усного монологічного мовлення; • розливальна: розвивати логічне мислення, увагу та зорову пам'ять, спостережли вість, удосконалювати фонетику та артикуляцію звуків, усні комунікативні уміння з опорою на наочність; • виховна: виховувати бажання використовувати навчальний матеріал у житті, заці кавленість у розширенні своїх знань. • Обладнання: плакат «Шкільні речі», тематичні картки.
ХІД уроку WARM-UP 1. Number Race Game W rite numbers from 1 to 20 on the board. Divide the class into two teams and give a pupil from each team a piece of chalk. Say a number. The first pupil to run to the board and draw a circle round the correct num ber wins a point for their team. This game can also be played w ith words or w ith letters of the alphabet. PRESENTATION 2. Look a t the p icture. Listen and read (p. 34, ex. 1) Books open. Before reading: pre-teach and drill the words “com puter” and “teach er’s table” which the pupils have m et in reading before. Ask pupils to look a t th e picture in the exercise. Ask them “W h at is it? Is it a room? Is it a bedroom ?” Get them to identify th e type of the room “Is it a classroom ?” A sk pu p ils to read th e te x t. P u p ils e ith e r read th e te x t sile n tly to them selves or they work on it together in pairs. A fte r reading: ask pupils the questions “W hat are there in th e classroom ? W hat do pupils see on the tea c h e r’s table?” Pupils m ay also be asked to w rite answers to the questions in th e ir exercise books. Do choral and individual reading. A sk in d iv id u als to read p a rts of th e te x t ag ain aloud. H elp w ith pronunciation and sentence rhythm especially. M onitor the activ ity and help where necessary. Extra Memory Game 1. W rite words from any sentence on the board. Pupils close th e ir eyes while you rem ove one word. Pupils then open th e ir eyes and try to rem em ber w hat is m issing. They can e ith e r say th e word or w rite it down if they can. 2. W rite th e words from any sentence of the te x t on th e board in jum bled order. P upils w rite th e words in the correct order in th e ir exercise books. PRACTICE 3. A gree or disagree (p. 34, ex. 2) Pair work A sk pupils to read th e sentences in th e exercise and answ er “T ru e ” or “False” about the classroom in the exercise 1. Tell them th a t th ey are going to agree or disagree w ith th e sentences. Pupils read and choose the correct sentences. M onitor th e activ ity and help where necessary. 41
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If pupils don’t u n derstand th e m eaning of some words tra n sla te them into the m other tongue. 4. Choose one picture. Ask and answer Guess w hat picture it is (p. 34, ex. 4). Read th e d ialo g u e-p attern s of th e exercise. A sk pupils to look a t th e pictures. Divide th e class into two team s. Ask one team to choose one picture. Ask the other team to make questions to th is p icture using th e p a tte rn s. The firs t team answ ers the questions using the p a tte rn s too. A sk a stro n g pupil th e firs t question from th e dialogues. The pupil answ ers. If it is d iffic u lt to answ er help h im /h e r. A sk th e second question. Do the same procedure. A sk some o th er pupils. Do choral and individual repetition. Pair work P upils read and answ er the questions using the p attern s. M onitor the activity and help where necessary. READING AND WRITING 5. P roject W ork Draw a picture of your classroom . W rite about it (p. 34, ex. 5). Divide th e class into some groups from 4 to 5 pupils. Ask pupils to draw a picture of th e ir classroom . Pupils draw and describe th e classroom using the sentences from the exercise. If you don’t have enough tim e you m ay ask pupils to finish th e ir project next lesson. ENDING THE LESSON 6. Bingo Game Pupils make a grid of six squares. They w rite a num ber in each square. Call out num bers a t random : if pupils have the num ber you call out on th e ir grid, they tick it, or cross it off, or cover it w ith a small piece of paper. The firs t pupil to tick /cro ss/co v er all six num bers on th e ir grid calls out “Bingo!” and is th e w inner. This can also be played w ith w ords, e.g., school subjects, days of the week, anim als, foods, toys, etc. Home work Read (p. 34, ex. 1) Further practice Use W orkbook tasks a t the lesson or at home.
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Lesson 7. МОЇ ШКІЛЬНІ ДРУЗІ
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Мета:
• навчальна: закріпити лексичний матеріал за темою «Я, моя сім'я та друзі», прак тикувати мовні засоби за темою «Я, моя сім'я та друзі», формувати навички вжи вання нових лексичних одиниць, вдосконалювати компетенції читання, аудіювання й усного діалогічного мовлення; • розвивальна: вчити уважно стежити за презентованою інформацією, ефектив но співпрацювати під час парної та групової роботи, мотивувати готовність брати участь в іншомовному спілкуванні, розвивати різні типи пам'яті — слухову, зорову, увагу, уяву, учити працювати у парі, логічно висловлювати думку; • виховна: виховувати уміння концентруватися, слухати інших, формувати доброзич ливу атмосферу в класі. • Обладнання: картки за темою «Дозвілля», плакат «На уроці англійської мови».
Хід уроку WARM-UP 1. Miming Game Give pupils in stru ctio n s to mime actions (for exam ple w hat they do a t an English lesson) for the other pupils to guess. These in stru ctio n s can be w ritten on slips of paper so pupils can use the words from the chant again. PRESENTATION 2. Listen and repeat (p. 36, ex. 1) a) Books open. Teach and then drill the new words using the pictures. Read out the caption for each of the pictures in tu rn , while pupils listen and look a t th e pictures. Use board sketches, m im ing and gestures to check if pupils have understood the m eaning of th e new words. Pupils take tu rn s to read out the words. Help w ith pronunciation. Go round helping. b) Ask the question “W hat do you like doing?” Pupils have to answ er using the new words. R epeat the question w ith several d iffe re n t pupils. PRACTICE 3. Read the te x t (p. 37, ex. 2) Pupils listen and read the te x t in silence. If it is necessary tra n sla te it into the m other tongue. Then read the te x t again. Ask pupils to read it too. Pupils eith e r read the te x t silently to them selves or they work on it to g eth er in pairs. Then pupils read the te x t in a chain. Ask to tra n sla te d ifficu lt sentences into the m other tongue. Go round helping. Do choral and individual repetition. A fter reading: ask pupils the questions “Does Tom go to school? W hat days does he play football? W hat does he do on Sunday and S atu rd ay ?” Pupils may also be asked to w rite answers to the questions in th e ir exercise books. Do choral and individual reading again. A sk in d iv id u als to read p a rts of th e te x t ag ain aloud. H elp w ith pronunciation and sentence rhythm especially. M onitor the activ ity and help where necessary. 4. W hat does Tom usually do? Tick and say (p. 37, ex. 2). 43
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Pair work Ask pupils to read the sentences in th e exercise and complete them w ith the tru e word com binations about Tom in the exercise 2. Tell them th a t th ey are going to agree or d isagree w ith th e w ord com binations and choose the rig h t ones. P upils read and choose correct varian ts. M onitor the activity and help where necessary. If pupils don’t understand the m eaning of some v/ords tra n sla te them into the m other tongue. 5. W ork in pairs. Ask and answ er (p. 37, ex. 4) Pair work Ask pupils to read the questions and answers in pairs. M onitor the activity and help where necessary. Do choral and individual repetition. Ask pupils to read and practice th e ir questions and answ ers fo r a few m inutes. Go round helping. One or two pairs read or act out these questions and answers. Repeat w ith a d iffe re n t pupil, b u t this tim e let pupils choose p a rtn e rs to act them out w ith. Repeat w ith several d iffe re n t pupils. T ransfer: encourage pupils to make th e ir own questions and answers too. W rite some sentences in p u p ils’ exercise books if you have enough tim e.
READING AND WRITING 6. W rite and say about yourself (p. 37, ex. 5) W rite the sentences on the board and finish them w ith d iffe re n t suitable pictures. Ask pupils to name the pictures. Pupils read the beginnings and name the pictures which they like. Then ask pupils to w rite the full sentences down in th eir exercise books. Ask some strong pupils to w rite sentences on the board too. W alk round the class and praise th e ir e ffo rts “Good! W ell done!” Extra True or False Game
Hold a flashcard facing you and tell pupils you are going to say a tru e or a false sentence. Say the tru e or false sentence about the card in your hand, e.g. hold a picture “to play basketball” and say “I like playing ten n is” . If pupils th in k you are telling the tru th , they call out “True!” If they don’t, they call out “False!” A lternatively, pupils can do one of two agreed actions. Reveal the flashcard in your hand then ask a pupil to choose a flashcard make sure th a t the other pupils can’t see it. Ask the pupil to say a tru e or false sentence about the flashcard th a t he/she has got. Continue u ntil all of the words have been practised.
ENDING THE LESSON Stick a school objects picture or some o th er pictures to the board. Ask pupils to look at it/th e m . Ask pupils to name the objects. Home work Read (p. 37, ex. 2) Further practice Use W orkbook tasks at the lesson or at home. 44
Lesson 8. ПЕРЕВІР СЕБЕ Мета: • навчальна: активізувати та закріпити вивчений лексико-граматичний матеріал, вдо сконалювати вміння та навички аудіювання, читання, письма, усного мовлення, ре агувати невербально на запитання, які потребують простих відповідей, формувати в учнів комунікативну компетенцію, закріпити прислівники способу дії та вживан ня їх у мові з опорою на текст, розвивати та удосконалювати мовленнєві компетенції; • розливальна вчити уважно стежити за презентованою інформацією, ефектив но співпрацювати під час парної та групової роботи, мотивувати готовність брати участь в іншомовному спілкуванні, мотивувати бажання до подальшого самовдос коналення у галузі оволодіння іноземною мовою, розвивати мовну здогадку; • виховна: зацікавити учнів темою уроку, привернути їхню увагу до вивченого мате ріалу, допомогти їм бути розкутими у спілкуванні, виховувати толерантне ставлен ня до однокласників, викликати в дітей бажання вчитися; вивчати іноземну мову; виховувати дисципліну, повагу до однокласників, звичку до систематичної розумо вої праці, ефективно співпрацювати під час парної та групової роботи. • Обладнання: картки за темою «Школа», «Дозвілля», плакат «На уроці англійської мови».
Хід уроку WARM-UP 1. Team Spelling Game Divide the class into two team s. One member from each team comes to the fro n t of the class. Each says a word for the pupil near the board to w rite it. Use the words from th is un it. C orrectly spelt words win a point for the team . PRESENTATION 2. Choose, tick A or В and say (p. 38, ex. 1) Ask pupils to look a t the pictures and say w hat the children are doing in the firs t and the second pictures. Pupils listen and point a t the actions. Then ask two questions “W h at do you do a t the lessons?” and “W hat do you do a fte r school?” Pupils answ er one by one. Then read the w ords, w rite them in the pu p ils’ exercise books and tick A or В at every word com bination. PRACTICE 3. Complete the sentences. Use your answers from exercise 1 (p.38, ex. 2) Ask pupils to make sentences using the words from exercise 1. Individual or pair work P upils read th e words from exercise 1 silently to them selves or they work on them together in pairs. Pupils choose suitable words and fill in gaps. Then they read the sentences aloud. If you have some tim e you can ask pupils to w rite the sentences down in th e ir exercise books. Ask some stro n g pupils to w rite sentences on the board too. Then ask pupils to read the sentences in a chain. Do choral and ind iv id u al reading again. Help w ith p ro n u n ciatio n and sentence rhythm especially. M onitor the activ ity and help where necessary. 4. a) Choose and w rite (p. 38, ex. 3) Pay the pupils’ a tte n tio n a t the words “T his/T hese — here” and “T h a t/ Those — th e re ” . Rem ember or explain again when pupils can use them . If 45
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pupils have difficulties, explain th is rule in the m other tongue draw ing the pictures “here” and “th e re ” . Read the sentences and choose the rig h t v a ria n t. If it is necessary tra n sla te the sentences into the m other tongue. b) Listen and check Listen to the rig h t sentences again. Check them up. READING AND WRITING 5. a) Read the te x t (p. 38, ex. 3) Pupils listen and read the te x t in silence. If it is necessary tra n sla te some d ifficu lt sentences into the m other tongue. Then read the te x t again. Pupils eith er read the te x t silently to them selves or they work on it to g eth er in pairs. Then pupils read the tex t in a chain. Ask to tra n sla te d ifficu lt sentences into the m other tongue. Go round helping. Do choral and individual repetition. A fter reading: ask pupils the questions “A re Tom and A nn classm ates? Do they go to school? W hen does Tom play football? How m any lessons do they have every day?” Pupils m ay also be asked to w rite answers to the questions in th e ir exercise books. Do choral and individual reading again. Ask some stu d e n ts to read p a rts of the te x t again aloud. Help w ith pronunciation and sentence rhythm especially. M onitor the activity and help where necessary, b) Answ er th e questions Pair work Ask pupils to read the questions and answ ers in pairs using the necessary inform ation from the tex t. M onitor the activ ity and help where necessary. Do choral and individual repetition. A sk pupils to read and practice th e ir questions and answ ers fo r a few m inutes. Go round helping. One or two pairs read or act out these questions and answers. R epeat w ith a d iffe re n t pupil, b u t th is tim e let pupils choose p a rtn e rs to act them out w ith. R epeat w ith several d ifferen t pupils. T ransfer: encourage pupils to make th eir own questions and answ ers too. W rite some sentences in pupils’ exercise books if you hhve enough tim e. 6. a) W hat do A nn and Dan like? Look a t the pictures and say. (p. 39, ex. 5) Ask pupils to look a t the pictures. Ask “W h at are A nn and Tom like doing?” Then ask pupils to read the sentences under the picture and complete them using the te x t of exercise 4 and the picture, b) W rite your answers Ask some strong pupils to go to the board and w rite the sentences about A nn and Tom on the board. ENDING THE LESSON Home work Read (p. 39, ex. 4) B ring a fam ily photo. A ctivity bank: Describe your school day. Further practice Use W orkbook tasks a t the lesson or a t home. 46
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Unit 3. MEET MY FAMILY
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Lesson 1. ЗНАЙОМТЕСЯ — ЦЕ МОЯ СІМ'Я! Мета: • навчальна: презентувати новий граматичний і лексичний матеріал за темою «Моя сім'я»; практикувати мовні засоби за темою «Моя сім'я»; формувати навички вжи вання нових лексичних одиниць, вдосконалювати компетенції читання, аудіювання й усного монологічного мовлення; • розвивальна: розвивати навички аудіювання, спонтанні відповіді на запитання та швидку реакцію; вчити уважно стежити за презентованою інформацією; ефективно співпрацювати під час парної та групової роботи; • виховна: виховувати уміння концентруватися, слухати інших, формувати доброзич ливу атмосферу в класі. • Обладнання: плакат та картки за темою «Сім'я», плакат «Дієслово То Ье».
Хід уроку WARM-UP 1. Rhyming Words Game P u t two or three phonics cards up around the room, saying the words for children to repeat. Ask children to stand up a t th e ir desks. Tell them you are going to call out words which rhym e w ith these words. Call out other words from the phonics lessons which rhym e w ith these words. C hildren point to the words on the wall. W ith a stro n g class, you may also ask them to repeat both words. G radually get faste r and faster. Children who point to the w rong word are out and have to sit down. Option: w ith a lim ited num ber of words, you may call out both the words on the cards and words which rhym e w ith them . PRESENTATION 2. L isten, read and learn the poem (p. 40, ex. 1) Books closed. Pre-teach; revise the word “p a re n ts” explain its m eaning fa th e r and m other are paren ts. Then revise the words “uncle” , “a u n t” and “cousins” . A sk th e pupils to open the books and look a t the pictures. Ask pupils w hat they th in k the rhym e is going to be about. Pupils answer. Read the poem. Pupils listen. Read the lines of the rhym e. Pupils listen. If necessary, help them to tra n sla te the words into th e ir own language. Pupils listen and repeat a fte r the teacher, firs t to g eth er and then individually. Ask pupils to read the rhym e chorally. Keep the rhythm . W alk around helping pupils to read correctly. Then ask pupils to read the rhym e one by one if they like. 3. Complete the dialogue w ith is, are (p. 41, ex. 2) W ork w ith the poster “The Verb to Be” or w rite down the verb to be w ith d ifferen t personal pronouns on the board. T ranslate the m eanings of the verb to be. Explain the sh o rt form s too. Ask pupils to complete the dialogue. Read the dialogue and fill in gaps. Pupils listen and repeat. 47
Ask pupils to read the dialogues. Do choral and individual repetition. PRACTICE 4. Listen and check. A ct o ut the dialogues (p. 41, ex. 3) Listen to the rig h t sentences again. Check them up. Ask pupils to read the dialogues in pairs. M onitor th e activ ity and help where necessary. Do choral and individual repetition. Ask pupils to read and practice the dialogues for a few m inutes. Go round helping. One or two pairs read or act o ut these dialogues. Repeat w ith a d iffe re n t pupil, b u t th is tim e let pupils choose p a rtn e rs to act them out w ith. Repeat w ith several d iffe re n t pupils. READING AND WRITING Extra Bingo Game Pupils make a grid of six squares. They w rite fam ily words in each square. Call out the words a t random : if pupils have a word you call out on th e ir grid, they tick it, or cross it off, or cover it w ith a small piece of paper. The firs t pupil to tick /cro ss/co v er all six words on th e ir grid calls out “Bingo!” and is the w inner. This can also be played w ith words, e.g., school subjects, days of the week, anim als, foods, toys, etc. 5. W rite down these fam ily words (p. 41, ex. 4) Ask pupils to name th e people in the fam ily pointing to th e pictu res in exercise 1. Revise the fam ily words using the flashcards: “m other”, “fa th e r” , “siste r”, “b ro th e r” , “a u n t”, “uncle” and “cousins” . Do choral and individual repetition. Draw pupils’ a tte n tio n to task of the exercise. Ask pupils to look a t the letters and w rite down the fam ily words. 6. Describe your fam ily photo (p. 41, ex. 4) Ask pupils to p u t th eir fam ily photos on the desks. Ask some of them “Is this your m o th e r/fa th e r? ” Pupils answ er using short answers, “Yes, h e/sh e is. No, he/she is n o t.” If it is too d ifficu lt, they can sim ply say “Y es/N o” . Then stick some fam ily pictures on th e board. Read the beginning of the sentences and complete them pointing to the pictures of the fam ily. Pupils listen and repeat the sentences. Pupils read and describe th eir photos using th e ir fam ily cards. One or two pairs describe them in fro n t of the board. You can help them to stick the photos to the board. ENDING THE LESSON Home work Read (p. 40, ex. 1) A ctivity bank: W rite about your fam ily. Further practice Use W orkbook tasks a t the lesson or at home. 48
Lesson 2. МОЇ ДРУЗІ Мета: • навчальна: презентувати новий граматичний і лексичний матеріал за темою «Моя сім'я»; практикувати мовні засоби за темою «Знайомство», особові займенники; • розвивальна розвивати навички аудіювання, спонтанні відповіді на запитання та швидку реакцію; вчити уважно стежити за презентованою інформацією; ефективно співпрацювати під час парної та групової роботи; • виховна: виховувати уміння концентруватися, слухати інших, формувати доброзич ливу атмосферу в класі. • Обладнання: плакат та картки за темою «Сім'я», плакат «Дієслово їо Ье».
Хід уроку WARM-UP 1.
Learn a poem One, two, three. Let me see. I like coffee and you like tea. One, two, three. Now I see F ath er likes coffee A nd m other likes tea.
Ask questions “W ho likes coffee? W ho likes tea ? ” PRESENTATION 2. Read (p. 42, ex. 1) Before reading: pre-teach the word “Colchester” . Drill the new word two or three tim es. Pupils listen and repeat it. Explain the m eaning of the word. Then read the tex t. Ask pupils to read it too. Pupils eith er read the te x t silently to them selves or they work on it together in pairs. Then pupils read the te x t in a chain. Ask to tra n sla te d iffic u lt sentences into the m other tongue. Go round helping. A fte r reading: ask pupils th e questions “W h a t co u n try is Ja n e from ? W here do they live? W here does her fa th e r/m o th e r work? Has she got a pet? W hat is th e p e t’s nam e?” Do choral and individual reading again. A sk s tu d e n ts to rea d p a rts of th e te x t ag a in aloud. H elp w ith pronunciation and sentence rhythm especially. M onitor the activity and help where necessary. PRACTICE 3.
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Agree or disagree (p. 42, ex. 2) Pair work Ask pupils to read th e sentences in th e exercise and answ er “T ru e ” or “False” about the Tam e’s fam ily in the exercise 1. Tell them th a t they are going to agree or disagree w ith the sentences. Pupils read and choose the correct sentences. M onitor the activity and help where necessary. If pupils don’t understand the m eaning of some words tra n sla te them into the m other tongue.
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4. Answ er the questions (p. 43, ex. 3) Pair work Ask pupils to read the questions and answ ers in pairs. M onitor the activity and help where necessary. Do choral and individual repetition. Ask pupils to read and p ractise th e ir questions and answ ers fo r a few m inutes. Go round helping. One or two pairs read or act out these questions and answers. R epeat w ith a d iffe re n t pupil, b u t th is tim e let pupils choose p a rtn e rs to act them out w ith. Repeat w ith several d iffe re n t pupils. T ransfer: encourage pupils to make th e ir own questions and answ ers too. W rite some sentences in pupils’ exercise books if you have enough tim e. READING AND WRITING 5. Ask and answ er (p. 43, ex. 4) Ask pupils to complete the sentences using the real facts about them selves. Pair work Pupils read the questions and answ er them together in pairs. If it is necessary tra n sla te the sentences into m other tongue. Then th ey com plete th e sentences aloud using th e p ictu res of th e ir fam ilies. Ask pupils to read th e sentences in a chain. Ask to tra n s la te d iffic u lt sentences into the m other tongue. Go round helping. You can ask pupils to w rite the sentences down. Do choral and in dividual read in g again. Help w ith p ro n u n ciatio n and sentence rh y th m especially. M onitor the activity and help w here necessary. If you have some tim e you can ask pupils to w rite the sentences down in th e ir exercise books. Ask some strong pupils to w rite sentences on the board too. Extra Read My Lips Game Move your lips or w hisper fam iliar words or phrases. Children concentrate on your m outh m ovem ents and repeat w hat you say. 6. W rite about your fam ily (p. 43, ex. 4) Pupils listen to your story about your fam ily. Describe your fam ily using th e photos and the beginnings of the sentences. Ask pupils to tell you about th eir fam ilies. P upils stick the photos on the board. Ask them to read the sentences of the exercise and complete them . Help or correct them if they have difficulties. ENDING THE LESSON Home work R e a d ( p .4 2 ,e x . 1) A ctivity bank: Describe your frie n d ’s fam ily. Further practice Use W orkbook tasks a t the lesson or at home.
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Lesson 3. МОЯ РОДИНА
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Мета: • навчальна: презентувати новий лексичний матеріал за темою «Я, моя сім'я та дру зі», практикувати мовні засоби за темою «Я, моя сім'я та друзі», формувати навич ки вживання лексичних одиниць, вдосконалювати компетенції читання, аудіювання й усного монологічного мовлення; • розвивальна: вчити уважно стежити за презентованою інформацією, ефектив но співпрацювати під час парної та групової роботи, мотивувати готовність брати участь в іншомовному спілкуванні, розвивати різні типи пам'яті — слухову, зорову, увагу, уяву, учити працювати у парі, логічно висловлювати думку; • виховна: виховувати уміння концентруватися, слухати інших, формувати доброзич ливу атмосферу в класі. • Обладнання: картки за темою «Сім'я», плакат «Дієслово Ю Ье».
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Хід уроку WARM-UP 1. Circle Guessing Game C hildren sit in a circle. One child sits in the m iddle holding a flashcard or vocabulary card so the others can’t see. C hildren take tu rn s to guess w hat the child has. The child who guesses correctly has the next tu rn . PRESENTATION 2. Look and say (p. 44, ex. 1) Look a t the pictures of the fam ily. Read th e ir names. Before reading: ask some questions about th is fam ily “W h at is the boy’s name? Has he got sisters? Has he got cousins? W hat is her nam e?” Drill the pronunciation of th e fam ily words. P oint out the form and m eaning of th e possessive sin g u lar “ ’s”, giving several examples of pupils’ own possessions in th e classroom , “This is M ax’s desk. This is A nn’s desk.” W rite several examples on the board and show how the “’s” is added to th e end of proper nam es or nouns to indicate ow nership, i.e., “th e desk of M ary/G eorge”. W rite some examples from the tex t: K ate’s m other, K ate and P a u l’s au n t. A sk pupils to make some o ther exam ples too. Then read the sentences about th is fam ily tree using the p a tte rn . If you have got some tim e you can w rite the sentences into th e ir exercise books. Extra S tick th e fam ily cards to th e board. Revise fam ily w ords u sin g the flashcards: m other, fath e r, d aughter, and son. P oint to the flashcards so th a t the whole class can see it. If necessary, walk round the room and show them to the pupils. Pronounce every word clearly. Do choral and individual repetition. Follow the same procedure th ree or fo u r tim es. W rite th e w ords and stick the fla sh c ard s u n d e r th e w ords. A sk the pupils to say the lette rs of the words. Draw the p u p ils’ a tte n tio n to the word “d a u g h te r” . W hen you have practiced these fo u r words thoroughly, teach the o ther fo u r words: au n t, uncle, nephew, niece and cousin. Use the flashcards and follow the same procedure. PRACTICE 3. Ask and answ er (p. 44, ex. 2) Pair work Ask pupils to read the questions and answers in pairs about K ate’s fam ily. 51
M onitor the activity and help w here necessary. Do choral and individual repetition. Ask pupils to make th e ir own exam ples and practice th e ir questions and answ ers for a few m inutes. Go round helping. One or two pairs read or act out the dialogues. Repeat w ith a d iffe re n t pupil, b u t th is tim e let pupils choose p a rtn e rs to act them out w ith. Repeat w ith several d iffe re n t pupils. T ransfer: encourage pupils to make th e ir own questions and answ ers too. W rite some sentences in pupils’ exercise books if you have enough tim e. 4. L isten to th e te x t (p. 44, ex. 3) Books open. Ask pupils to look a t the picture. Before listening: Ask questions about the picture “W ho are in the picture? How m any children are there in the fam ily? Are the children young or old?” etc. Ask pupils to listen to th e te x t and po in t. Help pupils to id en tify th e ch aracters in th e story. Listen to the te x t two or three tim es. READING AND WRITING 5. A gree or disagree (p. 44, ex. 3) Pair work Ask pupils to read th e sentences in th e exercise and answ er “T ru e” or “False” about D an’s fam ily. Tell them th a t they are going to agree or disagree w ith the sentences. Pupils read and choose the correct sentences. M onitor th e activity and help w here necessary. If pupils don’t u n derstand th e m eaning of some words tra n sla te them into the m other tongue. If you have enough tim e w rite the sentences and “T rue” or “False” answers into pupils’ exercise books. 6. Complete the sentences (p. 45, ex. 5) Ask pupils to make sentences. Pair work P upils read th e sentences silen tly to them selves or they w ork on them together in pairs. Pupils choose suitable words about D an’s fam ily and fill in gaps. Then they read the sentences aloud. If you have some tim e you can ask pupils to w rite the sentences down in th eir exercise books. Ask some strong pupils to w rite sentences on the board too. Then ask pupils to read th e sentences in a chain. A sk weak pupils to tra n sla te some sentences into the m other tongue. Go round helping. You can ask pupils to w rite the sentences down. Do choral and ind iv id u al read in g again. Help w ith p ro n u n ciatio n and sentence rh y th m especially. M onitor the activity and help where necessary. ENDING THE LESSON 7. Hangman Game Home work R ead(p. 4 5 ,e x .4) A ctivity bank: Describe your fam ily tree. Further practice U se W o rk b o o k ta s k s a t th e le sso n o r a t h o m e. 52
Lesson 4. СКІЛЬКИ ТОБІ РОКІВ?
Дата
Мета: • навчальна: закріпити новий граматичний і лексичний матеріал за темою «Я, моя сім'я та друзі»; практикувати мовні засоби за темою «Я, моя сім'я та друзі», форму вати навички вживання нових лексичних одиниць, вдосконалювати компетенції чи тання, аудіювання й усного монологічного мовлення; • розвивальна: вчити уважно стежити за презентованою інформацією, ефектив но співпрацювати під час парної та групової роботи, мотивувати готовність брати участь в іншомовному спілкуванні, розвивати різні типи пам'яті — слухову, зорову, увагу, уяву, учити працювати у парі, логічно висловлювати думку; • виховна: виховувати уміння концентруватися, слухати інших, формувати доброзич ливу атмосферу в класі. • Обладнання: картки за темою «Сім'я», плакат «Числівники».
Клас
Хід уроку WARM-UP 1. Rhyming Words Game P u t two or th ree phonics cards up around th e room, saying the words for children to repeat. Ask children to stand up a t th e ir desks. Tell them you are going to call out words which rhym e w ith these words. Call out o th er words from the phonics lessons which rhym e w ith these words. C hildren point to the words on the wall. W ith a strong class, you may also ask them to repeat both words. G radually get fa ste r and faster. C hildren who point to the wrong word are out and have to sit down. PRESENTATION 2. Listen and repeat (p. 46, ex. 1) Revise num bers 1 -3 0 by playing a num ber game. W rite num bers on the board. Divide the class into two team s and give a p u pil from each team a piece of chalk. Say a num ber. The firs t pupil to ru n to the board and draw a circle round the correct num ber wins a point for th e ir team . Read the num bers. Clap a num ber of tim es and ask the class to call out the num ber. W rite the words one, ten and tw enty up to one hundred random ly on the board. Ask individual pupils to come and draw num bers beside the words. Do choral and individual repetition of num bers 10-100. PRACTICE 3. Listen and talk w ith your frien d (p. 46, ex. 2) Read the inform ation about the mem bers of the fam ily in boxes. Read the dialogue. Pupils listen and read too. If pupils don’t u n derstand the m eaning of the words tra n sla te them into the m other tongue. Read the dialogue again. Read every sentence dram atically and tell pupils to repeat a fte r you. Ask pupils to read and practice the dialogue for a few m inutes. Go round helping. Then ask pupils to make up th eir own dialogues using th e necessary in fo r m ation from the boxes. Repeat w ith several d iffe re n t pupils. 53
Pupils read and practice th e ir dialogues in groups. One or two pairs act out the dialogue. W rite another dialogue on the board changing the m ain words from the d i alogue and underlining them . READING AND WRITING 4. Look, ask and answ er (p. 47, ex. 3) Pair work Ask pupils to read the questions and answers in pairs about D an’s fam ily. M onitor th e activ ity and help w here necessary. Do choral and individual repetition. Ask pupils to make th e ir own exam ples and practice th e ir questions and an swers for a few m inutes. Go round helping. One or two pairs read or act out the dialogues. Repeat w ith a d iffe re n t pupil, b u t th is tim e let pupils choose p artn ers to act them out w ith. Repeat w ith several d iffe re n t pupils. T ransfer: encourage pupils to make th eir own questions and answ ers about th e ir own fam ilies too. W rite some sentences in pupils’ exercise books if you have enough tim e. Extra Bingo Game Pupils make a grid of six squares. They w rite num bers 35, 34, 72, 11, 75, 21 in each square. Call out num bers a t random : if pupils have the num ber you call out on th e ir grid, they tick it, or cross it off, or cover it w ith a small piece of paper. The firs t pupil to tick /cro ss/co v er all six num bers on th e ir grid calls out “Bingo!” and is the w inner. 5. Choose and say (p. 47, ex. 4) Ask pupils to look a t the table. Read the num bers in the firs t colomn. Then read th ree v a ria n ts to every num ber and m atch the num ber w ith the correct word. Ask pupils to open the exercise books and w rite down the num ber and the word, e.g. 20 — tw enty. Then check up the answers. Ask pupils to read the num bers and w rite down the words on the board. 6. Read, choose and w rite (p. 47, ex. 5) Pair work Ask pupils to read the dialogue and choose the correct words. M onitor th e activity and help w here necessary. Do choral and individual repetition of the sentences. Go round helping. One or two pairs read or act out the dialogues. Repeat w ith a d iffe re n t pupil, b u t th is tim e let pupils choose p artn ers to act them out w ith. Repeat w ith several d iffe re n t pupils. Ask pupils to w rite down the correct sentences. If you have got enough tim e ask pupils to w rite down the whole dialogue. ENDING THE LESSON Home work Read (p. 47, ex. 5) Further practice U se W o rk b o o k ta s k s a t th e le sso n o r a t h o m e. 54
Lesson 5. ПРОФЕСІЇ Мета: • навчальна: презентувати новий граматичний і лексичний матеріал за темою «Я, моя сім'я та друзі», практикувати мовні засоби за темою «Я, моя сім'я та друзі», фор мувати навички вживання нових лексичних одиниць, вдосконалювати компетенції читання, аудіювання й усного монологічного мовлення; • розвивальна: вчити уважно стежити за презентованою інформацією, ефектив но співпрацювати під час парної та групової роботи, мотивувати готовність брати участь в іншомовному спілкуванні, розвивати різні типи пам'яті — слухову, зорову, увагу, уяву, учити працювати у парі, логічно висловлювати думку; • виховна: виховувати уміння концентруватися, слухати інших, формувати доброзич ливу атмосферу в класі. • Обладнання: картки за темою «Я, моя сім'я та друзі», «Професії».
Хід уроку WARM-UP 1. Number Activity Game W rite num bers on the board. Divide th e class in to two team s and give a pupil from each team a piece of chalk. Say the num ber. The f irs t pupil to ru n to th e board and draw a circle round th e correct num ber wins a point fo r th eir team . This game can also be played w ith words or w ith letters of the alphabet. PRESENTATION 2. Listen and say (p. 48, ex. 1) Tell pupils to look a t the pictures. Ask them in the m other tongue if they know w hat these people’s jobs are. Then read the sentences while pupils listen and read silently. P upils read the sentences again silently. W rite the words on the board and ask pupils if they can work out the m eaning of them : teach, sick, bus, bus driv er. Explain the m eaning of these words th ro u g h th e pictures, and w ith the help of tra n sla tio n if necessary. Do choral and individual repetitions of the jobs: teacher, doctor, farm er, bus driver. Talk about th e d iffe re n t jobs in the m other tongue. W ould any pupils like to do th e jobs shown here when they grow up? Or are there o ther jobs they would like to do? PRACTICE 3. Ask and answ er (p. 48, ex. 2) Pair work P upils read the questions and the answ ers using the words from the te x t in exercise 1. Then they take tu rn s to ask and answ er in th e same way using the p a tte rn and the p ictures again. Pupils act out the dialogue in pairs using the job words and the words from the box. One or two p a irs act out th e dialogue, and so on. R epeat w ith several d iffe re n t pupils. 4. a) Listen and say (p. 48, ex. 3) Tell pupils to look a t the picture. Ask them in the m other tongue if they know w hat th is person’s job is. Then read the dialogue while pupils listen and read silently. Pupils read the sentences again silently. 55
Дата
Клас
W rite th e words on th e board and ask pupils if they can work out the m eaning of them : baker, m ake bread. E xplain th e m eaning of these words th ro u g h the pictures, and w ith the help of tra n sla tio n if it is necessary. Do choral and individual repetitions b) Make up your dialogues about o th er jobs Stick some pictures of people’s professions: teacher, doctor, farm er and tax i driver. Ask pupils to make up dialogues using the pictures and the p attern s. READING AND WRITING 5. Talk w ith your friend (p. 48, ex. 4) Ask pupils to look a t the p icture. Revise the professions and point to the pictures. Ask pupils to read th e example: th e question and th e answ er. P upils read th e m ain words about d iffe re n t professions. Tell them th a t they are going to make up a question and give th e answ er about every profession using th e p ictures and the m ain inform ation about th is profession. Extra The silent dictation Hold up a picture of a job (or a real photo). Pupils w rite down the words in th e ir copy books. Ask two or three pupils to w rite the words on the board. Check the words. 6. C orrect and w rite (p. 48, ex. 5) Pupils read the sentences and correct th e m istakes. Then ask pupils to w rite the correct sentences on th e board. ENDING THE LESSON Bingo Game Pupils make a grid of six squares. They w rite a num ber in each square. Call out num bers a t random : if pupils have the num ber you call out on th eir grid, they tick it, or cross it off, or cover it w ith a small piece of paper. The f irs t pupil to tick /cro ss/co v er all six num bers on th e ir grid calls out “Bingo!” and is the w inner. This can also be played w ith words, e.g., professions, school subjects, days of the week, anim als, foods, toys, etc. Home work Read (p. 48, ex. 1) A ctivity bank: Describe your p a re n ts’ professions. Draw or stick pictures. Further practice Use W orkbook tasks a t the lesson or a t home.
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Lesson 6. ДЖЕК — НАГЛЯДАЧ У ЗООПАРКУ
Д ата
Мета: • навчальна: активізувати та практикувати вивчений лексико-граматичний матеріал за темою «Я, моя сім'я і друзі»; формувати навички вживання вивчених та засвоєних лек сичних одиниць, повторити структури визначення часу, вдосконалювати компетенції читання, аудіювання й усного монологічного мовлення; формувати навички вживан ня нових лексичних одиниць та граматичних структур у діалогічному мовленні; • розвивальна: розвивати навички аудіювання, спонтанні відповіді на запитання та швидку реакцію; вчити уважно стежити за презентованою інформацією; ефективно співпрацювати під час парної та групової роботи; • виховна: виховувати уміння концентруватися, слухати інших, формувати доброзич ливу атмосферу в класі. • Обладнання: картки за темою «Сім'я», «Професії», «Час. Годинник», плакат «Дієсло во to be».
Клас
Хід уроку
WARM-UP 1. Spelling Shark Game This is a version of the traditional “Hangm an” game. Briefly explain the rules to the class. You can play the game to revise the vocabulary needed for the lesson. Think about any word, e.g., “anim al” . Don’t say it out loud. Draw a “c liff” line down from the end of the bottom row. A t th e bottom of th e “c liff” draw a sh a rk and th e sea. D raw two dashes fo r th e le tte rs in a sp o rt a c tiv ity , “__ і _____” . Pupils take tu rn s to guess one le tte r in the sport activity. If th a t le tte r is in the word, w rite it in the appropriate blank on top row. If it is not in the word, draw a little “stick fig u re ” sta rtin g to walk along the bottom row of blanks tow ards th e edge of th e cliff. Pupils have to guess all the lette rs correctly before the stick fig u re falls over the cliff and into th e sh a rk ’s jaws. PRESENTATION 2. Listen and read (p. 50, ex. 1) Tell pupils to look a t the pictures. Say pupils they are going to read some sentences about Jack. Ask pupils “W h at is Ja c k ’s profession? W here does Jack w ork?” ask other questions. Read th e sentences. P upils listen and read in silence. Pair work P upils read the sentences in pairs and point to the rig h t p icture. Go round helping pupils. A fter reading: ask questions about the details of the pictu re “W h at does Ja ck do a t the zoo? W hen does Ja ck feed anim als? W h at do pupils th in k a zookeeper does each day?” Ask pupils to read the sentences one by one again. Talk to the class about J a c k ’s day. W hich p a rts of his job do pupils th in k Jack likes th e m ost? W h at p a rts do they th in k he likes the least? W ould any of the pupils like to be a zookeeper when they grow up? PRACTICE 3. Ask and answ er (p. 50, ex. 2) Pair work Pupils in pairs take tu rn s to ask and answ er th e same question “Does Jack drive to the Zoo?” Pupils in pairs read and practice the dialogue. One or two pairs act out the dialogue in fro n t of the pupils. Extra Flashcard Circle Game Do th is activity if you are able to form a circle in your classroom . 57
Give a pupil one of the flashcards “Jobs” you are studying and ask h im /h er to say the word, th en pass the card on. Each pupil says the word as h e/sh e receives the card. A fter a few pupils have said the firs t word, introduce a second flashcard. G radually introduce all of th e flashcards so th a t they are going around in a circle or along the line. Shout “Stop!” a t any point and ask the pupils holding each of th e cards to hold them up and say the words. READING AND WRITING 4. Complete, point and say (p. 51, ex. 3) Ask pupils to close the books and w rite these tim es on th e board: ten o’clock, eleven o’clock, eight o’clock, nine o’clock, etc. Ask pupils if they can rem em ber w hat Jack does a t these tim es each day. Ask individual pupils to come and w rite sentences beside the appropriate tim es on the board. W hen all the tim es have a sentence w ritten beside them , ask pupils to open th e ir books. Read the sentences aloud to the class, so pupils can check if they were rig h t. Extra Bingo Game Pupils make a g rid of six squares. They w rite tim e in each square. Call out tim e a t random : if pupils have the tim e you call out on th e ir grid, they tick it, or cross it off, or cover it w ith a small piece of paper. The f ir s t pupil to tic k / cross/cover all six num bers on th e ir grid calls out “Bingo!” and is th e w inner. This can also be played w ith words, e.g., school subjects, days of the week, anim als, foods, toys, etc. 5. Listen and repeat. Talk w ith your friends, (p. 51, ex. 3) Books open. Teach and th en d rill th e new word com binations using the p a tte rn in the box: “I like cooking” . Read the p a tte rn two or th ree tim es. Use b o ard sketches, m im ing and g e stu re s to check if pu p ils have understood the m eaning of the new word com binations. Pupils take tu rn s to read out the dialogue. Help w ith pronunciation. Go round helping. Repeat the dialogue w ith several d iffe re n t pupils. Then ask pupils to make sim ilar dialogues using the p a tte rn . W rite down the second dialogue on the board. A sk pupils to read it. Then ask one or two p a irs to act th e second dialogue. Do the same procedure w ith the other dialogues. 6. W rite 5 questions to Jack (p. 51, ex. 5) Ask pupils to look a t th e p icture. Then ask some questions about Jack, “W here does he work? W hat does he do at the Zoo? W hen does he go home?” etc. Then ask pupils to im agine th a t they are going to ask th e same questions to Jack. Rem ember th a t they m ust change “does” into “do” in questions. ENDING THE LESSON 7. Silent dictation Hold up a picture of a job (or a real photo of a job). Pupils w rite down th e word in th e ir copy books. Ask two or th ree pupils to w rite th e words on the board. Check th e words. Home work Read (p. 50, ex. 1) A ctivity bank: Describe your p a re n ts’ jobs. Further practice U se W o rk b o o k ta s k s a t th e le sso n o r a t ho m e. 58
Lesson 7. КИМ ПРАЦЮЮТЬ ТВОЇ БАТЬКИ?
Клас
Мета: • навчальна: закріпити граматичний і лексичний матеріал за темою «Я, моя сім'я та друзі», «Професії», практикувати мовні засоби за темою «Я, моя сім'я та друзі», фор мувати навички вживання нових лексичних одиниць, вдосконалювати компетенції читання, аудіювання й усного монологічного мовлення; • розвивальна: вчити уважно стежити за презентованою інформацією, ефектив но співпрацювати під час парної та групової роботи, мотивувати готовність брати участь в іншомовному спілкуванні, розвивати різні типи пам'яті — слухову, зорову, увагу, уяву, учити працювати у парі, логічно висловлювати думку; • виховна: виховувати уміння концентруватися, слухати інших, формувати доброзич ливу атмосферу в класі. • Обладнання: плакат та картки за темою «Сім'я», «Професії».
Хід уроку WARM-UP 1. Revise jobs by doing a picture dictation. Stick 6 -8 pictures on th e board and num ber them . Call out a num ber, and tell pupils to w rite down the jobs th a t person is doing. For example, you say num ber 3 and pupils w rite “zoo-keeper”. PRESENTATION 2. Listen, point and say (p. 52, ex. 1) Before reading: tell pupils to look a t th e pictures. Ask them in the m other tongue if they know w hat these people’s jobs are. Tell pupils to look a t the pictures. Call out the num ber and ask pupils to say w hat the person’s job is, e.g. you say “num ber 2” and pupils reply “doctor” . Do the procedure w ith all pictures. Then ask pupils to read an example about the f ir s t job. Ask pupils to describe the second picture, “N um ber 2 is a doctor. She helps people.” Use the p a tte rn from exercise 4, page 51. Then describe other jobs, “N um ber 3 is a teacher. She teaches children. N um ber 4 is a cook. He cooks. N um ber 5 is a driver. He drives a c a r.” If you have enough tim e, ask pupils to w rite down the sentences on the board and in pupils’ exercise books. Then read th e sentences again while pupils listen and read silently. Do choral and individual repetitions of the jobs. Talk about th e d iffe re n t jobs in the m other tongue. W ould any pupils like to do the jobs shown here when they grow up? Or are th ere other jobs they would like to do? PRACTICE 3. a) Read and act out the dialogue, (p. 52, ex. 2) Read the dialogue. P upils listen and read. Stop reading a fte r each section of the dialogue and ask questions “W hat is Dad’s job? Does he drive a bus? Does he like his job?” Pair work Pupils read the dialogue. Then they take tu rn s to ask and answ er in the same way, using the p a tte rn and the pictures from exercise 1. Pupils act out the dialogue in pairs using the job words. One or two pairs act out the dialogue, and so on. Repeat w ith several d ifferen t pupils, b) Ask and answer Pair work Pupils read the questions and give th e ir own answers. 59
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Then they take tu rn s to ask and answ er in th e same way using th e p a tte rn . P upils act out the dialogues in pairs using the job words. One or two pairs act out the dialogue'and so on. Repeat w ith several d iffe re n t pupils. Read the dialogues. P upils practice the dialogue in pairs. Ask pupils to act them out. Repeat w ith a different pupil, but this time let pupils choose partners to act them out with. Repeat with several different pupils. 4. Look and say (p. 53, ex. 3) Look a t the pictures. Read th e sentences. Pay pupils’ a tte n tio n to adverbs of frequency and tim e expressions w ith the present simple. Drill the pronunciation of adverbs of frequency and tim e expressions w ith the present simple. Ask pupils to make some other examples too using th e pictures. Then read the sentences. If you have got some tim e they can w rite the sentences into th e ir exercise books. Extra S tick th e fam ily cards to th e board. Revise fam ily w ords u sin g the flashcards: m other, fath e r, d aughter, and son. P oint to the flashcards so th a t the whole class can see it. If necessary, walk round the room and show them to th e pupils. Pronounce every word clearly. Do choral and individual repetition. Follow the same procedure three or fo u r tim es. W rite the words and stick the flashcards under the words. Ask the pupils to say the letters of the words. Draw the pupils’ attention to the word “daug hter” . W hen you have practiced these fo u r words thoroughly, teach th e other fo u r words: au n t, uncle, nephew, niece and cousin. Use th e flashcards and follow the same procedure. READING AND WRITING 5. Play a game. Mime a profession. Let your friend guess w hat it is. (p. 53, ex. 4) Ask pupils to look a t the picture and read the dialogue. Explain pupils they are going to play a game “Guess my profession.” Mime cooking food e.g. a cake or doing an action e.g. dance. Children guess w hat you’re doing and call out the name. Repeat the procedure and, if appropriate, invite children to take tu rn s to come and stand by you and mime to the rest of the class. Then w rite the professions on the board. 6. W rite about your parents. S ta rt like th is (p. 53, ex. 5) Read the te x t. Pupils listen and repeat a fte r you. Then ask pupils to w rite th eir own v a ria n ts about th e ir parents. Go round helping. ENDING THE LESSON Picture Activity Game Use pictures to play a m atching game. Draw job pictures on the board, or stick pictures cut from m agazines or new spapers to th e board. W rite the words a t the o ther end of the board. P upils m atch pictures and words by draw ing a line, e.g., from the picture of a doctor to the word “doctor” . Home work Read (p. 52, ex. 2) A ctivity bank: W rite about your p arents and th e ir professions. Further practice Use W orkbook tasks a t the lesson or a t home. 60
Lesson 8. ПЕРЕВІР СЕБЕ Мета: • навчальна: активізувати та закріпити вивчений лексико-граматичний матеріал, вдо сконалювати вміння та навички аудіювання, читання, письма, усного мовлення, ре агувати невербально на запитання, які потребують простих відповідей, формувати в учнів комунікативну компетенцію, закріпити прислівники способу дії та вживан ня їх у мові з опорою на текст, розвивати й удосконалювати мовленнєві компетенції; • розвивальна: вчити уважно стежити за презентованою інформацією, ефектив но співпрацювати під час парної та групової роботи, мотивувати готовність брати участь в іншомовному спілкуванні, мотивувати бажання до подальшого самовдос коналення у галузі володіння іноземною мовою, розвивати мовну здогадку; • виховна: зацікавити учнів темою уроку, привернути їхню увагу до вивченого мате ріалу, допомогти їм бути розкутими у спілкуванні, виховувати толерантне ставлен ня до однокласників, викликати в дітей бажання вчитися; вивчати іноземну мову; виховувати дисципліну, повагу до однокласників, звичку до систематичної розумо вої праці, ефективно співпрацювати під час парної та групової роботи. • Обладнання: таблиці «Дієслово іо Ье», картки та плакати до теми «Моя сім'я».
Хід уроку WARM-UP 1. Play “W ind the Bobbin U p” using th e m ovem ents or com m ands, e.g., “sit down” , “touch your head” . 2. Rhyming Words Game P u t two or th ree phonics cards up around the room, saying the words for children to repeat. Ask children to stand up a t th eir desks. Tell them you are going to call out words which rhym e w ith these words. Call out o th er words from th e phonics lessons which rhym e w ith these words. C hildren point to the words on the wall. W ith a strong class, you m ay also ask them to repeat both words. G radually get fa ste r and faste r. Children who point to the wrong word are out and have to sit down. Option: w ith a lim ited num ber of words, you may call out both the words on the cards and words which rhym e w ith them . PRESENTATION 3. Fill in as in the exam ple (p. 54, ex. 1) Tell pupils they are going to change the subject pronouns into possessive pronouns. Stick the table and read the pronouns in pairs. I It — its — my — your You We — our He — his You — your She — her They — th eir Read th e example. Pupils repeat and point to the necessary pronouns. Read the sentences and change th e pronouns in the brackets using the table. Ask pupils to open th e exercise books and w rite down the sentences. PRACTICE 4. Change the sentences as in the example (p. 54, ex. 2) Tell pupils they are going to change the sentences in singular into plural. Revise dem onstrative pronouns “th is ” and “th a t” into “these” and “those”. 61
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Revise the verb “to be” . Rem ember or explain again when pupils can use them . If pupils have d ifficulties, explain th is rule in th e m other tongue. Read th e sentences in singular and change the necessary words into plural. READING AND WRITING 5. Read and guess the jobs. W rite (p. 54, ex. 3) Pupils read the tex ts in silence. If it is necessary tra n sla te them into the m other tongue. Then read th e te x ts again. P u p ils e ith e r read th e te x ts sile n tly to them selves or they work on them to g eth er in pairs. Check up the endings of every te x t. Go round helping. Do choral and individual repetition. A fter reading: ask pupils the questions “W h at is Tom’s fa th e r’s job? W hat is A n n ’s m o th er’s job? W hat is D an’s fa th e r’s job?” Pupils m ay also be asked to w rite answ ers to the questions in th e ir exercise books. Do choral and individual reading again. Ask stu d en ts to read p a rts of the te x t again aloud. Help w ith pronunciation and sentence rh y th m especially. M onitor the a ctiv ity and help where necessary. 6. Choose and answ er (p. 55, ex. 4) Pair work Ask pupils to read th e questions and choose the answ ers in pairs. M onitor the activ ity and help where necessary. Do choral and individual repetition. Ask pupils to read and p ractice th e ir questions and answ ers fo r a few m inutes. Go round helping. One or two pairs read or act out these questions and answers. Repeat w ith a d iffe re n t pupil, b u t th is tim e let pupils choose p a rtn e rs to act them out w ith. Repeat w ith several d iffe re n t pupils. T ransfer: encourage pupils to make th e ir own questions and answ ers too. W rite some sentences in pupils’ exercise books if you have enough tim e. 7. a) Speak about some professions. W hy are they im portant? W rite down a table about d iffe re n t professions. Ask pupils to read and make sentences about professions. A teacher teaches children. A doctor feeds the anim als and grows vegetables. A farm er helps sick people. A baker drives a bus or a taxi, A d riv er cooks bread. b) P roject work. Make a poster about professions you like. Group work Give pupils a lot of p ictu res of d iffe re n t professions. P u p ils choose professions they like and stick them on a sheet of paper. Then ask to describe the pictu res using d iffe re n t inform ation from the lessons. M onitor the activity and help w here necessary. ENDING THE LESSON Home work Read (p. 5 4 ,e x .3) Further practice Use W orkbook tasks a t the lesson or a t home. 62
Unit 4. APPEARANCE
Дата
Клас
Lesson 1. МОЄ ОБЛИЧЧЯ Мета: • навчальна: ознайомити з новими лексичними одиницями, активізувати уже вивче ний лексико-граматичний матеріал, розвивати вміння та навички читання, письма, усного мовлення; • розвивальна: розвивати логічне мислення, увагу та зорову пам'ять, спостережли вість, удосконалювати фонетику та артикуляцію звуків, розвивати усні комунікатив ні уміння з опорою на наочність; • виховна: виховувати зацікавленість у розширенні своїх знань, загальну культуру учнів. • Обладнання: таблиця за темою «Зовнішність», лялька.
Хід уроку
WARM-UP 1. Play one or two rounds of the Spelling Shark w ith any new words from the previous u n it, especially the jobs. PRESENTATION 2. a) Listen and repeat (p. 56, ex. 1) Read and th en drill the new words shown in the picture of a girl: “Touch your own hair, eye, nose”, etc. as the pupils listen and repeat. Ask “W h a t’s th is ? ” as you point a t the p a rts of the face. Pupils answer. Pupils take tu rn s to read o ut the words for the p a rts of the face. Help w ith pronunciation. Use the doll pointing to the p arts of the face. b) P oint and say (p. 56, ex. 2) Pupils take tu rn s to point a t the p a rts of the face. Revise dem onstrative pronouns “th is ” and “th a t” , “th ese” and “th o se” . Revise the verb “to be”. Rem ember or explain again when pupils can use these words. If pupils have difficulties, explain th is rule in the m other tongue. Help w ith pronunciation, sin g u lar and plural. P oint out th a t the word “eye” refers to one eye and th a t the word “eyes” refers to both eyes together. Do the same procedure w ith the other parts of the face. Extra Odd One Out Game Stick the poster “My A ppearance” on the board. Say groups of three or four words, including one which is not on the poster. C hildren listen and id en tify the word th a t isn ’t on the poster. In pairs children then prepare a group of words based on the poster in the same way. They take tu rn s to say th e ir words to the class and identify the odd one out. PRACTICE 3. Read and act o ut (p. 56, ex. 2) Ask the pupils to look a t the picture. Then ask the questions: “W ho can you see? W hat do the girls have?” Read the dialogue. Pupils listen and point a t the doll. Ask the question “W ho has got a doll?” pupils answer. In pairs pupils read and practice the dialogue. A ct out the dialogue. Repeat w ith d ifferen t pupils, b u t th is tim e let the pupils choose a p a rtn e r to act it out w ith.
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Repeat w ith several d iffe re n t pupils. Ask th e pupils to im itate the sounds and mime the actions. Help or correct the pupils if they have difficulties. READING AND WRITING 4. Read (p. 57, ex. 3) Pupils listen and read the te x t in silence and point a t a teddy b e a r’s p a rts of the face. Read the te x t again. Pupils eith er read the tex t silently to them selves or they work on it together in pairs. Then pupils read th e te x t in a chain. Ask to tra n sla te d iffic u lt sentences into the m other tongue. Go round helping. Do choral and individual repetition. A fter reading: ask pupils the questions “W hat colour are the eyes? Is the ted d y ’s nose w hite? W hat colour is th e teddy? How m any ears has the teddy got?” P upils m ay also be asked to w rite answ ers to the questions in th e ir exercise books. Do choral and individual reading again. Ask individuals to read p a rts of the te x t again aloud. Help w ith pronunciation and sentence rhythm especially. M onitor the activ ity and help where necessary. 5. A gree or disagree (p. 57, ex. 4) Pair work Ask pupils to read th e sentences in th e exercise and answ er “T ru e” or “False” about Tom’s teddy bear in the exercise 3. Tell them th a t th ey are going to agree or disagree w ith th e sentences. Pupils read and choose the correct sentences. M onitor the activity and help w here necessary. If pupils don’t u n derstand the m eaning of some words tra n sla te them into the m other tongue. Extra Stop Game Divide the class into team s. Describe the poster “My A ppearance” orally deliberately including some in co rrect inform ation. C hildren listen and call out “Stop!” when they hear a m istake. If they are rig h t, th e ir team scores one point; if they can correct the m istake they score an e x tra point. 6. Choose and w rite. Describe your toy (p. 57, ex. 5) Ask pupils to look a t the pictures. Ask “W h at do you see?” P upils answer. Ask pupils to choose one toy and describe it using the beginnings of the sentences. Tell pupils they can use the necessary inform ation from exercise 3. ENDING THE LESSON Home work Read (p. 56, ex. 2) A ctivity bank: b ring and prepare the description of a favourite toy. Further practice Use W orkbook tasks a t the lesson or a t home.
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Lesson 2. МІЙ ДРУГ
Дата
Мета: • навчальна-, презентувати новий лексико-граматичний матеріал, активізувати ви вчений лексико-граматичний матеріал, формувати навички вживання лексичних одиниць на базі мовних зразків, вдосконалювати компетенції читання, аудіювання й усного монологічного мовлення; • розвивальна: розвивати усні комунікативні уміння з опорою на наочність, уважно стежити за презентованою інформацією; ефективно співпрацювати під час парної та групової роботи; • виховна: виховувати уміння концентруватися, слухати інших, формувати доброзич ливу атмосферу в класі, виховувати зацікавленість у розширенні своїх знань, за гальну культуру учнів. • Обладнання: таблиці «Зовнішність. Частини тіла», лялька.
Клас
WARM-UP
Хід уроку
1. Play a simple “Draw, fold and pass” game like this Each pupil has a blank sheet of paper. Give an instru ctio n : “Draw the head. Draw th e nose, th e eyes, and th e m o u th .” Pupils draw a head w ith eyes, nose and m outh. They then fold over the top of th eir paper to cover the head they have draw n, and pass on the paper to th e ir neighbours. Give o ther in stru ctio n s (...the body ...the arm s ...the hands, etc). Pupils draw , fold, and pass the paper to th e ir neighbor each tim e. A fter draw ing th e feet, pupils unfold the whole draw ing and describe the one they have using the adjectives they know. PRESENTATION 2. Listen and point (p. 58, ex. 1) Teach and then drill th e new words shown in the pictures. If the pupils have difficulties, tra n sla te the words into th e ir native language. P upils take tu rn s to read out the words. Help them w ith pronunciation. 3. Complete and say (p. 58, ex. 2) Pupils have to complete the sentences using the inform ation from exercise 1. Ask pupils to make sentences orally. Then ask strong pupils to go to the board and w rite down these sentences on it. O thers have to w rite them down into th e ir exercise books. Key: Ann has got long fa ir h air. Dan has got sh o rt d ark hair. Tom has got sh o rt red hair. Roman is tall and th in . Kim is slim. Jack is sh o rt and plump. Extra Ask pupils to describe th e ir classm ates using the new word com binations and examples from exercise 2. PRACTICE 4. Read (p. 59, ex. 3) Books open. Ask pupils to look a t the photo. Ask “How m any boys can you see? Are they friends? Are they happy? W hat are they doing?” Before reading: pre-teach th e new word “freckles” and “red h a ir”. Drill the pronunciation of the new words. Read the tex t. Pupils listen and read the tex t in silence. Read the te x t again. 65
Then pupils read the tex t in a chain. Ask to tra n sla te d ifficu lt sentences into th eir m other tongue. Go round helping. Do choral and individual repetition. A fter reading: ask pupils the questions “W h at are the boys’ names? W hat colour is D an’s/T om ’s hair? W hat colour are D an’s eyes? Is Tom’s h a ir sh o rt? ” Pupils may also be asked to w rite answ ers to the questions in th e ir exercise books. Do choral and individual reading again. Ask individuals to read p a rts of the te x t again aloud. Help w ith pronunciation and sentence rhythm especially. M onitor the activ ity and help w here necessary.
READING AND WRITING 5. Answ er the questions (p. 59, ex. 4) Read the te x t of exercise 3 again. Pair work Ask pupils to read the questions and answ ers in pairs. M onitor the activ ity and help where necessary. Do choral and individual repetition. Ask pupils to read and practice th e ir questions and answ ers fo r a few m inutes. Go round helping. One or two pairs read or act o ut the dialogues using the questions and answers. Repeat w ith a d iffe re n t pupil, b u t th is tim e let pupils choose p a rtn e rs to act them out w ith. Repeat w ith several d iffe re n t pupils. T ransfer: encourage pupils to make th e ir own questions and answers too. W rite some sentences in pupils’ exercise books if you have enough tim e. 6. Choose and say (p. 59, ex. 5) Tell pupils they are going to describe them selves. Ask pupils to read the sentences and choose the words which are suitable for them . Ask pupils to w rite them down in th e ir exercise books. Pupils write them down. Then ask pupils to read their descriptions one by one. Extra M im e the Flashcard Gam e
Hold up flash card s in tu rn and say th e p a rts of the face. C hildren do a mime in response e.g. they can pretend to comb hair, to wash a face, touch a nose, etc. Then do mimes of d iffe re n t flashcards yourself or invite individual stu d en ts or pairs of children to take tu rn s to do this. Children w atch and call o ut the p a rts of the face. 7. W rite about yourself. Use the words from exercise 5 (p. 59, ex. 6) Tell pupils they are going to do th is exercise at home. Rem ember they can use the sentences from exercise 5.
ENDING THE LESSON Learn a poem M y fa c e is o v a l, m y ey es a re b lu e , M y h a i r is f a ir . A m I lik e y o u ?
Home work Read (p. 59, ex. 3) W rite (p. 59, ex. 6) A c tiv ity bank: D escribe y our frie n d . Draw h is /h e r p ic tu re or b rin g a photo. B ring a favourite toy. Further practice
Use Workbook tasks at the lesson or at home.
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Lesson 3. ЦЕ — Я!
Клас
М ета:
• навчальна: повторити вивчені раніше лексичні одиниці, питальні структури з дієсло вом "have/has got", активізувати граматичний матеріал, розвивати вміння та навички читання, письма, усного мовлення, вміння вести бесіду, слухати співрозмовника; • розвивальна: розвивати різні типи пам'яті — слухову, зорову, оперативну, учити працювати у парі, групі, логічно висловлювати думку, вміння спілкуватися, підтри мувати високий рівень мотивації до вивчення англійської мови, розвинути і допов нити лексичний запас за темою «Зовнішність. Частини тіла»; • виховна: виховувати культуру співбесіди, взаємоповагу та любов до англійської мо ви, виховувати зацікавленість у розширенні своїх знань, загальну культуру учнів. • Обладнання: таблиці «Зовнішність. Частини тіла», лялька.
Хід уроку
WARM-UP 1 . Play the game "Simon Says". Call out in stru ctio n s fo r th e whole class. If you s ta rt the in stru c tio n w ith th e p hrase “Simon says” , th e class should follow the in stru ctio n , b u t if you don’t say “Simon says”, they shouldn’t, and any pupil who does the action is out. Play the game u n til only one pupil is left. 2 . Describe your friend PRESENTATION 3. a) Listen and read (p. 60, ex. 1) Teach and then drill the new words shown in the picture. If the pupils have d ifficulties, tra n sla te the words into th e ir native language. Pupils take tu rn s to read out the words. Help them w ith pronunciation. Extra Learn a rhym e. I h a v e tw o le g s w ith w h ic h I w a lk , I h a v e a to n g u e w ith w h ic h I ta lk . T w o e a r s f o r h e a r in g , o n e m o u th f o r ta lk in g , O ne h e a d f o r th in k in g , tw o le g s f o r w a lk in g .
b) Say Teach and then drill the new words shown in the p icture of a girl: “Touch your arm , knee, leg”, etc. as the pupils listen, repeat and touch. Ask “W h a t’s th is? ” as you point a t p a rts of the face and body again. Pupils answer. P upils take tu rn s to read out the words for the p a rts of the face and body. Help w ith pronunciation. Pay pupils’ a tte n tio n to the gram m ar box. P oint out th a t the word “foot” refers to one foot and the word “feet” refers to both feet together. Do the same w ith “a tooth — te e th ”. Show flashcards w ith these words. Ask pupils to read the exam ples. Then ask to complete the sentences using the new words. Repeat w ith several d iffe re n t pupils. Pupils describe th e ir body and point a t p a rts of the face and body. PRACTICE 4. Look a t the pictures and say (p. 60, ex. 2) Look at the pictures. Ask pupils to name the toys (a doll, a robot, a toy dragon). Describe the doll. Pupils listen. Then ask one pupil to read an example. Ask the question “W hat toy is it? ” Ask pupils to make some o th er examples too using the pictures. To sh o rt the tim e, w rite them down on the board. If you have got some tim e you can w rite the sentences into pu p ils’ exercise books. 67
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5. Ask and answ er (p. 61, ex. 3) Pair work Pupils read the questions and give th eir own answers. Then they take tu rn s to ask and answ er in the same way using the p a tte rn . W rite a table w ith questions on th e board to help th e pu p ils m ake questions. How many heads How many hands How manyleqs How many eyes How many feet How many arms How many ears How many shoulders How many fingers
has a doll qot? has a robot qot? has a toy dragon qot?
Pupils practice the dialogue in pairs. Ask pupils to act out the dialogues in pairs using the body words. One or two p airs act out th e dialogue, an d so on. R epeat w ith several d iffe re n t pupils.
READING AND WRITING 6. Listen, sing and point (p. 61, ex. 4) Revise the body flashcards. Stick them to the board. Ask the pupils to answ er your question and point a t the pictures: “How m any fin g e rs/to e s/le g s/a rm s do you have?” Then ask “W h a t’s th is? ” as you point at p a rts of the face and body again. Pupils answer. Read the lines of the song. Pupils listen. Read again, p au sin g a fte r each sentence. Do choral and in d iv id u al repetition. Tell the pupils to stand up. Let the pupils repeat the actions a fte r you. Ask the pupils to sing the song. If pupils have d ifficulties, tra n sla te the d ifficu lt words. Sing the song to g eth er and do the actions again. Ask the pupils to repeat a fte r you. 7. Complete and w rite (p. 61, ex. 5) P upils have to com plete th e sentences about a toy dragon u sin g th e inform ation from exercise 2. Ask pupils to make sentences orally. Then ask strong pupils to go to the board and w rite down these sentences on it. O thers have to w rite them down into th e ir exercise books. Read the te x t w ith several d iffe re n t pupils. Ask th e pupils to describe the toy individually. Help or correct the pupils if they have difficulties.
ENDING THE LESSON 8. Ask pupils to show th e ir favourite toys. Explain to the pupils th a t they have to describe th e ir toys. Describe a doll: “Look, th is is a doll. I t ’s got a round face, a small nose and rosy cheeks. Its hair is long and fair. Its eyes are big and blue. I t ’s p re tty .” Ask the pupils to describe the doll individually. Help or correct the pupils if they have difficulties. Home work Read (p. 61, ex. 4, 5) A ctivity bank: Draw it and describe a favourite toy. Further practice
Use Workbook tasks at the lesson or at home.
68
Lesson 4. МОЇ ДРУЗІ ТА ОДНОКЛАСНИКИ Мета: • навчальна: закріпити граматичний'і лексичний матеріал за темами «Я, моя сім'я та друзі», «Зовнішність», практикувати мовні засоби за темами «Я, моя сім'я та друзі» та «Зовнішність», формувати навички вживання лексичних одиниць, вдосконалювати компетенції читання, аудіювання й усного монологічного мовлення; • розеивальна: вчити уважно стежити за презентованою інформацією, ефектив но співпрацювати під час парної та групової роботи, мотивувати готовність брати участь в іншомовному спілкуванні, розвивати різні типи пам'яті — слухову, зорову, увагу, уяву, учити працювати у парі, логічно висловлювати думку; • виховна: виховувати уміння концентруватися, слухати інших, формувати доброзич ливу атмосферу в класі. • Обладнання: таблиці «Зовнішність. Частини тіла», лялька.
WARM-UP
Хід уроку
1. D ictation Give a simple “Picasso dictatio n ”, in which pupils listen and draw w hat they hear instead of w riting it down. D em onstrate or explain the procedure to the pupils. Then d ictate every p a rt of th e following description two or th ree tim es, giving th e pupils plenty of tim e to draw th e ir pictures: “I ’m a small robot. I ’ve got a big head. I ’ve got two eyes. I ’ve got two noses and one big m outh. I ’ve got long arm s and fe e t.” 2.
Disappearing Items Game
Draw or stick five pictures of toys on the board. Do choral repetition of the words in sequence: e.g. a m onster, a plane, a robot, a lorry, a doll. Then rub out one of the pictures or take it away in the sequence. P upils ch an t the whole sequence of five w ords, including th e m issing one. Repeat and rub out or take away another item . Continue till th ere are no pictures on the board and pupils are saying the whole sequence from the memory. You can also play th is by w riting five words on the board, and rubbing them out one at a tim e.
PRESENTATION 3. a) Look, listen and read (p. 62, ex. 1) Books open. Ask pupils to look a t the picture. Ask “W hat are the children’s names? A re they friends? A re they happy? W hat are they doing? W’ho has got a ball?” Read the tex t. Pupils listen and read the tex t in silence. Read the te x t again. Then pupils read the te x t in a chain. Ask to tra n sla te d iffic u lt sentences into the m other tongue. Go round helping. Do choral and individual repetition. A fter reading: ask pupils the questions “W ho is slim? W h at colour is Sue’s hair? W ho is plum p?” Pupils may also be asked to w rite answ ers to th e questions in th e ir exercise books. Do choral and individual reading again. Ask individuals to read p a rts of the tex t again aloud. Help w ith pronunciation and sentence rhythm especially. M onitor the activity and help w here necessary, b) A gree or disagree Before reading: pre-teach the new word “handsom e” and explain: it is used only w ith m en’s appearance. Drill the pronunciation of th e new word. 69
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4.
5.
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Pair work A sk pupils tp read th e sentences in the exercise and answ er “Yes” or “No” about th e friends in th e exercise 1. Tell them th a t they are going to agree or disagree w ith th e sentences. Pupils read and choose the correct answ er. M onitor th e activ ity and help w here necessary. If pupils don’t u n derstand the m eaning of some words tra n sla te them into th e m other tongue. PRACTICE Ask and answ er (p. 63, ex. 2) Pair work A sk pupils to read th e questions and give answ ers in p a irs u sin g th e inform ation about th e friends from exercise 1. M onitor the activ ity and help where necessary. Do choral and individual repetition. Ask pupils to read and p ractice th e ir questions and answ ers fo r a few m inutes. Go round helping. One or two pairs read or act out these questions and answers. R epeat w ith a d iffe re n t pupil, b u t th is tim e let pupils choose p a rtn e rs to act them out w ith. T ransfer: encourage pupils to make th e ir own questions and answ ers too. W rite some sentences in p u p ils’ exercise books if you have enough tim e. Ask some strong pupils to w rite sentences on the board too. READING AND WRITING Complete and answ er (p. 63, ex. 3) P u p ils have to com plete th e sentences about th e ch ild ren u sin g th e inform ation from exercise 1. Ask pupils to read the questions and make answers orally. Then ask strong pupils to go to the board and w rite down the answ ers on it. O thers have to w rite them down into th e ir exercise books. Pair work Ask pupils to read the questions and answers. Help or correct the pupils if they have difficulties. Pay a tte n tio n to question 4. Pupils have to answ er about them selves. T ransfer: encourage pupils to make th e ir own questions and answ ers too. W rite some sentences in pu p ils’ exercise books if you have enough tim e. Speak about your classm ate (p. 63, ex. 3) P upils have to describe th e ir classm ates. Tell them they can use necessary p a tte rn s from the exercise. Ask pupils to make sentences orally. Then ask strong pupils to go to the board and w rite down these sentences on it. O thers have to w rite them down into th e ir exercise books. ENDING THE LESSON P roject work. Make a poster. Describe your classm ate (p. 63, ex. 5) Group work Divide th e class in fo u r or five groups. Pupils choose a classm ate they like and describe him or her using d iffe re n t inform ation about h im /h er. M onitor th e activ ity and help where necessary. You can finish th e work n ex t lesson. Home work R ead(p. 6 2 ,e x . 1) Further practice
Use Workbook tasks at the lesson or at home. 70
Lesson 5. МОЇ БАТЬКИ
Дата
Мета: • навчальна: презентувати новий лексичний матеріал за темами «Я-, моя сім'я та друзі» та «Зовнішність», практикувати мовні засоби за темами, формувати навич ки вживання лексичних одиниць, вдосконалювати компетенції читання, аудіювання й усного монологічного мовлення; • розвивальна: вчити уважно стежити за презентованою інформацією, ефектив но співпрацювати під час парної та групової роботи, мотивувати готовність брати участь в іншомовному спілкуванні, розвивати різні типи пам'яті — слухову, зорову, увагу, уяву, учити працювати у парі, логічно висловлювати думку; • виховна: виховувати уміння концентруватися, слухати інших, формувати доброзич ливу атмосферу в класі. • Обладнання: картки за темами «Я, моя сім'я та друзі» та «Зовнішність».
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Хід уроку
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WARM-UP Please and Thank You Game Give specific in stru c tio n s to in d iv id u als about th e Feel Bag objects d istrib u ted round the class: Show me your nose, etc. Pupils should only react if you say “please” : Show me your nose, please. Play few rounds and then let pupils take over as a “teacher” . If necessary, w rite up the in stru ctio n s “Show me...” on the board to help pupils. PRESENTATION a) Listen and repeat (p. 64, ex. 1) Teach and then drill the new words shown in the pictures. If the pupils have difficulties, tra n sla te the words into th e ir native language. Pupils take tu rn s to read out the words. Help them w ith pronunciation, b) Say P upils have to complete the sentences using the new words. Ask pupils to make sentences orally. Then ask strong pupils to go to the board and w rite down these sentences on it. O thers have to w rite them down into th e ir exercise books. PRACTICE Read (p. 64, ex. 2) Books open. Ask pupils to look at the photos. Ask “W hat people do you see? A re they friends? Is it a fam ily? A re they happy?” Read the tex t. Pupils listen and read the te x t in silence. Read the tex t again. Then pupils read the te x t in a chain. Ask to tra n sla te d ifficu lt sentences in to th e m other tongue. Go round helping. Do choral and individual repetition. A fter reading: ask pupils the questions “W ho is tall and handsome? W ho is nice and kind? W ho is funny and happy?” Pupils may also be asked to w rite answ ers to the questions in th e ir exercise books. Do choral and individual reading again. Ask individuals to read p a rts of the te x t again aloud. Help w ith pronunciation and sentence rh y th m especially. M onitor the activ ity and help where necessary. READING AND WRITING A gree or disagree (p. 65, ex. 2) Pair work Ask pupils to read the sentences in the exercise and answ er “Yes” or “No” about J a n e ’s fam ily. Tell them th a t they are going to agree or disagree w ith the sentences.
Pupils read and choose the correct answ er. M onitor the activ ity and help w here necessary.. If pupils don’t u n derstand the m eaning of some words tra n sla te them into the m other tongue. Extra First One to Touch Gam e
Play w ith th e whole class. You give in stru c tio n s a n d /o r pupils play in groups of four. Pupils lay out th e ir set of cards face up on th e ir desks. Pupil A says e.g. F irs t one to touch th e nose! D em onstrate th a t th e pupils should touch the correct card as fa st as they can and say “Me!” A fte r th re e tu rn s another pupil has a tu rn a t being the leader. 5. Complete. Ask and answ er (p. 65, ex. 3) P u p ils have to com plete th e sentences about J a n e ’s fam ily u sin g th e inform ation from exercise 2. Ask pupils to read the questions and make answers orally. Then ask stro n g pupils to go to the board and w rite down the answ ers on it. O thers have to w rite them down into th e ir exercise books. Pair work Ask pupils to read th e questions and answers. Help or correct th e pupils if th ey have d iffic u ltie s. P ay a tte n tio n to question 4. P upils have to answ er about them selves. T ransfer: encourage pupils to make th e ir own questions and answ ers too. W rite some sentences in pupils’ exercise books if you have enough tim e. 6. A nsw er the questions (p. 65, ex. 4) Tell pupils they are going to answ er the questions about th e ir fam ilies. Pupils read the questions and give th e ir answers. M onitor the activity and help w here necessary. S tim ulate pupils to use new adjectives. Extra Dictation Give a simple “Picasso dictatio n ” in which pupils listen and draw w hat they hear instead of w riting it down. D em onstrate or explain the procedure to the pupils. Then d ictate every p a rt of the following description two or three tim es, giving the pupils plenty of tim e to draw th e ir pictures: “I ’m a small m onster. I ’ve got a big head. I ’ve got three eyes. I ’ve got two noses and one big m outh. I ’ve got long h a ir.” 7. Describe your m other or fath e r. W rite (p. 64, ex. 5) Tell pupils to describe th e ir p arents using the beginnings of the sentences. Help or correct th e pupils if they have d ifficulties. Ask pupils to w rite the sentences in th e ir exercise books. ENDING THE LESSON Play one or two rounds of the Spelling Shark w ith any new words from the previous u n it, especially the jobs and p a rts of the body. Home work R ead(p. 6 4 ,e x .2) A ctivity bank: describe your parents. Further practice Use W orkbook tasks a t the lesson or a t home. 72
Lesson 6. ПЕРЕВІР СЕБЕ .. Мета: • навчальна: активізувати та закріпити вивчений лексико-граматичний матеріал, вдосконалювати вміння та навички аудіювання, читання, письма, усного мовлення, реагувати невербально на запитання, які потребують простих відповідей, формувати в учнів комунікативну компетенцію, закріпити прислівники способу дії та вжи вання їх у мові з опорою на текст, розвивати та удосконалювати мовленнєві компе тенції; • розвивальна: вчити уважно стежити за презентованою інформацією, ефектив но співпрацювати під час парної та групової роботи, мотивувати готовність брати участь в іншомовному спілкуванні, мотивувати бажання до подальшого самовдос коналення у галузі володіння іноземною мовою, розвивати мовну здогадку; • виховна: зацікавити учнів темою уроку, привернути їхню увагу до вивченого мате ріалу, допомогти їм бути розкутими у спілкуванні, виховувати толерантне ставлен ня до однокласників, викликати в дітей бажання вчитися, вивчати іноземну мову; виховувати дисципліну, звичку до систематичної розумової праці, ефективно спів працювати під час парної та групової роботи. • Обладнання: картки за темами «Я, моя сім'я та друзі» та «Зовнішність».
Д а та .
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Хід уроку
WARM-UP 1. Find the Card Game P lay w ith th e whole class. A sk tw o c h ild ren to w ait o u tsid e th e classroom door fo r a m om ent. W hile they are outside the door, stick one of the vocabulary cards somewhere in the classroom , where it is “hidden” b u t nevertheless visible w ithout m oving anything. Involve the rest of the class in helping you to do this. Ask children to come back into th e classroom and everyone asks e.g. “W here’s the robot?” Pupils are looking fo r the vocabulary card of th e robot and th e re s t of the class is helping by saying “Hot! Hot! Hot!” if th e pupils are m oving to the card and “Cold! Cold! Cold!” if they m oving away from it. W hen they find the card, the two pupils say e.g. “H ere’s th e robot!” and everyone claps and says “H urray!” Repeat several tim es w ith d iffe re n t pupils. PRESENTATION 2. Choose and complete (p. 66, ex. 1) Ask pupils to read the words in a bubble. P upils read the words. Then ask pupils to combine the words in suitable pairs: big-sm all, long-short, browngreen, oval-round. Ask pupils to read and complete the pairs w ith suitable nouns. P upils read th e nouns and com plete w ith su itable adjectives. They can tra n sla te the word com binations if it is necessary. Extra What's Missing Game S tick a set of flash card s on the blackboard. Hold up each one and get the children to say th e names as you do th is. Then say “Close your eyes” and dem onstrate m eaning. W hen children have th e ir eyes closed, quickly remove one of th e flashcards from th e blackboard. Children open th e ir eyes and call out the name of the m issing flashcard. 3. a) Read and m atch (p. 66, ex. 2) Books open. Ask pupils to look a t the photos. Ask “W hat toys do you see?” Ask pupils to read the te x t about these toys. Read the te x t. P upils listen and read th e te x t in silence. 73
.......
Read th e te x t again. Then pupils read th e te x t in a chain. Ask to tra n sla te d ifficu lt sentences into the m other tongue. Go round helping. Do choral and individual repetition. A fter reading: ask pupils the questions “W h at is A n n ’s toy? W hat is K im ’s toy? W hat is Tom’s toy?” P upils may also be asked to w rite answ ers to the questions in th e ir exercise books. Do choral and individual read in g again. A sk in d iv id u al pupils to read p a rts of th e te x t again aloud. Help w ith pronunciation and sentence rhythm especially. M onitor the activity and help where necessary, b) Listen and check Listen to the rig h t sentences again. Check them up. PRACTICE 4. Look a t the p icture. Fill in the words in the story (p. 66, ex. 3) Ask pupils to look a t the picture of a girl. Ask “W hat is her name? Can pupils guess?” Then ask stro n g pupils to read th e sentences and com plete them w ith suitable words. M onitor th e a ctivity and help w here necessary. Do choral and individual repetition. Go round helping. Repeat w ith several d iffe re n t pupils. If you have enough tim e, w rite the te x t down in pupils’ exercise books. READING AND WRITING 5. Complete and w rite about these people (p. 67, ex. 4) Ask pupils to look a t the people and ask questions about th e ir jobs. Then ask pupils to read the necessary inform ation about these people from the table. Pupils read th e m ain inform ation. A fter th a t pupils try to describe Jo h n using the p a tte rn . Go ro u n d helping. Do choral and in d iv id u al re p e titio n . Then pupils describe other people using the inform ation from the table again. A t last ask pupils to describe them selves. 6. W rite a sh o rt description of your frien d or relative (p. 67, ex. 5) Tell pupils to describe th eir p arents or friends or even relative. Ask them to read the questions and answ er them in th e ir exercise books. Help or correct the pupils if they have difficulties. M onitor the activity and help where necessary. ENDING THE LESSON Home work R ead(p. 6 6 ,e x .2) A ctivity bank: Describe your favourite cartoon character. Draw or stick a picture. Further practice Use W orkbook tasks a t the lesson or a t home.
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Lesson 7. ЧАС ДЛЯ РОЗВАГ Мета: • навчальна: активізувати та закріпити вивчений лексико-граматичний матеріал, вдосконалювати вміння та навички аудіювання, читання, письма, усного мовлення, реагувати невербально на запитання, які потребують простих відповідей, форму вати в учнів комунікативну компетенцію, закріпити прислівники способу дії та вжи вання їх у мові з опорою на текст, розвивати та удосконалювати мовленнєві компе тенції; • розвивальна: вчити уважно стежити за презентованою інформацією, ефектив но співпрацювати під час парної та групової роботи, мотивувати готовність брати участь в іншомовному спілкуванні, мотивувати бажання до подальшого самовдос коналення у галузі володіння іноземною мовою, розвивати мовну здогадку; • виховна: зацікавити учнів темою уроку, привернути їхню увагу до вивченого мате ріалу, допомогти їм бути розкутими у спілкуванні, виховувати толерантне ставлен ня до однокласників, викликати в дітей бажання вчитися, вивчати іноземну мову; виховувати дисципліну, звичку до систематичної розумової праці, ефективно спів працювати під час парної та групової роботи. • Обладнання: картки за темами «Я, моя сім'я та друзі» та «Зовнішність».
Хід уроку WARM-UP 1. Play a sim ple “Draw, fold and pass” game like this Each pupil has a blank sheet of paper. Give an instru ctio n : “Draw the head. Draw th e nose, the eyes, and the m o uth.” Pupils draw a head w ith eyes, nose and m outh. Then they fold over the top of th e ir paper to cover th e head they have draw n, and pass on the paper to th e ir neighbour. Give o th er in stru ctio n s (...the body ...the arm s ...the hands, etc). Pupils draw , fold, and pass the paper to th e ir neighbor each tim e. A fter draw ing th e feet, pupils unfold the whole draw ing and describe the one they have using th e adjectives they know. PRESENTATION 2. Listen and read (p. 68, ex. 1) Before reading: pre-teach the new word “did” . Drill the pronunciation of the new word. Books open. Ask pupils to look a t the pictures. Read the tex t. P upils listen and read the te x t in silence. Read the te x t again. Then pupils read th e te x t in a chain. Ask to tra n sla te d ifficu lt sentences into the m other tongue. Go round helping. Do choral and individual repetition. A fter reading: ask pupils the question “W hat can you read on the snow?” Do choral and individual reading again. Ask individual stu d en ts to read p a rts of the te x t again aloud. Help w ith pronunciation and sentence rhythm especially. M onitor the activity and help where necessary. Extra Magic Eyes Game Stick a set of no m ore th an six flashcards in a row on the blackboard. Say the names and get th e children to repeat them two or three tim es. Then remove the flashcards one by one. P oint to w here they were and children repeat the names as if they were still there. 75
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PRACTICE 3.
R e a d t h e q u e s t i o n n a i r e . C h o o s e a n d s a y (p . 6 9 , e x . 2) R e a d th e t i t l e o f th e q u e s tio n n a ir e . T r a n s la te i t in to th e m o th e r to n g u e . E x p la in p u p ils th e y a r e g o in g to re a d th e q u e s tio n s a n d c h o o se th e s u ita b le a n s w e r s to th e s e q u e s tio n s a n d f in d o u t if t h e y a r e p a r t y p e o p le o r n o t. P u p ils r e a d th e q u e s tio n s . T h e n t h e y r e a d a ll th e a n s w e r s a n d c h o o s e t h e b e s t. T h e y c a n t r a n s l a t e th e s e n te n c e s i f i t is n e c e s s a ry .
4.
S a y w h a t is y o u r sc o re ? (p . 6 9 , e x . 3) E x p la in p u p ils in th e ir m o th e r to n g u e t h a t th e y s h o u ld su m th e p o in ts . R e a d th e to ta l. A s k p u p ils to ch o o se th e ir p o in ts a n d r e a d if th e y a re p a r ty p e o p le o r n o t.
READING AND WRITING 5.
A s k y o u r f r i e n d . U s e t h e q u e s t i o n s i n e x e r c i s e 2 . S a y t h e r e s u l t (p . 6 9 , e x . 4 )
Pair work A s k p u p ils to r e a d th e q u e s tio n s to e a c h o th e r . T h e n a n s w e r th e m . H e lp o r c o rre c t th e p u p ils i f th e y h a v e d if f ic u ltie s . T h e n th e y c o u n t th e ir p o in ts a n d sa y th e re s u lts . 6.
W r ite y o u r a n s w e rs to th e q u e s tio n s in e x e rc is e 2 A sk p u p ils to co p y o u t th e q u e s tio n s fro m e x e rc is e 2. T h e n th e y c h o o se th e s u ita b le a n s w e rs . I f th e y lik e th e y c a n w r ite th e to ta l to o .
Extra Flashcard Whisper Game C h ild re n s ta n d in tw o lin e s f a c in g th e b la c k b o a rd . S e c r e tly s h o w th e la s t c h ild s ta n d in g in e a c h lin e a fla s h c a r d . T h is c h ild th e n w h is p e rs th e n a m e o f th i s f la s h c a r d to th e n e x t c h ild a n d so o n u p th e lin e . T h e c h ild a t th e f r o n t r u n s to th e b la c k b o a rd a n d d ra w s o r w r ite s th e w o rd . T h e n h e g o e s to th e b a c k o f t h e lin e . R e p e a t th e p ro c e d u re s e v e ra l tim e s .
ENDING THE LESSON Flashcard Letters Game D i v i d e t h e c l a s s i n t o g r o u p s o f f i v e o r s i x . G iv e e a c h g r o u p a f l a s h c a r d ( m a k i n g s u r e o t h e r g r o u p s d o n ’t s e e ) a n d e x p l a i n t h a t c h i l d r e n m u s t m a k e t h e l e t t e r s t o s p e l l t h e n a m e o f t h e p i c t u r e w i t h t h e i r b o d i e s . G iv e t h e m f e w m in u te s to p r e p a r e th is a n d e n c o u ra g e th e m to c h e c k s p e llin g if n e c e s s a ry . E a c h g ro u p th e n ta k e s tu r n s to m a k e th e le tte r s o f th e ir w o rd s w ith th e ir b o d i e s a n d t o g u e s s e a c h o t h e r ’s w o r d s .
Home work R e a d ( p . 6 8 , e x . 1)
Further practice U se W o rk b o o k ta s k s a t th e le s s o n o r a t h o m e .
76
Unit 5. HOLIDAYS
Дата
Клас
Lesson 1. МІЙ НАЙКРАЩИЙ ДЕНЬ Мета: • навчальна: повторити раніше вивчені лексичні одиниці, закріпити вивчені лексич ні одиниці, активізувати вивчений лексико-граматичний матеріал, розвивати вмін ня та навички читання, письма, усного мовлення; • розвивальна: розвивати логічне мислення, увагу та зорову пам'ять, спостережли вість, удосконалювати фонетику та артикуляцію звуків, усні комунікативні уміння з опорою на наочність; • виховна: допомогти учням бути розкутими у спілкуванні, повторити матеріал попе редніх уроків; поповнити лексичний запас, дати змогу учням використати загальні знання, залучити до роботи дітей всього класу. • Обладнання: календар.
Хід уроку WARM-UP
1.
M em ory Gam e
Pupils look a t the jobs on the poster “Jobs” . Take the poster away and ask pupils to try to rem em ber as m any of the anim als as they can. W rite the words on the board. PRESENTATION 2. Listen. O rder the pictures (p. 70, ex. 1) Ask pupils to look a t the pictures and name the holidays. Read and then drill the words. Do choral and individual repetition. M onitor the activity and help where necessary. Revise the dates of the holidays using the calendar. P oint a t the seasons and ask th e p u p ils to read them . R epeat it several tim es chorally and individually. Tell the pupils to look a t the pictures again and say the seasons when we celebrate these holidays. Ask pupils to go to the board and w rite the season and the holiday which we celebrate th is season. Key:
1. 2. 3. 4.
New Year — w inter E aster — spring C hristm as — w inter B irthday — Pupils w rite the season when they were born.
PRACTICE 3. Listen and read (p. 70, ex. 2) Books open. P upils listen and read the tex t in silence. Read the te x t again. P upils eith er read the te x t silently to them selves or they work on it to g eth er in pairs. Then pupils read the tex t in a chain. Ask to tra n sla te d iffic u lt sentences in to the m other tongue. Go round helping. Do choral and individual repetition. A fte r reading: ask pupils th e questions “W h at is the boy’s fav o u rite holiday? W hat season is it? W hat does the boy do th is holiday?” P upils may also be asked to w rite answ ers to the questions in th e ir exercise books. 77
Do choral and individual reading again. Ask individuals to read p a rts of th e te x t again aloud. Help w ith pronunciation and sentence rhythm especially. M onitor the activ ity and help w here necessary. 4. A gree or disagree (p. 70, ex. 3) Pair work Ask pupils to read th e sentences in the exercise and answ er “Yes” or “No” about J a n e ’s fam ily. Tell them th a t they are going to agree or disagree w ith the sentences. Pupils read and choose the correct answer. M onitor the activity and help w here necessary. READING AND WRITING 5. Ask and answ er (p. 71, ex. 4) Read the question and then read the children’s answers. Pair work Ask pupils to read the question “W hen is your favourite holiday?” and give th e ir answ ers in pairs using the inform ation about th e ir favourite holidays. M onitor th e a c tiv ity and help w here necessary. Do choral and individual repetition. Ask pupils to practice th eir questions and answers for a few m inutes. Go round helping. One or two pairs act out these questions and answers. Repeat w ith a d iffe re n t pupil, b u t th is tim e let pupils choose p a rtn e rs to act them out w ith. Repeat w ith several d iffe re n t pupils. T ransfer: encourage pupils to m ake th e ir own questions and answ ers too. W rite some sentences in pupils’ exercise books if you have enough tim e. M onitor the a c tiv ity and help w here necessary. Ask some stro n g pupils to w rite sentences on the board too. 7. Complete th e sentences (p. 71, ex. 5) S tick a calendar. R ead th e m onths. P u p ils do choral and in d iv id u al repetition. Ask pupils to complete the sentences using the inform ation from exercise 4. Pupils complete the sentences orally. Then ask strong pupils to go to the board and w rite down the sentences on it. O thers have to w rite them down into th e ir exercise books. T ransfer: encourage pupils to make th e ir own sentences too. W rite some sentences in pupils’ exercise books if you have enough tim e. Extra O dd One O ut Gam e
W rite four words on the board, three words which belong to a lexical set (e.g. holidays, m onths and seasons) and one th a t does not. Pupils have to say which one does not f it the set (e.g. M arch, Ja n u ary , December and w inter — the odd one out is w inter as it is not a m onth). This can also be played w ith draw ings or pictures on the board. ENDING THE LESSON Home work Read (p. 70, ex. 2) A c tiv ity bank: w rite a te x t about y our fa v o u rite holiday and stic k a picture. Further practice Use W orkbook tasks at the lesson or at home. 78
Lesson 2. СКОРО СВЯТО!
Дата
Мета: • навчальна: презентувати новий лексико-граматичний матеріал за темою «Люди на», практикувати мовні засоби за темою «Людина», описувати когось/щось, запи тувати про події у майбутньому часі та відповідати на запитання, висловлювати своє ставлення до когось/чогось, вдосконалювати компетенції читання, аудіювання, збільшити обсяг знань про соціокультурну специфіку мови країни, що вивчаєть ся, мовну поведінку адекватно цій специфіці; практикувати всі види мовленнєвої ді яльності, ознайомити з новими лексичними одиницями; • розвивальна: розвивати інтелектуальні та пізнавальні здібності, різні типи пам'яті — слухову, зорову, оперативну, тривалу, увагу, уяву, учити працювати у парі, групі, логічно висловлювати думку, формувати почуття гордості за свою сім'ю, роз вивати соціокультурну компетенцію; • виховна: виховувати дбайливе ставлення до членів своєї родини, культуру співбесіди, та кі риси характеру, як доброзичливість, толерантність, активність, повагу і любов до всіх членів родини, культуру спілкування, виховувати зацікавленість у розширенні своїх знань. • Обладнання: картки за темою «Сімейне свято» та «Людина».
Клас
Хід уроку WARM-UP 1. Disappearing item s. W rite days of the week or m onths of the year on the board. Do choral repetition of the words. Then rub out one of the words in the sequence. Pupils chant the whole sequence of five words, including the m issing one. Re peat, rub out another item . Continue till there are no words on the board and pu pils are saying the whole sequence from the memory. You can also play th is by draw ing seven pictures on the board, and rubbing them out one at a tim e. PRESENTATION 2. Listen and repeat (p. 72, ex. 1) Teach and then drill the new words shown in the pictures. If the pupils have d ifficulties, tra n sla te the words in to th e ir native language. P upils take tu rn s to read out the words. Help them w ith pronunciation. PRACTICE 3. Look, read and act out (p. 72, ex. 2) Books open. Read the dialogue. Pupils listen and read it in silence. Read th e dialogue again. A sk to tra n s la te d iffic u lt sentences in to the m other tongue. Pair work Pupils read the dialogue. Go round helping. Do choral and individual repetition. Help w ith pronunciation and sentence rhythm especially. M onitor the activity and help where necessary. One or two pairs read or act out the dialogue. Repeat w ith a d ifferen t pupil, b ut th is tim e let pupils choose p a rtn e rs to act them out w ith. Repeat w ith several d iffe re n t pupils. A fter reading: ask pupils the questions “W ho has got a birthday? W hat day is it? W ho can come?” P upils may also be asked to w rite answ ers to the questions in th e ir exercise books. 4. A gree or disagree (p. 73, ex. 3) Pair work Ask pupils to read the sentences in the exercise and answ er “Yes” or “No” about the friends in the exercise 2. 79
Tell them th a t th ey are going to agree or disagree w ith th e sentences. Pupils read and choose the correct answ er. M onitor the activ ity and help where necessary. If pupils don’t u n derstand the m eaning of some words tra n sla te them into the m other tongue. READING AND WRITING 5. Say (p. 73, ex. 4) P u p ils have to com plete th e sentences about A n n ’s p rep a ra tio n to her b irth d ay p a rty using the pictures. Ask pupils to read the days of the week. Then ask to w rite them down in the correct order. Ask pupils “W hat does A nn do on F rid ay/S aturday/T uesday, etc.?” Pupils look a t the pictures and give the answers. W rite th e table on th e board to help pupils to answ er the questions. Ann
writes the invitations phones her friends cleans the house opens the presents goes shopping
Ask pupils to make sentences orally. Then ask stro n g pupils to go to the board and w rite down these sentences on it. O thers have to w rite them down into th e ir exercise books. Read the sentences w ith several d iffe re n t pupils. Ask the pupils to describe A nn’s week individually. Help or correct the pupils if they have difficulties. 6. W rite these words in the correct order (p. 73, ex. 5) Ask pupils to read the words and try to w rite them in the correct order. Pair work Pupils read the words try in g to make sentences. M onitor the activity and help where necessary. If pupils don’t understand the m eaning of some words tra n sla te them into the m other tongue. Read the sentences w ith several d ifferen t pupils. Then ask stro n g pupils to go to the board and w rite down the sentences on it. O thers have to w rite them down into th e ir exercise books. Key:
1. 2. 3. 4.
A nn w rites invitations. She phones her friends. She cleans the house. A nn likes opening the presents.
ENDING THE LESSON Abracadabra Gam e
Children play in pairs. Each child lays th e ir cards face down in a row on th e ir desks. Pupil A points to Pupil B’s firs t card, pretends to wave a wind and says e.g. “Abracadabra! I t ’s M arch!” Pupil B tu rn s over the card. If i t ’s M arch, they say “Yes!” and leave the card face up. If it isn ’t M arch, they should say “No!” and leave the card face down. Pupil B then has the next tu rn . Home work Read (p. 72, ex. 2) Further practice Use W orkbook tasks a t the lesson or a t home. 80
^
Lesson 3. ЗАПРОШУЮ ДРУЗІВ НА ДЕНЬ НАРОДЖЕННЯ!
Дата
Клас
Мета: • навчальна: п р а к ти к у в а т и н о в и й г р а м а т и ч н и й м а т е р іа л за т е м о ю «Л ю дина», п р а к ти к у в ат и м о в н і з а с о б и за т е м о ю «Л ю дина», о п и с у в а т и д ії у м а й б у т н ь о м у , за п и т у в а т и п р о п о д ії у м а й б у т н ь о м у та в ід п о в ід а т и на за п и т а н н я , в д о с к о н а л ю в а т и к о м п е т е н ц ії ч и т ан н я , а у д ію в а н н я й у с н о г о м о н о л о г іч н о г о м о в л е н н я ; • розвивальна: вчити у в а ж н о стеж и ти за п р е з е н т о в а н о ю ін ф о р м ац ією , е ф е к т и в н о сп ів п р ац ю в а т и під ч ас п а р н о ї та гр у п о в о ї р о б о т и , м о ти в у в ати го то вн ість б р а т и у ч ас т ь в ін ш о м о в н о м у сп ілкуван н і, учити п р а ц ю в а т и у п арі, л о гіч н о в и с л о в л ю в а т и думку; •
виховна: в и х о в у в а т и у м ін н я к о н ц е н т р у в а т и с я , сл у х ати інш их, ф о р м у в а т и д о б р о з и ч л и в у а т м о с ф е р у в класі, п р о я в л я т и у вагу д о с п ів р о з м о в н и к а в п р о ц е с і с п іл к у в а н н я , вч и ти ку л ьт у р и с п іл к у в а н н я с у ч а с н о го ц и в іл із о в а н о г о світу, вч и ти е м о ц ій н о -ц ін н іс н о с т а в и т и с ь д о в с ь о г о , щ о н ас о то чу є, вч и ти р о зу м іт и в а ж л и в іс т ь о в о л о д ін н я ін о з е м н о ю м о в о ю і п о т р е б и к о р и с т у в а т и с я н ею я к з а с о б о м с п іл к у в а н н я , п р и щ е п л ю в а ти п р а ц ь о в и т іс т ь , вч и ти чітко в и к о н у в а т и ін стр у кц ії в ч и т е л я .
•
Обладнання к а р т к и за т е м о ю «Л ю дина», т е м а т и ч н і к а р т к и «Дії. В п о д о б ан н я » .
Хід уроку WARM-UP 1.
S tic k 8 - 1 0 f la s h c a r d s fro m d i f f e r e n t le x ic a l s e ts o n th e b la c k b o a rd . E lic it o r r e m i n d c h i l d r e n t h e i r n a m e s . G iv e t h e c h i l d r e n o n e m i n u t e t o lo o k a t i t in s ile n c e . T ry a n d m e m o ris e th e f la s h c a r d s b e fo re r e m o v in g th e m
fro m
th e b o a r d . P u p ils w o rk in p a ir s a n d w r ite a li s t o f th e f la s h c a r d s th e y c a n re m e m b e r. C h e c k t h e a n s w e r s b y e l i c i t i n g t h e m f r o m t h e w h o le c l a s s a n d w r i t i n g a l i s t o n th e b la c k b o a rd .
PRESENTATION 2.
L is te n a n d re a d (p . 1 1 8 , e x . 2) B o o k s o p e n . B e fo re re a d in g : p re -te a c h th e w o rd s “D ay a n d D a te ” , “p la c e ” a n d “w e lc o m e ” . S h o w th e f la s h c a r d s o r p o in t to t h e p i c t u r e s in e x e r c is e 1. D r ill t h e n e w w o r d s tw o o r t h r e e tim e s . R e a d t h e n e w w o r d s a g a in . P u p ils l i s te n a n d r e p e a t th e m . I f i t is n e c e s s a ry tr a n s l a t e th e m in to th e m o th e r to n g u e . T hen
read
th e
s e n te n c e s
w ith
th e s e
w o rd s. A sk
p u p ils
to
re a d
th e
i n v i t a t i o n . P u p ils e ith e r r e a d th e i n v i t a t i o n s ile n tly to th e m s e lv e s o r th e y w o rk o n i t to g e th e r in p a irs . T h e n p u p ils re a d th e sa m e s e n te n c e s in a c h a in . A s k to tr a n s la te d if f ic u lt s e n te n c e s in to th e ir m o th e r to n g u e . P u p ils r e a d th e in v ita tio n . G o r o u n d h e lp in g . A f te r re a d in g : a s k p u p ils th e q u e s tio n s fro m th e le tte r a n d o th e r q u e s tio n s o r a l l y “ W h a t h o l i d a y h a s A n n g o t ? W h e n i s i t ? W h a t d a y is h e r b i r t h d a y ? W h a t tim e is th e p a r t y ? ” P u p i l s m a y a ls o b e a s k e d t o w r i t e a n s w e r s t o t h e q u e s t i o n s i n t h e i r e x e r c i s e books. D o c h o ra l a n d in d iv id u a l re a d in g a g a in . A sk in d iv id u a ls to re a d p a r ts o f t h e t e x t a g a in a lo u d . H e lp w ith p r o n u n c i a t i o n a n d s e n te n c e r h y t h m e s p e c ia lly . M o n ito r th e a c tiv ity a n d h e lp w h e re n e c e s s a ry . 3.
R e a d a n d s a y f o r A n n (p . 7 4 , e x . 2)
Pair work P u p ils re a d th e d ia lo g u e in f o r m a tio n f r o m e x e r c is e 1.
and
c o m p le te
A n n ’s
a n sw e rs
u s in g
th e
A s k p u p ils to r e a d a n d p ra c tic e t h e ir d ia lo g u e f o r a few m in u te s . G o r o u n d h e lp in g .
81
One or two groups read or act out the dialogue. R epeat w ith a d iffe re n t pupil, b u t th is tim e let pupils choose p a rtn e rs to act them out w ith. R epeat w ith several d iffe re n t pupils.
PRACTICE 4. Choose and say. W hat do the children usually do a t the parties? (p. 75, ex. 3) Ask pupils to look a t the pictures. Teach and then drill the new words in the box. Ask pupils to m atch the word com binations and the pictures. Say th e word com bination and pupils point a t the picture. P upils repeat the procedure several tim es. P upils take tu rn s to read out th e words. The o th er pupils point a t the pictures. Help them w ith pronunciation. Make up sentences using the words. Then ask stro n g pupils to go to the board and w rite down the sentences on it. O thers have to w rite them down into th e ir exercise books. M onitor the activity and help w here necessary.
READING AND WRITING 5. Ask and answ er (p. 75, ex. 4) Teach th e table “P re se n t Sim ple” . Read th e p a tte rn s in a ffirm a tiv e , negative and question form . Explain in th e ir m other tongue the rule if it is difficu lt to understand it in English. W rite the sentences on the board and give questions, negative sentences and short answ ers too. If necessary, rem ind them th a t “lik es/d o esn ’t like” goes w ith “he” and “she” only. Read the questions and answers. Pair work Ask pupils to read the questions and give th e ir answ ers in pairs using the inform ation about A nn and her friends. M onitor the activ ity and help where necessary. Do choral and individual repetition. Ask pupils to practice th eir questions and answers for a few m inutes. Go round helping. One or two p a irs act out these questions and answ ers. R epeat w ith a d ifferen t pupil, b u t th is tim e let pupils choose p a rtn e rs to act them out w ith. Repeat w ith several d iffe re n t pupils. T ransfer: encourage pupils to make th e ir own questions and answ ers too. W rite some sentences in pupils’ exercise books if you have enough tim e. M onitor the activity and help where necessary. 6. W rite an in vitation to your birth d ay pa rty (p. 75, ex. 4) Ask pupils im agine they are going to have a birth d ay party. Ask them to w rite th e ir in v itatio n using A nn’s in v itatio n as an example.
ENDING THE LESSON Team Spelling Gam e
Divide the class into two team s. One m em ber from each team comes to the fro n t of the class. Each says a word for the pupil to w rite on the board. Use the words from the last two or three lessons of th is u n it. Correctly spelt words — a point for the team . Home work Read (p. 74, ex. 1) A ctivity bank: W rite an invitation card to your birth d ay party. Further practice Use W orkbook tasks at the lesson or at home. 82
Lesson 4. СВЯТО ДНЯ НАРОДЖЕННЯ
Дата
Мета: • навчальна: практикувати всі види мовленнєвої діяльності, ознайомити з новими лексичними одиницями; • розвивальна: розвивати інтелектуальні та пізнавальні здібності, різні типи пам'яті — слухову, зорову, оперативну, тривалу, увагу, уяву, учити працювати в парі, групі, логічно висловлювати думку, формувати почуття гордості за свою сім'ю, роз вивати соціокультурну компетенцію; • виховна: виховувати дбайливе ставлення до членів своєї родини, культуру спів бесіди, такі риси характеру, як доброзичливість, толерантність, активність, повагу і любов до всіх членів родини, виховувати зацікавленість у розширенні своїх знань. • Обладнання: картки за темою «Сімейне свято».
Клас
Хід уроку
WARM-UP 1. Jump Game A sk ch ild ren to sta n d a t th e ir desks. Hold up a fla sh c ard from the vocabulary set and say a word. If the word is the same as the flashcard, they jum p. If it isn ’t, they keep still. A lternatively, ask pupils to p u t th e ir hands up if the word you say and the flashcard are the same. PRESENTATION 2. Listen and read (p. 76, ex. 1) Tell pupils to look a t th e picture. A sk w hat they see. P upils give d iffe re n t answ ers about the p icture and about people on it. Tell pupils th a t they are going to learn the poem about a b irth d ay party . Ask pupils to point to the objects while they are reading th e lines. Read the words of th e poem pausing a fte r each line. Pupils repeat the lines chorally and individually pointing to the objects in the picture. Read the poem chorally. 3. a) Look, listen and say (p. 76, ex. 2) Ask pupils to look a t the picture and point to the objects and people while they are listening to the tex t, b) Read and check your answers B efore reading: pre-teach th e w ords “blow” and “candles” . Show th e flashcards. Drill the new words two or th ree tim es. Read the new words again. Pupils listen and repeat them . If it is necessary tra n sla te them into the m other tongue. Then read the te x t. Pupils eith er read the te x t silently to them selves or they work on it to g eth er in pairs. Then pupils read the te x t in a chain. Ask to tra n sla te d iffic u lt sentences into the m other tongue. Go round helping. A fter reading: ask pupils the questions “W hat holiday has A nn got? W hat day is her birthday? W hat do th e children do a t the p a rty ? ” P upils may also be asked to w rite answers to the questions in th e ir exercise books. Do choral and individual reading again. Ask pupils to read p a rts of the tex t again aloud. Help w ith pronunciation and sentence rhythm especially. M onitor the activ ity and help where necessary. PRACTICE 4. A gree or disagree (p. 77, ex. 3) Pair work Ask pupils to read the sentences in the exercise and answ er “Yes” or “No” about the birth d ay p a rty in the exercise 2. 83
Tell them th a t th ey are going to agree or disagree w ith th e sentences. Pupils read and choose the correct answ er. M onitor the activ ity and help where necessary. If pupils don’t und erstan d th e m eaning of some words tra n sla te them into the m other tongue. READING AND WRITING 5. Ask and answ er (p. 77, ex. 4) Pair work Ask pupils to read th e questions and give th e ir answ ers in pairs. M onitor the activ ity and help where necessary. Do choral and individual repetition. Ask pupils to practice th e ir questions and answ ers for a few m inutes. Go round helping. One or two pairs act out these questions and answ ers. Repeat w ith a d iffe re n t pupil, b u t th is tim e let pupils choose p a rtn e rs to act them out w ith. Repeat w ith several d iffe re n t pupils. T ransfer: encourage pupils to make th e ir own questions and answers too. W rite some sentences in pupils’ exercise books if you have enough tim e. M onitor the activity and help w here necessary. Extra D isappearing Cards Gam e
Stick from five to seven flashcards “A ctivities” on the board. Do choral repetition of the words. Then remove one of the flashcards in the sequence. P upils ch an t the whole sequence of six w ords, including the m issing one. R epeat rem oving another flashcard. Continue till there are no flashcards on the board and pupils are saying th e whole sequence from th e ir mem ory. You can also play the game by w riting seven words on the board, then rubbing them o ut one a t a tim e. 6. W rite about your birth d ay . Fill in always, usually (p. 77, ex. 5) P upils have to com plete th e sentences about th e ir b irth d a y using the adverbs “alw ays” and “usually” . If it is necessary tra n sla te the adverbs into th e ir m other tongue. Ask pupils to make sentences orally. Then ask stro n g pupils to go to the board and w rite down these sentences on it. O thers have to w rite them down into th eir exercise books. ENDING THE LESSON
..............................................
Spelling Team Gam e
Divide th e class in to two team s. Show a p ictu re to th e class or draw a picture on the board and ask a pupil from the firs t team to spell it. If the pupil can spell it, th a t team wins a point. If the pupil cannot spell it, the other team can try to spell it for a bonus point. Home work Read (p. 76, ex. 2) Further practice Use W orkbook tasks a t the lesson or a t home.
84
Lesson 5. ПОДАРУНКИ ДО ДНЯ НАРОДЖЕННЯ
Дата
Мета: • навчальна: практикувати всі види мовленнєвої діяльності, ознайомити з новими лексичними одиницями; • розливальна: розвивати інтелектуальні та пізнавальні здібності, різні типи пам'яті — слухову, зорову, оперативну, тривалу, увагу, уяву, учити працювати у парі, групі, логічно висловлювати думку, формувати почуття гордості за свою сім'ю, роз вивати соціокультурну компетенцію; • виховна: виховувати дбайливе ставлення до членів своєї родини, виховувати культу ру співбесіди, такі риси характеру, як доброзичливість, толерантність, активність, пова гу і любов до всіх членів родини, виховувати зацікавленість у розширенні своїх знань. • Обладнання: картки за темою «Сімейне свято».
Клас
WARM-UP
1.
Хід уроку
Spelling Shark Gam e
This is a version of the trad itio n al “H angm an” game. B riefly explain the rules to the class. You can play the game to revise the vocabulary needed for the lesson. Think about any word, e.g., “p resent” . Don’t say it out loud. Draw a “c liff” line down from the end of the bottom row. A t the bottom of the “cliff” draw a sh a rk and th e sea. Draw two dashes fo r th e le tte rs in a sp o rt a c tiv ity , “p__________ ”. Pupils take tu rn s to guess one le tte r in the sport activity. If th a t le tte r is in the word, w rite it in the appropriate blank on top row. If it is not in the word, draw a little “stick fig u re ” sta rtin g to walk along the bottom row of blanks tow ards the edge of the cliff. Pupils have to guess all the lette rs correctly before th e stick fig u re falls over the cliff and into the sh a rk ’s jaws. PRESENTATION 2. Listen and m atch (p. 78, ex. 1) Pre-teach the words “glass” , “cotton” using the flashcard. Ask pupils to read the words from the table and try to m atch them into sentences. M onitor the activ ity and help where necessary. Do choral and individual repetition. W rite the sentences on the board and in pu p ils’ exercises. 3. a) Listen and say (p. 78, ex. 2) Pair work Ask pupils to read the questions and give the answers in pairs about the objects in the picture. Ask pupils to use the inform ation from the exercise 1. Monitor the activity and help where necessary. Do choral and individual repetition. Ask pupils to practice th e ir questions and answ ers for a few m inutes. Go round helping. One or two p a irs act out these questions and answ ers. R epeat w ith a d iffe re n t pupil, b u t th is tim e let pupils choose p a rtn e rs to act them out w ith. Repeat w ith several d iffe re n t pupils. T ransfer: encourage pupils to make th e ir own questions and answers too. W rite some sentences in pupils’ exercise books if you have enough tim e. M onitor the activity and help w here necessary, b) Ask and answ er about the things in exercise 1 (p. 78, ex. 2) Pair work Ask pupils to read the questions and give the answers in pairs about the objects in the p icture. Ask pupils to use the inform ation from the exercise 1 too. M onitor the activ ity and help where necessary. Do choral and individual repetition. 85
Ask pupils to practice th e ir questions and answers fo r a few m inutes. Go round helping. One or two pairs act out these questions and answers. PRACTICE 4. Read and act out (p. 79, ex. 3) Before reading: pre-teach the words “of course”. T ranslate them into the m other tongue. Read th e dialogue. Pupils listen and read it in silence. Read th e dialogue again. Ask to tra n sla te d ifficu lt sentences into the m other tongue. Pair work P upils read the dialogue. Go round helping. Do choral and individual repetition. Help w ith pronunciation and sentence rhythm especially. M onitor the activity and help where necessary. One or two pairs read or act out the dialogue. R epeat w ith a d iffe re n t pupil, b u t th is tim e let pupils choose p a rtn e rs to act them out w ith. Repeat . w ith several d iffe re n t pupils. A fter reading: ask pupils the questions “W ho has got a birthday? Has A nn got m any presents? Does she like them ?” Pupils m ay also be asked to w rite answ ers to the questions in th e ir exercise books. READING AND WRITING 5. Read (p. 79, ex. 4) Ask pupils to look a t th e sentences and name the pictures in them using the le tte rs in brackets. Ask pupils to go to the board and w rite these words on the board. Read th e te x t again. Pupils listen and read the te x t in silence. Read the te x t again. P upils eith er read the te x t silently to them selves or they work on it together in pairs. Then pupils read th e te x t in a chain. Ask to tra n sla te d iffic u lt sentences into the m other tongue. Go round helping. Do choral and individual repetition. A fter reading: ask pupils the questions “W hat colour is the glass? Is the T -shirt nice? Is the doll house green?” P upils may also be asked to w rite answ ers to the questions in th e ir exercise books. Do choral and individual reading again. Ask individuals to read p a rts of the te x t again aloud. Help w ith pronunciation and sentence rhythm especially. M onitor the activity and help where necessary. W rite about your birth d ay presents (p. 79, ex. 5). P upils have to complete the sentences about th e ir b irth d a y presents. ENDQ1ING THE LESSON Spelling Team Game Divide th e class in to two team s. Show a p ictu re to the class or draw a picture on th e board and ask a pupil from the f ir s t team to spell it. If the pupil can spell it, th a t team wins a point. If the pupil cannot spell it, the other team can try to spell it fo r a bonus point. Home work R ead(p. 79, ex. 4) A ctivity bank: Describe and draw you best present to birthday. Further practice Use W orkbook tasks a t the lesson or a t home.
86
Lesson б. ЗИМОВІ СВЯТА Мета: • навчальна: практикувати всі види мовленнєвої діяльності, ознайомити з новими лексичними одиницями; • розвивальна: розвивати інтелектуальні та пізнавальні здібності, різні типи пам'яті — слухову, зорову, оперативну, тривалу, увагу, уяву, учити працювати у парі, групі, логічно висловлювати думку, формувати почуття гордості за свою сім'ю, роз вивати соціокультурну компетенцію; • виховна: виховувати дбайливе ставлення до членів своєї родини, виховувати куль туру співбесіди, такі риси характеру, як доброзичливість, толерантність, активність, повагу і любов до всіх членів родини, виховувати зацікавленість у розширенні сво їх знань. • Обладнання: картки та плакат на тему «Зимові свята».
Хід уроку WARM-UP 1. Jump Game A sk ch ild ren to sta n d a t th e ir desks. Hold up a fla sh c ard from th e vocabulary set and say a word. If th e word is the same as th e flashcard, they jum p. If it isn ’t, they keep still. A lternatively, ask pupils to p u t th e ir hands up if the word you say and the flashcard are the same. PRESENTATION 2. Listen, repeat and learn (p. 80, ex. 1) Ask pupils to look a t the picture. Read the rhym e. Pupils listen. Ask pupils to open th e ir books. Say the rhym e line by line and ask pupils to repeat a fte r you. T ranslate th e d ifficu lt words if necessary. W hen you have practiced the rhym e thoroughly, tell pupils th a t they are going to say it them selves. P upils read the lines chorally and individually if they wish. 3. Read (p. 80, ex. 2) Pupils listen and read the te x t in silence. Read th e te x t again. Pupils eith er read the te x t silently to them selves or they work on it to g eth er in pairs. Then pupils read the te x t in a chain. Ask to tra n sla te d iffic u lt sentences into the m other tongue. Go round the class helping where necessary. Do choral and individual repetition. A fte r reading: ask pupils the questions “W hat holiday do U krainian people celebrate in w inter? W h at do they do? W h at do children do? W ho b rin g s presents to little children?” Pupils may also be asked to w rite answ ers to the questions in th e ir exercise books. Do choral and individual reading again. Ask pupils to read p a rts of the te x t again aloud. Help w ith pronunciation and sentence rhythm especially. Extra Learn th e poem. We have a fir-tre e in th e hall. It is b eau tifu l and tall! A round it we dance and play Because it is a New Year Day! 87
Дата Клас
PRACTICE 4. A gree or disagree (p. 81, ex. 3) Pair work Ask pupils to read th e sentences in th e exercise and answ er “T ru e” or “False” about New Y ear and C hristm as in exercise 2. Tell them th a t th ey are going to agree or disagree w ith th e sentences. Pupils read and choose the correct sentences. M onitor the activity and help where necessary. If pupils don’t u n derstand the m eaning of some words tra n sla te them into the m other tongue. READING AND WRITING E xplain pupils th a t S an ta Claus comes to E nglish children and b rin g s presents and not F ath er Frost. Tell pupils to listen to a poem about Santa Claus and learn it by h eart. S an ta Claus lives in England. He is funny and m erry, His cheeks are like roses, His nose is like a cherry. W ith a branch of green holly And robins, his friends, To all E nglish children New Y ear wishes he sends.
5. Ask and answ er (p. 81, ex. 4) Read the te x t in exercise 2 again. Pair work A sk p u p ils to read th e q u estio n s and answ ers in p a irs u sin g th e in fo rm atio n about New Y ear and C hristm as from exercise 2. M onitor the activ ity and help w here necessary. Do choral and individual repetition. Ask pupils to read and practice th e ir questions and answ ers fo r a few m inutes. Go round helping. One or two pairs read or act out the dialogues using the questions and answers. R epeat w ith a d iffe re n t pupil, b u t th is tim e let pupils choose p a rtn e rs to act them out w ith. R epeat w ith several d iffe re n t pupils. T ransfer: encourage pupils to make th e ir own questions and answ ers too. W rite some sentences in p u p ils’ exercise books if you have enough tim e. 6. W rite 5 sentences (p. 81, ex. 5) Ask pupils to w rite five sentences about New Y ear and C hristm as. Pupils read the f irs t sentences and make th e ir own ones. ENDING THE LESSON Stick six flashcards “the days of the week” on the board. Do choral repetition of the words. Then remove one of the flashcards in the sequence. Pupils chant the whole sequence of six words, including the m issing one. Repeat rem oving another flashcard. Continue till there are no flashcards on the board and pupils are saying the whole sequence from the memory. You can also play the game by w riting six words on the board, then rubbing them out one a t a tim e. Home work Read (p. 80, ex. 2) A ctivity bank: Describe w inter holidays you like. Draw a picture. Further practice Use W orkbook tasks a t the lesson or a t home.
88
Lesson 7. ЗИМОВІ СВЯТА
Дата
Мета: • навчальна: практикувати всі види мовленнєвої діяльності, ознайомити з новими лексичними одиницями; • розвивальна: розвивати інтелектуальні та пізнавальні здібності, різні типи пам'яті — слухову, зорову, оперативну, тривалу, увагу, уяву, учити працювати у парі, групі, логічно висловлювати думку, формувати почуття гордості за свою сім'ю, роз вивати соціокультурну компетенцію; • виховна: виховувати дбайливе ставлення до членів своєї родини, виховувати куль туру співбесіди, такі риси характеру, як доброзичливість, толерантність, активність, повагу і любов до всіх членів родини, культуру спілкування, виховувати зацікавле ність у розширенні своїх знань. • Обладнання: картки та плакат за темою «Зимові свята».
Клас
WARM-UP
Хід уроку
1 . Ju m p Gam e PRESENTATION 2. Listen and read (p. 82, ex. 1) Pupils listen and read the te x t in silence. Read the te x t again. Pupils eith er read th e te x t silently to them selves or they work on it together in pairs. Then pupils read the te x t in a chain. Ask to tra n sla te d iffic u lt sentences into the m other tongue. Go round the class helping where necessary. Do choral and individual repetition. A fter reading: ask pupils the questions “W hat holiday do U krainian people celebrate in w inter? W h at do they do? W h at do children do? W ho brings presents to little children?” Pupils m ay also be asked to w rite answ ers to th e questions in th e ir exercise books. Do choral and individual reading again. Ask individuals to read p a rts of the te x t again aloud. Help w ith pronunciation and sentence rh y th m especially. M onitor the activity and help w here necessary. PRACTICE 3. Complete the sentences (p. 82, ex. 2) Pupils have to complete the sentences using the inform ation from exercise 1. Ask pupils to make sentences orally. Then ask strong pupils to go to the board and w rite down these sentences on it. O thers have to w rite them down into th e ir exercise books. You can explain in th e ir m other tongue why. Pay a tte n tio n th a t people in U kraine celebrate C hristm as on 7th of Ja n u ary . Key:
1. In B rita in and in th e USA people celebrate C hristm as on 2 5 th of December. 2. They decorate th e ir homes w ith C hristm as trees, toys, flags and lights. 3. S anta Claus brings presents to children. 4. Many fam ilies have parties. 5. They dance, sing C hristm as songs, play games and have fun. READING AND WRITING 4. Ask and answ er (p. 82, ex. 3) Read the tex t in exercise 1 again. Pair work A sk pu p ils to read th e qu estio n s and answ ers in p a irs u sin g th e inform ation about New Y ear and C hristm as. M onitor the activ ity and help 89
where necessary. Do choral and individual repetition. Ask pupils to read and practice th eir questions and answ ers for a few m inutes. Go round helping. One or two pairs read or act out the dialogues using the questions and answers. R epeat w ith a d iffe re n t pupil, b u t th is tim e let pupils choose p a rtn e rs to act them out w ith. R epeat w ith several d iffe re n t pupils. T ransfer: encourage pupils to make th e ir own questions and answers too. W rite some sentences in p u p ils’ exercise books if you have enough tim e. Extra Learn the poem. December is the best of all. Snowflakes dance, snowflakes fall. People see th e New Year in. W hen December ends, it will begin. This is th e season W hen children ski, A nd F a th er F rost brings The b rig h t New Y ear tree!
5. Look and say (p. 83, ex. 4) Look a t the pictures. Read the words in boxes. Drill the pronunciation of th e words. Ask pupils to m atch the words w ith the pictures. Read the example. Pair work Ask pupils to make sentences about Alex using the p ictures and the words. Some p airs read th e ir exam ples. Then w rite th e b est sentences on the board. 6. Complete w ith the words from ex. 4 (p. 83, ex. 5) Ask pupils to read the words from the boxes again. Ask some pupils to w rite these words on the board. Group work Tell pupils they have to complete the sentences. Ask pupils to make sentences orally. Then ask some pupils from d ifferen t groups to go to the board and w rite down these sentences on it. O thers have to w rite them down into th e ir exercise books. Key:
1. decorates 2. clean 3. w rites, sends
4. phone 5. open 6. buy
ENDING THE LESSON Spelling Team Gam e
Divide th e class in to two team s. Show a p ictu re to th e class or draw a picture on the board and ask a pupil from the firs t team to spell it. If the pupil can spell it, th a t team wins a point. If the pupil cannot spell it, the other team can try to spell it for a bonus point. Home work R ead(p. 8 2 ,e x . 1) A ctivity bank: W rite how your fam ily celebrates New Year and C hristm as. Draw some pictures or stick some photos. Further practice Use W orkbook tasks a t the lesson or a t home. 90
Lesson 8. СВЯТА УКРАЇНИ. ВЕЛИКДЕНЬ
Дата
Мета: • навчальна: ознайомити з новими лексичними одиницями, активізувати вивче ний лексико-граматичний матеріал, розвивати вміння та навички читання, письма, усного монологічного та діалогічного мовлення, збільшити обсяг знань про соціокультурну специфіку мови країни, що вивчається, вдосконалювати уміння будувати своє мовне висловлювання, мовну поведінку адекватно цій специфіці; • розвивальна: розвивати логічне мислення, увагу та зорову пам'ять, спостережли вість, удосконалювати фонетику та артикуляцію звуків, розвивати усні комунікатив ні уміння з опорою на наочність; • виховна: виховувати зацікавленість у розширенні свої знань, використанні на вчального матеріалу в житті, виховувати загальну культуру учнів, толерантність один до одного. • Обладнання: таблиця «Пори року», «Свята. Великдень», картки, пов'язані з порами року та різноманітними заняттями.
Клас
WARM-UP
Хід уроку
1. Spelling Team Game Divide the class into two team s. One member from each team comes to the fro n t of the class. Each says a word fo r the pupil to w rite it using the words which are on th e board. C orrectly spelt words — a point fo r th e team . PRESENTATION 2. Listen and repeat (p. 84, ex. 1) Teach and then drill the new words using the pictures. Read o ut th e caption fo r each of th e p ictures in tu rn . Pupils listen and look a t the pictures. Use board sketches, m im ing and gestures to check if pupils have understood the m eaning of the new words. P u p ils tak e tu rn s to read out th e w ords. Help w ith pro n u n ciatio n . Go round helping. Repeat w ith several d iffe re n t pupils. PRACTICE 3. Look, listen and read (p. 84, ex. 1) P upils listen and read the te x t in silence. Read the te x t again. Pupils eith er read the te x t silently to them selves or they work on it to g eth er in pairs. Then pupils read the te x t in a chain. Ask to tra n sla te d iffic u lt sentences into th e m other tongue. Go round the class helping where necessary. Do choral and individual repetition. A fte r reading: ask pupils the questions “W h at holiday do U krainian people celebrate in spring? W hat do they do? W hat do children do? W h at do they m ake?” P upils may also be asked to w rite answ ers to the questions in th e ir exercise books. Do choral and individual reading again. Ask individuals to read p a rts of the te x t again aloud. Help w ith pronunciation and sentence rhythm especially. M onitor the activ ity and help where necessary. READING AND WRITING 4. Ask and answ er (p. 85, ex. 3) Read the te x t in exercise 2 again. Pair work A sk p u p ils to read th e q u estio n s and answ ers in p a irs u sin g th e inform ation about E aster in U kraine. M onitor th e activ ity and help w here necessary. Do choral and individual repetition. 91
A sk pupils to read and practice th e ir questions and answ ers fo r a few m inutes. Go round helping. One or two pairs read or act o ut th e dialogues using the questions and answers. Repeat w ith a d iffe re n t pupil, b u t th is tim e let pupils choose p a rtn e rs to act them out w ith. T ransfer: encourage pupils to m ake th e ir own questions and answers too. W rite some sentences in pupils’ exercise books if you have enough tim e. 5. a) Listen and repeat (p. 85, ex. 4) Stick an E aster Bunny on the board. Explain pupils why th is Bunny is very popular in English speaking countries in th e ir m other tongue. Ask pupils to look a t the picture. Before reading: pre-teach the new word “hop” and “E aster B unny” . Drill the pronunciation of the new words. Read the rhym e. Pupils listen. Ask pupils to open th e ir books. Say the rhym e line by line and ask pupils to repeat a fte r you. T ranslate the d ifficu lt words if necessary. W hen you have practiced the rhym e thoroughly, tell pupils th a t they are going to say it them selves. Pupils read the lines chorally and individually if they wish, b) Ask and answer Pair work Ask pupils to read th e questions about E aster. Then pupils have to read the beginning of the answ ers in pairs using the inform ation about E aster. M onitor the activity and help where necessary. Do choral and individual repetition. Ask pupils to read and practice th e ir answ ers for a few m inutes. Go round helping. One or two p airs read or act out th e dialogues using th e question and answer. Repeat w ith several d ifferen t pupils. 6. W rite 5 sentences about E aster. Use th e words clean, buy, bake and make (p. 81, ex. 5). W rite the words clean, buy, bake and make on the board. Ask pupils to w rite five sentences about E aster. Pupils read the beginnings of the sentences and make th e ir own ones using the words from the task. ENDING THE LESSON Complete the sentences using the pictures. W rite the beginnings of sentences on the board and place pictures a t the end. P upils read the beginnings and name the pictures. Today the w eather is... (cold/sunny/rainy) In w inter you can make... (a snowman) In autum n you eat... (apples) W hen i t ’s hot and sunny, you can... (ride a bike, fly a kite) In spring people celebrate... (Easter) Home work Read (p. 84, ex. 2, p. 85, ex. 4) A c tiv ity bank: W rite how y our fam ily celebrates E a ste r. D raw some pictures or stick some photos. Further practice Use W orkbook tasks a t the lesson or a t home. 92
Lesson 9. ПЕРЕВІР СЕБЕ • навчальна: активізувати та закріпити вивчений лексико-граматичний матеріал, вдо сконалювати вміння та навички аудіювання, читання, письма, усного мовлення, ре агувати невербально на запитання, які потребують простих відповідей, формувати в учнів комунікативну компетенцію, закріпити прислівники способу дії та вживан ня їх у мові з опорою на текст, розвивати та удосконалювати мовленнєві компетенції; • розвивальна: вчити уважно стежити за презентованою інформацією, ефектив но співпрацювати під час парної та групової роботи, мотивувати готовність брати участь в іншомовному спілкуванні, мотивувати бажання до подальшого самовдос коналення у галузі опанування іноземної мови, розвивати мовну здогадку; • виховна: зацікавити учнів темою уроку, привернути їхню увагу до вивченого мате ріалу, допомогти їм бути розкутими у спілкуванні, виховувати толерантне ставлен ня до однокласників, викликати в дітей бажання вчитися; вивчати іноземну мову; виховувати дисципліну, звичку до систематичної розумової праці. • Обладнання: таблиця «Пори року», «Свята», картки, пов'язані з порами року та різ номанітними заняттями.
WARM-UP
1.
Хід уроку
Ju m p G am e
A sk ch ild ren to sta n d a t th e ir desks. Hold up a fla sh c ard from the vocabulary set and say a word. If th e word is the same as the flashcard, they jum p. If it isn ’t, they keep still. A lternatively, ask pupils to p u t th e ir hands up if the word you say and the flashcard are the same.
2.
Find the Card Gam e
Play w ith the whole class. Ask two children to w ait outside the classroom door for a moment. W hile they are outside the door, stick one of the vocabulary cards somewhere in the classroom, where it is “hidden” b u t nevertheless visible w ithout moving anything. Involve the rest of the class in the process of hiding. Ask the two children to come back into the classroom and everyone asks e.g. “W here’s the robot?” The two pupils are looking for the vocabulary card of the robot and the rest of the class is helping by saying “Hot! Hot! Hot!” if the pupils are m oving to the card and “Cold! Cold! Cold!” if they are m oving away. W hen they find the card, the two pupils say e.g. “H ere’s the robot!” and everyone claps and says “H urray!” Repeat several tim es w ith different pupils. PRESENTATION 3. Read th e G ram m ar p a tte rn w ith the adverbs of frequency w ith the present sim ple. P ay a tte n tio n to th e adverbs of frequency “alw ays” , “o fte n ” and “som etim es” . PRACTICE 4. M atch th e pictures w ith the sentences (p. 86, ex. 1) Look a t th e pictures. Read th e the sentences under the pictures. D rill the pronunciation of the words in colour. Pay a tte n tio n to the place of the adverbs of frequency in every sentence. Explain the rule in the m other tongue. Pair work Ask pupils to look a t th e p ictu res and m atch them w ith th e sentences. Name th e picture and ask pupils to read the sentences to every picture. Then pupils name the num ber of the picture and the teacher reads a sentence. 93
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C orrect the answers if necessary. If you have some tim e you can w rite the sentences and th e num bers of pictures in the pu p ils’ exercise books. If pupils have some d ifficulties to m atch sentences w ith the pictures help them . W alk round the class and praise th e ir e ffo rts “Good! W ell done!” READING AND WRITING 5. W rite negative sentences (p. 87, ex. 2) Tell pupils they are going to make negative sentences. Ask pupils to read the example. Explain the rule in the m other tongue. P upils read the example again and follow the p a tte rn in th e ir books. Read again once or twice. Ask pupils to go to th e board one by one. They read th e sentences and w rite negative varian ts. 6. Make up questions. Use “do” or “does” (p. 87, ex. 3) Read th e example. If necessary, tra n sla te the sentences into th e ir native language. Rem ember th a t they use “do” and “does” in questions. P upils read and follow the p a tte rn in th e ir books. Read it again once or twice. Repeat chorally and individually. M onitor the activ ity and help where necessary. W rite the questions on th e board. Use two answ ers a sh o rt answ er and a full one. R epeat chorally and individually questions and answers. 7. Say w hat you can do a t the p a rty (p. 87, ex. 4) Stick m any pictures which describe activities a t a party. Ask pupils to name them . Pupils read the beginnings of the sentences and complete them using the pictures on the board. Then ask stro n g pupils to read the sentences and complete them w ith suitable words. M onitor the activ ity and help where necessary. Do choral and individual repetition. Help or correct the pupils if they have difficulties in reading. Repeat w ith several d iffe re n t pupils. If you have enough tim e, w rite the te x t down in pupils’ exercise books. Project work. Make a poster about your favourite holiday (p. 87, ex. 5). Group work Give pupils a lot of p ictu res of d iffe re n t holidays. P upils choose th e holiday they like best of all. P upils stick suitable pictures on a sheet of paper. Then ask pupils to describe th e pictures using d iffe re n t inform ation from the lessons. M onitor th e activ ity and help w here necessary. If pupils don’t have enough tim e you can finish the work next lessons. ENDING THE LESSON Teacher Can't Remember Game Tell pupils you c a n ’t rem em ber some of th e w ords from a p a rtic u la r vocabulary set so you Want them to help you. Show them some flashcards and say some words. This tim e use verbs w ith prepositions. Home work Read (p. 86, ex. 1) Further practice Use W orkbook tasks a t the lesson or a t home.
94
Unit б. LIFE AT HOME
Дата Клас
Lesson 1. Я ТУТ ЖИВУ Мета: • навчальна: презентувати новий лексичний матеріал за темою «Мій дім. Квартира», практикувати мовні засоби за темою «Людина», вчити описувати когось/щось, за питувати про відчуття та відповідати на запитання, повідомляти про смаки, уподо бання, висловлювати своє ставлення до когось/чогось, вдосконалювати компетен ції читання, аудіювання й усного монологічного мовлення, збільшувати обсяг знань про соціокультурну специфіку мови країни, що вивчається, вдосконалювати умін ня будувати своє мовне висловлювання, мовну поведінку адекватно цій специфіці; • розвивальна: вчити уважно стежити за презентованою інформацією, ефективно співпрацювати під час парної та групової роботи, мотивувати готовність брати участь в іншомовному спілкуванні, учити працювати у парі, логічно висловлювати думку; • виховна: виховувати уміння концентруватися, слухати інших, формувати доброзичли ву атмосферу в класі, вчити культури спілкування сучасного цивілізованого світу, вчити емоційно-ціннісно ставитись до всього, що нас оточує, виховувати розуміння важливос ті оволодіння іноземною мовою і потреби користуватися нею як засобом спілкування. • Обладнання: картки за темою «Людина», тематичні картки «Мій дім. Квартира».
Хід уроку WARM-UP 1. Associations Game Say the name of any a c tiv ity e.g. “house” or “home” . Pupils work in pairs, try in g to th in k of and w rite down w ithin a tw o-m inute period as m any words they associate w ith the activity as possible, e.g., house — room, window, door, bedroom , etc.; home — fam ily, friends, pet, love, etc. PRESENTATION 2. Listen, read and say (p. 88, ex. 1) Books open. Teach and then drill the new words using the pictures. Read out the caption fo r each of the pictures in tu rn . Pupils listen and look a t the pictures. Use board sketches, m im ing and gestures to check if pupils have understood the m eaning of the new words. P upils take tu rn s to read out th e words. Help w ith pronunciation. Go round helping. R epeat w ith several d iffe re n t pupils. Hold up a pencil and say “One pencil. T here’s one pen cil.” Do choral repetition. Hold up five pencils and say “Five pencils. There are five pencils.” Repeat w ith o th er num bers. Do choral and individual repetition. Explain pupils th a t we use there is w ith one object and th ere are w ith more th an one object. P ractice w ith classroom objects. A fter oral practice, w rite th e re ’s and th e re ’re on the board. Pupils read and say these phrases. Then name th e objects and ask pupils to make sentences using the p attern; “There is a... in th e ....” 3. 3. Ask and answ er (p. 88, ex. 2) Ask pupils to look a t the pictures in exercise 1 again. Pair work Ask pupils to read the questions and answers in pairs. M onitor the activity and help where necessary. Do choral and individual repetition. Ask pupils to make th e ir answers. P ractice th e ir questions and answers for a few m inutes. Go round helping. One or two pairs read or act out th e dialogues using th e questions and answers. 95
Repeat w ith a d iffe re n t pupil, b u t th is tim e let pupils choose p a rtn e rs to act them out w ith. Repeat w ith several d iffe re n t pupils. T ransfer: encourage pupils to make th eir own questions and answers too. W rite some sentences in pu p ils’ exercise books if you have enough tim e.
PRACTICE 4. Listen, read and say (p. 88, ex. 3) Pupils listen and read the word com binations in silence. Read them again. P upils e ith e r read the word com binations silen tly to them selves or they work on it together in pairs. Then pupils read the questions and the answ ers in a chain. Do choral and individual repetition. Pupils may also be asked to w rite answers to the questions in th e ir exercise books. Do choral and individual reading again. T ransfer: encourage pupils to make th eir own questions and answers too. W rite some sentences in pu p ils’ exercise books if you have enough tim e.
READING AND WRITING 5. A gree or disagree (p. 89, ex. 4) Pair work
Ask pupils to read the sentences in the exercise and answ er “T ru e” or “False” about the things in d ifferen t rooms. Tell them th a t they are going to agree or disagree w ith the sentences. Pupils read and choose the correct answ er. M onitor the activity and help where necessary. Extra Flashcard Bingo Game
Use 1 0-15 flashcards for household objects. Stick the flashcards on the blackboard. Children draw a grid w ith six squares and w rite the name of one flashcard in each square (encourage them to check spelling). W hen children are ready, remove the flashcards from the blackboard and shuffle them . Hold up the flashcards one by one and say the names. Children listen and write a cross on the word if it is in th e ir grid. The firs t child to w rite a cross on all six words in th eir grid calls “Bingo!” and is the w inner. 6. W rite about your living room (p. 89, ex. 5) . P upils read th e sentences and com plete them using d iffe re n t suitable words. Ask pupils to make sentences orally. Then ask strong pupils to go to the board and w rite down these sentences on it. O thers have to w rite them down into th eir exercise books.
ENDING THE LESSON Team Spelling Game
Divide th e class into two team s. Show a p ictu re to the class or draw a picture on the board and ask a pupil from the firs t team to spell it. If the pupil can spell it, th a t team wins a point. If the pupil cannot spell it, the other team can try to spell it for a bonus point. Homework R ead(p. 8 8 ,e x . 1) Further practice Use W orkbook tasks at the lesson or at home. 96
Lesson 2. МОЯ КВАРТИРА
Клас
Мета: * навчальна: презентувати новий лексичний матеріал за темою «Мій дім. Квартира», практикувати мовні засоби за темою «Людина», описувати когось/щось, запитувати про відчуття та відповідати на запитання, повідомляти про смаки, уподобання, ви словлювати своє ставлення до когось/чогось, вдосконалювати компетенції читан ня, аудіювання й усного монологічного мовлення, збільшити обсяг знань про соціокультурну специфіку мови країни, що вивчається, вдосконалити уміння будувати своє мовне висловлювання, мовну поведінку адекватно цій специфіці; • розвивальна: вчити уважно стежити за презентованою інформацією, ефективно співпрацювати під час парної та групової роботи, мотивувати готовність брати участь в іншомовному спілкуванні, учити працювати у парі, логічно висловлювати думку; * виховна: виховувати уміння концентруватися, слухати інших, формувати доброзичли ву атмосферу в класі, вчити культури спілкування сучасного цивілізованого світу, вчити емоційно-ціннісно ставитись до всього, що нас оточує, виховувати розуміння важливос ті оволодіння іноземною мовою і потреби користуватися нею як засобом спілкування. • Обладнання: картки за темою «Людина», тематичні картки «Мій дім. Квартира».
WARM-UP
1.
Хід уроку
A ssociations Gam e
Say the name of any p a rt of the fla t e.g. “living-room ” or “kitchen” . Pupils work in pairs try in g to th in k of and w rite down w ithin a tw o-m inute period as m any words they associate w ith the words as possible, e.g., living-room — room, window, TV set, etc.; kitchen — fam ily, dinner, table, cup, etc. PRESENTATION 2. Listen, read and say (p. 90, ex. 1) Teach and th en d rill th e new w ords u sin g th e p ictu res. Read out th e caption fo r each of the pictures in tu rn . Pupils listen and look a t the pictures. Use board sketches, m im ing and gestures to check if pupils have understood the m eaning of the new words. P u p ils take tu rn s to read o u t th e w ords. Help w ith pro n u n ciatio n . Go round helping. Repeat w ith several d iffe re n t pupils. Hold up a pencil and say “One pencil. T here’s one p e n c il.” Do choral repetition. Hold up five pencils and say “Five pencils. There are five pencils.” R epeat w ith other num bers. Do choral and individual repetition. Explain to pupils th a t we use “th ere is” w ith one object and “th ere are” w ith more th an one object. P ractice w ith classroom objects. A fte r oral practice, w rite “th e re ’s” and “th e re ’re ” on the board. Pupils read and say these phrases. Then name the objects and ask pupils to make sentences using the p attern : “There is a... in th e....” 3. Ask and answ er (p. 90, ex. 2) Ask pupils to look a t the p ictures in exercise 1 again. Pair work A sk pupils to read the questions and answ ers in pairs. M onitor th e activity and help where necessary. Do choral and individual repetition. Ask pupils to make th e ir answers. P ractice th e ir questions and answ ers for a few m inutes. Go round helping. One or two p airs read or act out th e dialogues using th e questions and answers. 97
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R epeat w ith a d iffe re n t pupil, b u t th is tim e let pupils choose p a rtn e rs to act them out w ith. R epeat w ith several d iffe re n t pupils. T ransfer: encourage pupils to make th e ir own questions and answ ers too. W rite some sentences in pu p ils’ exercise books if you have enough tim e. PRACTICE 4. Read (p. 90, ex. 3) Before reading: ask the questions “W h at can you see? W h at rooms are there? W here are the children?” Tell pupils to listen to the dialogue. Read the dialogue. Read it again and pause a fte r each sentence. Read every sentence dram atically and tell pupils to repeat a fte r you. If necessary, tra n sla te the sentences into th e ir own language. A fter reading ask pupils “W ho is busy? W here is R ossie?” R epeat chorally and individually. M onitor th e a c tiv ity and help w here necessary.Tell pupils th a t they are going to read the dialogue. READING AND WRITING 5. A ct out the dialogue (p. 91, ex. 4) Read the dialogue again. Pupils listen and read. P upils read and practice th e ir p a rt in the story for a few m inutes. Go round helping. One or two pairs read or act out the dialogue. R epeat w ith several d iffe re n t pupils, b u t th is tim e let pupils choose p artn ers to act it out w ith. 6. a) Answ er the questions (p. 91, ex. 5) Read the dialogue in exercise 3 again. Pair work Ask pupils to read the questions and answ ers in pairs. M onitor the activity and help where necessary. Do choral and individual repetition. Ask pupils to read and practice th e ir questions and answ ers fo r a few m inutes. Go round helping. One or two pairs read or act out the dialogues using the questions and answers. R epeat w ith a d iffe re n t pupil, b u t th is tim e let pupils choose p a rtn e rs to act them out w ith. R epeat w ith several d ifferen t pupils. T ransfer: encourage pupils to make th e ir own questions and answers too. W rite some sentences in pu p ils’ exercise books if you have enough tim e, b) W rite your answers Ask pupils to w rite the questions and give the answers. Then ask pupils to go to the board and w rite the answers on it. O ther pupils w rite the questions and answers in th eir exercise books. ENDING THE LESSON Spelling Team Game
Divide th e class in to two team s. Show a p ictu re to th e class or draw a picture on the board and ask a pupil from the firs t team to spell it. If the pupil can spell it, th a t team wins a point. If the pupil cannot spell it, the other team can try to spell it for a bonus point. Home work R ead(p. 9 0 ,e x .3) Further practice Use W orkbook tasks a t the lesson or a t home. 98
Lesson 3. МОЯ КВАРТИРА
Дата
Мета: • навчальна: презентувати новий граматичний і лексичний матеріал за темою «Я, моя сім'я та друзі», практикувати мовні засоби за темою «Я, моя сім'я та друзі», формувати навички вживання нових лексичних одиниць, вдосконалювати компе тенції читання, аудіювання й усного монологічного мовлення; • розвивальна: вчити уважно стежити за презентованою інформацією, ефектив но співпрацювати під час парної та групової роботи, мотивувати готовність брати участь в іншомовному спілкуванні, розвивати різні типи пам'яті — слухову, зорову, увагу, уяву, учити працювати у парі, логічно висловлювати думку; • виховна: виховувати уміння концентруватися, слухати інших, формувати доброзич ливу атмосферу в класі. • Обладнання: картки за темою «Людина», тематичні картки «Мій дім. Квартира».
Клас
Хід уроку
WARM-UP 1. D ictation. Give a simple dictatio n (use a rhym e or sim ilar sentences about C hristm as or New Y ear H oliday). P u p ils listen and draw w h at th ey h ear instead of w riting it down. D em onstrate or explain the procedure to pupils. Then d ictate each p a rt of th e description two or th re e tim es, giving pupils enough tim e to draw th eir pictures. 2. Spelling Shark Game This is a version of th e tra d itio n a l “H angm an” gam e. B riefly explain the rules to the class. You can play th e game to revise the vocabulary for the lesson. Think of any word, e.g., “lu n ch ”. D on’t say it out loud. Draw a “c liff” line down from the end of the bottom row. A t the bottom of the “c liff” draw a shark and the sea. Draw two dashes for the lette rs in a sport activity, “____ c h” . P upils take tu rn s to guess one le tte r in the sport activity. If th a t le tte r is in the word, w rite it in the appropriate blank in the top row. If it is not in the word, draw a little “stick fig u re ” sta rtin g to walk along the bottom row of blanks tow ards the edge of the cliff. Pupils have to guess all the letters correctly before the stick figure falls over the cliff and into the sh a rk ’s jaws. PRESENTATION 3. Read (p. 92, ex. 1) Before reading pre-teach the words “dow nstairs” and “u p sta irs” . Divide the class into two groups. Read the te x t one by one and pause a fte r each sentence. Read every sentence dram atically and tell pupils to repeat a fte r you. If necessary, tra n sla te the sentences into th e ir own language. P upils read the tex ts in a chain. 4. Ask and answ er (p. 92, ex. 2) Ask pupils to look a t the plan of the house again. Explain they are going to make questions using the plan and p a tte rn s. “W here is/a re the k itc h e n /th e bedroom s?” You ask questions and pupils answ er them using the words “dow nstairs” and “u p sta irs” using the inform ation from the tex ts. Complete the questions and answers. Ask pupils to read the p a tte rn and make th e ir own exam ples about the location of the d iffe re n t rooms in the house. You can copy the plan on the board. Ask pupils to read the tex ts. Label the rooms on the plan. Ask pupils to make questions using the words from the tex ts. Pupils practice dialogues in pairs using the completed questions and answers. One or two p airs act out th e dialogues. 99
PRACTICE 5. Listen. Look a t the plan in the exercise 1. Find the rooms they need (p. 93, ex. 3) Pair work P upils work in pairs on the whole dialogue in the story episode. They read and practice th e ir p a rt in the story fo r a few m inutes. W hile reading they are pointing to the rooms they see on the plan. Go round helping. One or two pairs act out the dialogue. Repeat w ith several different pupils b u t th is tim e let pupils choose partn ers to act it out with. Extra Disappearing Items Game W rite fo u r or five words on the board, e.g., rooms, jobs, household objects. R epeat th e words in the sequence chorally: e.g., bedroom , kitchen, living-room and bathroom . Then rub out one of the words in the sequence. Pupils chant th e whole sequence of five words, including the m issing one. Repeat rubbing o ut another item . Continue till th ere are no words on the board and pupils are saying the whole sequence from the memory. You can also play th is by draw ing fo u r or five pictures on the board and rubbing them out one a t a tim e. READING AND WRITING 6. Look, read and complete (p. 93, ex. 3) Ask pupils to look a t the sentences and ask to name the pictures in them . Ask pupils to go to the board and w rite these words on the board. Read the te x t again. Pupils listen and read the tex t in silence. Read th e te x t again. Pupils e ith e r read the te x t silently to them selves or they work on it to g eth er in pairs. Then pupils read the te x t in a chain. Ask to tra n sla te d iffic u lt sentences into the m other tongue. Go round helping. Do choral and individual repetition. A fter reading: ask pupils the questions “Is there a sink in the kitchen? Is th ere a table? How m any chairs are th ere in the kitchen?” Pupils m ay also be asked to w rite answ ers to the questions in th e ir exercise books. Do choral and individual reading again. Ask individuals to read p a rts of the te x t again aloud. Help w ith pronunciation and sentence rhythm especially. M onitor the activity and help w here necessary 7. P roject work. Draw a plan of your house (flat). W rite 5 sentences about it (p. 93, ex. 5). Ask pupils to look a t the picture and the plan of the house. P u p ils listen , look and answ er your questions “Is it a liv in g -ro o m /a bedroom ?” Ask about the fu rn itu re “Can you see a b e d /a co m p u ter/a so fa /a chair?” Then ask pupils to make th e ir plans of th e ir bedrooms. Pupils take pieces of paper and draw plans of th e ir houses or flats. Ask them to label the rooms and fu rn itu re . Then ask them to w rite 5 sentences about it. ENDING THE LESSON Spelling Team Game D ivide th e class in to two team s. Show a p ictu re to th e class o r draw a p icture on the board and ask a pupil from the firs t team to spell it. If the pupil can spell it, th a t team wins a point. If the pupil cannot spell it, the other team can try to spell it fo r a bonus point. Home work Read (p. 92, ex. 1) Further practice Use W orkbook tasks a t the lesson or1a t home. 100
Lesson 4. МОЯ КІМНАТА Мета: • навчальна: презентувати новий граматичний і лексичний матеріал за темою «Я, моя сім'я та друзі», практикувати мовні засоби за темою «Я, моя сім'я та друзі», формувати навички вживання нових лексичних одиниць, вдосконалювати компе тенції читання, аудіювання й усного монологічного мовлення; • розвивальна: вчити уважно стежити за презентованою інформацією, ефектив но співпрацювати під час парної та групової роботи, мотивувати готовність брати участь в іншомовному спілкуванні, розвивати мовну здогадку, різні типи пам'яті — слухову, зорову, увагу, уяву, вчити працювати у парі, логічно висловлювати думку; • виховна: виховувати уміння концентруватися, слухати інших, формувати доброзич ливу атмосферу в класі. • Обладнання: картки за темою «Я, моя сім'я та друзі», «Моя кімната».
Хід уроку WARM-UP 1. Rhyming Words Game P u t up two or th ree phonics cards around the room, saying th e words for children to repeat. Ask children to stand up a t th e ir desks. Tell them you are going to call out words which rhym e w ith the words in the cards. Call out other words from the phonics lessons. Children point to the words on the wall. W ith a stro n g class, you m ay also ask them to repeat both words. G radually get faste r and faste r. Children who point to the wrong w ord are out and have to sit down. Option: w ith a lim ited num ber of words, you may call out both th e words on the cards and words which rhym e w ith them . PRESENTATION 2. Listen, repeat and order the pictures (p. 94, ex. 1) Look a t th e p ic tu re s. R ead the w ords u n d e r th e p ic tu re s. D rill the pronunciation of the words. Pair work Ask pupils to order the pictures. Pupils listen and w rite the words in th e correct order. Then some pairs read th e ir examples. If you have some tim e you can make sentences w ith these words. W alk round th e class and praise th e ir e ffo rts “Good! W ell done!” PRACTICE 3. Look and read. Then describe the pictures (p. 94, ex. 2) Pupils listen and read the dialogue in silence. Read it again. Pupils e ith e r read the dialogue silently to them selves or they work on it to g eth er in pairs. Then pupils read the dialogue in a chain. Do choral and individual repetition. Pupils may also be asked to w rite answ ers to the questions in th e ir exercise books. Do choral and individual reading again. M onitor the a c tiv ity and help where necessary. Then ask pupils to describe the room using th e in fo rm atio n from the dialogue. You can w rite th e beginning of the sentences on the board. Ask pupils to go to the board one by one and complete the sentences. M onitor the activ ity and help where necessary. 101
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READING AND WRITING 4. Find ten hidden words (p. 95, ex. 3) W rite the crossword down on the board and make copies to pupils. Then stick household flashcards on the board. Ask pupils to w rite the names of them under every picture. Then ask pupils to find the hidden words. K ey: 1. P icture 6. Drawer 2. Chair 7. A rm chair 3. Book 8. Bookcase 4. W indow 9. Clock 5. Com puter 10. M irror Look a t the picture in ex. 2. Ask and answer. Pair work Ask pupils to read the questions and answ ers in pairs. M onitor the activity and help where necessary. Do choral and individual repetition. Ask pupils to read and practice th e ir questions and answ ers fo r a few m inutes. Go round helping. One or two pairs read or act out the dialogues using the questions and answers. Repeat w ith a d iffe re n t pupil, b u t th is tim e let pupils choose p a rtn e rs to act them out w ith. R epeat w ith several d iffe re n t pupils. T ransfer: encourage pupils to make th e ir own questions and answ ers too. W rite some sentences in p u p ils’ exercise books if you have enough tim e. 5. Read and complete (p. 95, ex. 4) Ask pupils to look a t the sentences and name the pictures in thejn. Ask pupils to go to the board and w rite these words on the board. Read the tex t again. Pupils eith er read the tex t silently to them selves or they work on it together in pairs. Then pupils read the tex t in a chain. Ask to tra n sla te d ifficu lt sentences into the m other tongue. Go round helping. Do choral and individual repetition. A fter reading: ask pupils the questions “W hat room is it? Is there a table? Is th e room clean?” Pupils may also be asked to w rite answers to the questions in th eir exercise books. Do choral and individual reading again. Ask individuals to read p a rts of the te x t again aloud. Help w ith pronunciation and sentence rhythm especially. M onitor th e activity and help w here necessary. 6. W rite 5 sentences about your room (p. 95, ex. 5) Ask pupils to describe th e ir rooms. P upils make sentences orally. Then ask strong pupils to go to the board and w rite down these sentences on it. O ther pupils have to w rite them down into th e ir exercise books. ENDING THE LESSON Spelling Team Game Home work R e a d ( p .9 5 ,e x .4) A ctivity bank: Ask pupils to make a plan of th e ir rooms and describe it. Further practice Use W orkbook tasks a t the lesson or a t home. 102
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Lesson 5. МОЯ КІМНАТА Мета: • навчальна: презентувати новий граматичний і лексичний матеріал за темою «Я, моя сім'я та друзі», практикувати мовні засоби за темою «Я, моя сім'я та друзі», формувати навички вживання нових лексичних одиниць, вдосконалювати компе тенції читання, аудіювання й усного монологічного мовлення; • розвивальна: вчити уважно стежити за презентованою інформацією, ефектив но співпрацювати під час парної та групової роботи, мотивувати готовність брати участь в іншомовному спілкуванні, розвивати мовну здогадку, різні типи пам'яті — слухову, зорову, увагу, уяву, учити працювати у парі, логічно висловлювати думку; • виховна: виховувати уміння концентруватися, слухати інших, формувати доброзич ливу атмосферу в класі. • Обладнання: картки за темою «Я, моя сім'я та друзі», «Моя кімната».
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WARM-UP 1. Rhyming Words Game P u t up two or th ree phonics cards around the room, saying the words for children to repeat. Ask children to stand up at th eir desks. Tell them you are going to call out words which rhym e w ith the words in the cards. Call out other words from the phonics lessons. Children point to the words on the wall. W ith a stro n g class, you may also ask them to repeat both words. G radually get faste r and faste r. C hildren who point to the wrong word are out and have to sit down. Option: w ith a lim ited num ber of words, you may call out both the words on the cards and words which rhym e w ith them . PRESENTATION 2. Look and say. How m any of these th in g s can you find? (p. 96, ex. 1) Ask pupils to look at the small pictures. Pupils look at the pictures and name th e words. Ask pupils to spell each word and w rite them down. Pair work Ask a pupil to go to the board and w rite the firs t word on the board while another pupil is spelling it, e.g., “s-o-f-a” . Ask another pupil to go to the board and m atch a picture w ith one of the words. Make sentences w ith the words. Ask pupils to find these th in g s in the big picture and count them . Then w rite the num bers of things on the board. Extra Ves or No Game Play w ith th e whole class a n d /o r pupils play in p airs. You can use fu rn itu re words and names of the rooms in the house or job words. Pupils place th e vocabulary cards face down in a pile in fro n t of them . Pupil A tu rn s over the firs t card, holds it up to Pupil В and says, e.g., “Is it a sofa?” Pupil В says, “Yes, it is .” or “No, it isn ’t. I t ’s a bed.” depending on the picture. If Pupil В responds correctly, he/'she keeps the card and has the next tu rn . The pupil w ith the m ost cards at the end of the game wins. PRACTICE 3. Read the le tte r from Tom (p. 96, ex. 2) B efore rea d in g : p re-teach and d rill th e w ords “pen f rie n d ” and “W ashington, D.C.” T ranslate them into the m other tongue. 103
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Ask pupils “W hat is it? Is it a tex t? Is it a poem?” Get them to identify the type of th e te x t “It is a le tte r.” Ask pupils to point out the typical opening of a le tte r “Dear F riend” and the typical ending of a le tte r to a friend “Bye! Tom” A sk pupils to read th e le tte r. P u p ils e ith e r read th e le tte r from Tom individually or in pairs. A fter reading: ask pupils th e questions from the le tte r and o ther questions orally “W hat is your name? W here do you live?” Pupils m ay also be asked to w rite answers to the questions in th e ir exercise books. 4. Talk to Tom (p. 97, ex. 3) Ask pupils to im agine they are speaking to Tom. Pair work P upils read th e dialogue and com plete the questions or th e answ ers to them . Then they take tu rn s to ask and answ er in the same way using the p a tte rn again. Pupils act out the dialogue in pairs. One or two pairs act out the dialogue. Repeat w ith several d iffe re n t pupils. If the class is not stro n g you may w rite the exam ples of questions and answers on the board to help pupils to make th e ir dialogues. READING AND WRITING 5. Play a game “Bingo!” (p. 97, ex. 4) Explain to pupils th e rules of th is game again. P upils m ake a g rid of six squares. Then they choose the p ictu re w ith household words. They w rite a name of the household words in each square. Call out names at random , if pupils have the name you call out on th e ir grid, they tick it, or cross it off, or cover it w ith a small piece of paper. The firs t pupil to tick /cro ss/co v er all six names on th e ir grid calls out “Bingo!” and is the w inner. 6. W rite a le tte r to Tom (p. 97, ex. 5) Ask pupils to w rite th e answ er to Tom. Read Tom ’s le tte r again. Ask pupils use his le tte r as a p a tte rn and w rite the answer. ENDING THE LESSON Spelling Team Game Divide th e class in to two team s. Show a p ictu re to the class or draw a picture on the board and ask a pupil from the firs t team to spell it. If the pupil can spell it, th a t team wins a point. If the pupil cannot spell.it, the other team can try to spell it for a bonus point. Home work R ead(p. 9 6 ,e x .2) Further practice Use W orkbook tasks a t the lesspn or at home.
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Lesson 6. ДОМАШНІ СПРАВИ Мета: • навчальна-, презентувати новий лексичний матеріал та закріпити вивчений лек сичний матеріал за темою «Людина», практикувати мовленнєві компетенції за те мою «Людина», вчити описувати різноманітні дії, висловлювати своє ставлення до когось/чогось, збільшувати обсяг знань про соціокультурну специфіку мови країни, що вивчається, вдосконалювати уміння учнів будувати мовне висловлювання, мов ну поведінку адекватно цій специфіці; • розвивальна: вчити уважно стежити за презентованою інформацією, ефектив но співпрацювати під час парної та групової роботи, мотивувати готовність брати участь в іншомовному спілкуванні, розвивати різні типи пам'яті, учити працювати у парі, логічно висловлювати думку; • виховна: виховувати розуміння важливості оволодіння іноземною мовою і потре би користуватися нею як засобом спілкування, виховувати уміння концентруватися, слухати інших, формувати доброзичливу атмосферу в класі. • Обладнання: картки за темою «Людина».
Хід уроку WARM-UP 1. Revise th e action verbs w ith prepositions. Tell pupils “Stand a t the board, Max. P u t your pen under th e book. Go to the bo ard .” etc. Mime other verbs “Pass me some bread, Olga. D rink some m ilk, children! e tc .” 2. Yes or No Game P lay w ith th e whole class a n d /o r pupils play in pairs. You can use fu rn itu re words and nam es of the rooms in the house or job words. P upils place the vocabulary cards face down in a pile in fro n t of them . Pupil A tu rn s over the firs t card, holds it up to Pupil В and says, e.g., “Is it a sofa?” Pupil В says “Yes, it is.” or “No, it isn ’t. I t ’s a bed.” depending on the picture. If Pupil В responds correctly, he/she keeps the card and has the next tu rn . The pupil w ith the m ost cards a t the end of the game wins. PRESENTATION 3. Listen and repeat (p. 98, ex. 1) Look a t th e p ictu res. Read the w ords u n d er th e p ic tu re s. D rill th e pronunciation of th e words. Read out the caption fo r each of the pictures in tu rn , while pupils listen and look a t the pictures. Use board sketches, m im ing and gestures to check if pupils have understood the m eaning of the new words. P upils take tu rn s tb read out the words. Help w ith pronunciation. Use the flashcards. Ask pupils to go to the board, point to the necessary flash card and rep eat th e new w ords. If you have some tim e you can make sentences w ith these words. W alk round the class and praise th eir e ffo rts “Good! W ell done!” PRACTICE 4. Choose and say (p. 98, ex. 1) Ask pupils to m ake sentences using the correct words in italic. Pair work P upils read the sentences in silent to them selves or they work on them together in pairs. Pupils choose suitable ones. If it is necessary tra n sla te the words into the m other tongue. Then they read the sentences aloud. 105
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Ask pupils to read th e sentences in a chain. Ask to tra n s la te d iffic u lt sentences into the m other tongue. Go round helping. You can ask pupils to w rite the sentences down. Do choral and ind iv id u al read in g again. Help w ith p ro n u n ciatio n and sentence rh y th m especially. M onitor the activity and help w here necessary. If you have some tim e you can ask pupils to w rite the sentences down in th e ir exercise books. Ask some strong pupils to w rite sentences on the board too. READING AND WRITING 5. Complete the sentences (p. 99, ex. 3) Ask pupils to look a t the sentences, name the pictures in them . Ask pupils to go to the board and w rite these words on the board. Read th e sentences again. Pupils listen and read the sentences in silence. Then pupils read th e sentences in a chain. Ask to tra n s la te d iffic u lt sentences in to the m other tongue. Go round helping. Do choral and individual repetition. A fte r reading: ask pupils th e questions “W ho usually w aters flow ers? W here do they usually feed th e ir cat? W hen do they lay the table?” Pupils may also be asked to w rite answ ers to the questions in th e ir exercise books. Do choral and individual reading again. Ask individuals to read p a rts of the te x t again aloud. Help w ith pronunciation and sentence rhythm especially. M onitor the activ ity and help where necessary 6. Read and m atch (p. 99, ex. 4) Ask pupils to read the questions. Then ask to read the answers. Help w ith pronunciation and sentence rhythm especially. A sk to tra n s la te d iffic u lt sentences in to th e m other tongue. Go round helping. Do choral and individual repetition. Pair work Pupils have to m atch the questions w ith the answers. Check up the pairs of sentences. 7. Answer the questions (p. 99, ex. 5) Pair work Ask pupils to read the questions and give the answers in pairs. M onitor the activity and help where necessary. Do choral and individual repetition. P ractice th e ir questions and answ ers fo r a few m inutes. Go round helping. One or two pairs read or act o ut the dialogues using the questions and answers. Repeat w ith a d iffe re n t pupil, b u t th is tim e let pupils choose p a rtn e rs to act them out w ith. Repeat w ith several d iffe re n t pupils. T ransfer: encourage pupils to make th eir own questions and answ ers too. W rite some sentences in pupils’ exercise books if you have enough tim e. ENDING THE LESSON Mime Game Mime an action e.g. dance or read a book. P u p ils guess w hat y o u ’re doing and call out th e action. R epeat the procedure and, if appropriate, invite individual pupils to take tu rn s to come and stand by you and do a mime to the rest of the class. Home work Read (p. 9 9 ,e x .3) A c tiv ity bank: A sk pupils to w rite some sentences about th e ir day activities. Further practice Use W orkbook tasks a t the lesson or at home. 106
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Lesson 7. ПЕРЕВІР СЕБЕ Мета: • навчальна: активізувати та закріпити вивчений лексико-граматичний матеріал, вдо сконалювати вміння та навички аудіювання, читання, письма, усного мовлення, ре агувати невербально на запитання, які потребують простих відповідей, формувати в учнів комунікативну компетенцію, закріпити прислівники способу дії та вживан ня їх у мові з опорою на текст, розвивати та удосконалювати мовленнєві компетенції; • розвивальна: вчити уважно стежити за презентованою інформацією, ефектив но співпрацювати під час парної та групової роботи, мотивувати готовність брати участь в іншомовному спілкуванні, мотивувати бажання до подальшого самовдос коналення у галузі оволодіння іноземною мовою, розвивати мовну здогадку; • виховна: зацікавити учнів темою уроку, привернути їхню увагу до вивченого мате ріалу, допомогти їм бути розкутими у спілкуванні, виховувати толерантне ставлен ня до однокласників, викликати в дітей бажання вчитися, вивчати іноземну мову; виховувати дисципліну, повагу до однокласників, звичку до систематичної розумо вої праці, ефективно співпрацювати під час парної та групової роботи. • Обладнання: картки за темою «Людина».
Хід уроку WARM-UP 1. Teacher Can't Remember Game Tell pupils you c a n ’t rem em ber some of th e words from a p a rtic u la r vocabulary set so you w ant them to help you. Tell pupils you are going to show them some flashcards or mime and say some words. This tim e use the verbs w ith prepositions. PRESENTATION 2. Read. Fill in “he” , “h is”, “h e r”, “its ”, “she” , “th ey ” (p. 100, ex. 1) Revise the personal and objective pronouns. Ask pupils to look a t th e pictures. Rem ember th e ir names. Read the te x t about th is fam ily and fill in gaps w ith pronouns. M onitor the activity and help where necessary. Do choral and individual repetition. 3. A gree or disagree (p. 101, ex. 2) Pair work Ask pupils to read th e sentences in th e exercise and answ er “T ru e” or “False” about the th in g s in d iffe re n t rooms. Tell them th a t they are going to agree or disagree w ith th e sentences. Pupils read and choose the correct answer. M onitor the activity and help where necessary. If pupils don’t u n derstand the m eaning of some words tra n sla te them into the m other tongue. Extra Find the Card Game Play w ith the whole class. Ask two children to w ait outside the classroom door for a m oment. W hile they are outside the door, stick one of the vocab ulary cards somewhere in the classroom , where it is “hidden” b u t n everthe less visible w ithout m oving anything. Involve the rest of the class to help you to do th is. Ask children come back into the classroom and everyone asks e.g. “W here’s the kitchen?” The two pupils are looking for the vocabulary card of the kitchen and the rest of the class is helping by saying “Hot! Hot! Hot!” if the pupils are m oving to the card and “Cold! Cold! Cold!” if they are m oving away. W hen they find th e card, the two pupils say e.g. “H ere’s the kitchen!” and eve ryone claps and says “H urray!” R epeat several tim es w ith d iffe re n t pupils 107
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PRACTICE 4. Choose the correct item . W rite (p. 101, ex. 3) Ask pupils to make sentences using the correct item s. Pair work P upils read the sentences in silent to them selves or they work on them together in pairs. P upils choose suitable ones. If it is necessary tra n sla te the words into the m other tongue. Then they read the sentences aloud. Ask pupils to read th e sentences in a chain. Ask to tra n s la te d iffic u lt sentences into the m other tongue. Go round helping. You can ask pupils to w rite the sentences down. Do choral and ind iv id u al read in g again. Help w ith pro n u n ciatio n and sentence rh y th m especially. M onitor the activity and help w here necessary. If you have some tim e you can ask pupils to w rite th e sentences down in th e ir exercise books. Ask some strong pupils to w rite sentences on the board too. READING AND WRITING 5. Complete the dialogue (p. 101, ex. 4) Pupils have to complete the sentences in the dialogue. Ask pupils to make sentences orally. Then ask strong pupils to go to the board and w rite down these sentences on it. O thers have to w rite them down into th e ir exercise books. T ransfer: encourage pupils to make th e ir own questions and answ ers too. W rite some sentences in pupils’ exercise books if you have enough tim e. 6. A nsw er the questions (p. 99, ex. 5) Pair work Ask pupils to read the questions and give the answers in pairs. M onitor the activity and help where necessary. Do choral and individual repetition. P ractice th e ir questions and answ ers fo r a few m inutes. Go round helping. One or two pairs read or act out the dialogues using the questions and answers. Repeat w ith a d iffe re n t pupil, b u t th is tim e let pupils choose p a rtn e rs to act them out w ith. Repeat w ith several d iffe re n t pupils. T ransfer: encourage pupils to make th e ir own questions and answ ers too. W rite some sentences in pupils’ exercise books if you have enough tim e. ENDINGTHE LESSON Spelling Team Game Divide th e class in to two team s. Show a p ictu re to th e class or draw a picture on the board and ask a pupil from the firs t team to spell it. If the pupil can spell it, th a t team wins a point. If the pupil cannot spell it, the other team can try to spell it for a bonus point. Home work R ead(p. 1 0 0 ,e x . 1) Further practice Use W orkbook tasks a t the lesson or at home.
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Unit 7. DAILY LIFE
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Lesson 1. ДЕНЬ ЗА ДНЕМ Мета: • навчальна: закріпити лексико-граматичний матеріал за темою «Людина», прак тикувати мовні засоби за темами «Людина», «Розпорядок дня», описувати когось/ щось, запитувати про події в минулому та відповідати на запитання, вдосконалю вати компетенції читання, аудіювання й усного монологічного мовлення, збільши ти обсяг знань про соціокультурну специфіку мови країни, що вивчається, вдоско налити уміння будувати своє мовне висловлювання, мовну поведінку адекватно цій специфіці; • розвивальна: вчити уважно стежити за презентованою інформацією, ефективно співпрацювати під час парної та групової роботи, мотивувати готовність брати участь в іншомовному спілкуванні, учити працювати у парі, логічно висловлювати думку; • виховна: виховувати уміння концентруватися, слухати інших, формувати доброзичливу атмосферу в класі, вчити культури спілкування сучасного цивілізованого світу, вчити емоційно-ціннісно ставитись до всього, що нас оточує, виховувати розуміння важливості оволодіння іноземною мовою і потреби користуватися нею як засобом спілкування. • Обладнання: картки за темами «Людина», «Розпорядок дня».
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Хід уроку
WARM-UP 1. Jump Game A sk ch ild ren to sta n d a t th e ir desks. Hold up a fla sh c ard from th e vocabulary set and say a word. If th e word is the same as the flashcard, they jum p. If it isn ’t, they keep still. A lternatively, ask pupils to p u t th e ir hands up if the word you say and the flashcard are the same. 2. Associations Game Say any noun or the name of any activity. Pupils work in pairs, try in g to th in k of and w rite down w ithin a tw o-m inute period as m any w ords as possible they associate w ith th is activity, e.g. make a bed — bed, m orning, tidy; w inter — holidays, cold, fu n , December, New Y ear, C hristm as, etc.
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PRESENTATION 3. Listen and read (p. 102, ex. 1) Read the rhym e. Pupils listen. Say the rhym e line by line and ask pupils to repeat a fte r you. T ranslate the d iffic u lt words if necessary. W hen you have practiced the rhym e thoroughly, tell pupils th a t they are going to say it them selves. Extra Disappearing Cards Game Stick from six to seven flashcards “A ctiv ities” on the board. Do choral repetition of the words. Then remove one of th e flashcards in th e sequence. P upils ch an t th e whole sequence of six w ords, including th e m issing one. R epeat rem oving another flashcard. Continue till there are no flashcards on the board and pupils are saying the whole sequence from the mem ory. You can also play th e game by w riting seven words on the board, then rubbing them o ut one a t a tim e. 109
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PRACTICE Listen, repeat and m atch (p. 102, ex. 2) Ask pupils to read the sentences. Help w ith pronunciation and sentence rhythm especially. Ask to tra n s la te d iffic u lt sentences in to th e m other tongue. Go round helping. Do choral and individual repetition. Pair work Pupils have to m atch the sentences w ith the correct picture. Check up the sentences and the pictures. Ask pupils to name the num ber of every sentence and the le tte r of every picture. Correct th e m istakes. Read and act out (p. 103, ex. 3) Pair work Ask pupils to read th e dialogue in pairs. M onitor th e activ ity and help w here necessary. Do choral and individual repetition. Go round helping. One or two p airs read or act o ut the dialogue. R epeat w ith a d iffe re n t pupil, b u t th is tim e let pupils choose p a rtn e rs to act them out w ith. Repeat w ith several d ifferen t pupils. T ransfer: encourage pupils to make th e ir own dialogues too. READING AND WRITING a) Ask and answ er (p. 103, ex. 3) Ask pupils to look a t the word com binations and read them . Pupils repeat. Explain they are going to make questions using these words. W rite the example on the board and underline these words which pupils have to change into others. Ask pupils to read the p attern and make th eir own examples about daily life. Pupils practice questions and th e answ ers in pairs using the completed questions and answers. One or two pairs act out the dialogues, b) Say. W h at do you usually do in th e m orning? Stick pictures which describe w hat pupils do in the m orning. Tell pupils to use the inform ation from exercise 1 too. W rite 6 sentences about your m orning (p. 103, ex. 5) Ask pupils to w rite six sentences about th e ir m orning. P upils can use the exam ples from exercise 4 and the sentences from exercise 2. Extra Disapperaing Cards Game Stick from five to seven flashcards “A ctivities� on the board. Do choral repetition of the words. Then remove one of the flashcards in the sequence. Pupils chant the whole sequence of six words, including the missing one. Repeat removing another flashcard. Continue till there are no flashcards on the board and pupils are saying the whole sequence from the memory. You can also play the game by w riting seven words on the board, then rubbing them out one a t a time. ENDING THE LESSON W rite words on the board. P upils close th e ir eyes while you remove one word. Pupils then open th e ir eyes and try and rem em ber w hat is m issing. They can eith er say the word or w rite it down. Do th is w ith lexical sets of words, e.g. w eather, sports, foods, etc. Home work R ead(p. 1 0 2 ,e x . 1 ,2 ) Further practice Use W orkbook tasks a t the lesson or a t home. 110
Lesson 2. РОЗПОРЯДОК ДНЯ. ГОДИННИК Мета: • навчальна: презентувати новий граматичний і лексичний матеріал за підтемою «Розпорядок дня», практикувати мовні засоби за темою «Розпорядок дня», форму вати навички вживання нових лексичних одиниць, вдосконалювати компетенції чи тання, аудіювання й усного монологічного мовлення; • розвивальна: вчити уважно стежити за презентованою інформацією, ефектив но співпрацювати під час парної та групової роботи, мотивувати готовність брати участь в іншомовному спілкуванні, розвивати різні типи пам'яті — слухову, зорову, увагу, уяву, учити працювати у парі, логічно висловлювати думку; • виховна: виховувати уміння концентруватися, слухати інших, формувати доброзич ливу атмосферу в класі. • Обладнання: картки за темою «Розпорядок дня», демонстративний годинник, пла кат "Present Simple".
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WARM-UP 1. S ta rt a day-of-the-week chain round the class 2. W rite any two or th re e of th e follow ing days-of-the-w eek an ag ram s on the board for th e pupils to work out in pairs; YARDIF (Friday), DANYUS (Sunday), YODMAN (Monday). PRESENTATION 3. L isten, repeat and act out (p. 104, ex. 1) P re-teach the words “o’clock” “to ” and “p a s t” using th e dem onstrative clock. If pupils don’t und erstan d the m eaning of the words tra n sla te it into the m other tongue. Read out the sentences. You can use a dem onstrative clock. P upils listen, look a t the tim e on the clock and read sentences. P oint out th a t you use “to ” and “p a st” w ith tim e. Pupils read and practice the pronunciation. Do choral and individual reading. Ask individuals to read p a rts of th e te x t again aloud. Help w ith pronunciation and sentence rhythm especially. M onitor the activ ity and help where necessary. 4. Listen and say (p. 104, ex. 2) Draw clock faces on the board or practice the tim e using the dem onstrative clock. Review th e hours, q u a rte r and h alf past. Do a lot of rep e titio n . Do choral and individual repetition. Pair work P upils in p airs tak e tu rn s to ask and answ er questions about activities d u ring the day following the model questions and answ er them . W rite down the model questions on the board. W hen do you go to school? W hen do you get up? W hen do you have breakfast? W hen do you do your homework? W hen do you play com puter games? W hen do you go to bed? Extra Miming Game Mime an action e.g. dance or read a book. P u p ils guess w h at y o u ’re doing and call out th e action. R epeat th e procedure and, if appropriate, invite individual pupils to take tu rn s to come and stan d by you and do a mime to the rest of the class. 111
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PRACTICE 5. P oint, ask and answ er (p. 105, ex. 3) Ask pupils to look a t th e d iffe re n t clocks and say th e tim e. Do choral and individual repetition. Then divide the class into fo u r team s. One pupil from each team comes to th e board. Read o u t th e tim e. The firs t pupil to draw a clock showing the tim e correctly wins a point for his or her team . Four more pupils come to the board and the process is repeated u n til the pupils have had a tu rn . Extra Disappearing Time Game Stick from five to seven flashcards “Time” or draw clocks on the board. Do choral rep etitio n of th e tim e. Then rem ove one of th e flashcards in the sequence. P u p ils ch an t th e whole sequence of six sentences, including th e m issing one. R epeat rem oving an o th er flashcard. Continue till th ere are no flashcards or p ictures on the board and pupils say the whole sequence from the mem ory. You can also play the game by w ritin g seven words on the board, then rubbing them out one a t a tim e. READING AND WRITING 6. Ask and answ er (p. 105, ex. 4) A sk pu p ils to look a t th e q u e stio n s. R evise “The P re se n t Sim ple. Q uestions.” Pair work Ask pupils to read the questions and answ ers in pairs. M onitor the activity and help w here necessary. Do choral and individual repetition. Ask pupils to make th e ir answ ers. P ractice th e ir questions and answers for a few m inutes. Go round helping. One or two pairs read or act out the dialogues using the questions and answers. Repeat w ith a d iffe re n t pupil, b u t th is tim e let pupils choose p a rtn e rs to act them out w ith. Repeat w ith several d iffe re n t pupils. T ransfer: encourage pupils to make th e ir own questions and answ ers too. W rite some sentences in pupils’ exercise books if you have enough tim e. 7. W rite down these sentences (p. 105, ex. 5) Pupils look a t the sentences. They sat the tim e. Then ask pupils to w rite down the sentences. ENDING THE LESSON Abracadabra Game Children play in pairs. Each child lays th e ir cards face down in a row on th e ir desks. Pupil A points to Pupil B’s f irs t card pretending to wave a wind and says e.g. “Abracadabra! I t ’s March!” Pupil B tu rn s over the card. If i t ’s M arch, he says “Yes!” and leaves the card face up. If it isn ’t M arch, he should say “No!” and leave the card face down. Pupil B then has the next tu rn . Home work Read (p. 104, ex. 1, 2) A ctivity bank: Ask pupils to describe th e ir day. Draw the clock and show the tim e. Further practice Use W orkbook tasks a t the lesson or a t home. 112
Lesson 3. МІЙ ДЕНЬ Мета: • навчальна: закріпити лексико-граматичний матеріал за темою «Людина», практи кувати мовні засоби за темою «Людина», описувати когось/щось, запитувати про події у минулому та відповідати на запитання, вдосконалювати компетенції читан ня, аудіювання й усного монологічного мовлення, збільшити обсяг знань про соціокультурну специфіку мови країни, що вивчається, вдосконалювати уміння будувати своє мовне висловлювання, мовну поведінку адекватно цій специфіці; • розвивальна: вчити уважно стежити за презентованою інформацією, ефективно співпрацювати під час парної та групової роботи, мотивувати готовність брати участь в іншомовному спілкуванні, учити працювати у парі, логічно висловлювати думку; • виховна: виховувати уміння концентруватися, слухати інших, формувати доброзич ливу атмосферу в класі, вчити культури спілкування сучасного цивілізованого світу, вчити емоційно-ціннісно ставитись до всього, що нас оточує, виховувати розуміння важливості оволодіння іноземною мовою і потреби користуватися нею як засобом спілкування. • Обладнання: картки за темою «Людина», демонстративний годинник.
Хід уроку WARM-UP 1. Hangman Game Draw a blank line on the board to represent each le tte r of a word (e.g. for the word clock you w rite (_____________ ). P upils call out letters. If a le tte r is included in the word, w rite the le tte r on the appropriate blank line. If the le tte r is not in the word, draw one line of the H angm an picture. Pupils m ust try and find all the lette rs in the word or guess th e word before you have draw n ten lines to complete th e H angm an. Also let individual pupils choose a word (try to use the words of the Fam ily Tree) and draw the blank lines on the board. PRESENTATION 2. Listen and read (p. 106, ex. 1) Ask pupils to look a t the clocks and say the tim e. Read the te x t. Pupils listen and read the te x t in silence. Read the tex t again. Pupils eith er read the te x t silently to them selves or they work on it to g eth er in pairs. Then pupils read the te x t in a chain. Ask to tra n sla te d iffic u lt sentences into th e m other tongue. Go round helping. Do choral and individual repetition. A fte r reading: ask pupils th e questions “W h at tim e does A nn get up? W hen does she do homework? W hat does Ann do in the evening?” Pupils m ay also be asked to w rite answers to the questions in th e ir exercise books. Do choral and individual reading again. Ask individuals to read p a rts of the te x t again aloud. Help w ith pronunciation and sentence rhythm especially. M onitor th e activ ity and help where necessary. PRACTICE 3. Choose, point and read (p. 106, ex. 2) Ask pupils to look a t the clocks. Pupils say the tim e. Draw the clocks on the board and ask some pupils to w rite the tim e. Then ask pupils to choose th e correct tim e and complete the sentences. W rite the correct sentences in pupils’ exercise books. Extra Flashcard Bingo Game Use 6 flashcards of d iffe re n t tim e. Stick the flashcards on the blackboard. 113
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Pupils draw a grid w ith six squares and w rite the num bers of one flashcard in each square (encourage them to check spelling to do th is as necessary). W hen children are ready, rem ove the flashcards from the blackboard and shuffle them . Hold up the flashcards one by one and say the tim e. P upils listen and w rite a cross on the w;ord if it is in th eir grid. The firs t child to w rite a cross on all six words in th e ir grid calls “Bingo!” and is the w inner. READING AND WRITING 4. Look and say (p. 107, ex. 3) Ask pupils to look a t the p ictu res. Then pupils read th e title “In th e A fternoon”. Ask “W h at is the g irl’s nam e?” W rite some sentences about A nn on the board, e.g. “Ann comes home at half past two. She has dinner. She does her homework in the afternoon. She helps her m other to o .” Pupils read the sentences and point to th e correct pictures. Ask strong pupils to describe every p icture one by one. O thers listen and repeat. T ransfer: encourage pupils to make th e ir own sentences too. W rite some sentences in p u p ils’ exercise books if you have enough tim e. 5. Ask and answ er (p. 107, ex. 4) Ask pupils to look a t the p ictures of exercise 1 again. Pair work Ask pupils to read the questions and answ ers in pairs. M onitor th e activity and help where necessary. Do choral and individual repetition. Ask pupils to make th e ir answ ers. P ractice th e ir questions and answ ers for a few m inutes. Go round helping. One or two pairs read or act out the dialogues using the questions and answers. Repeat w ith a d iffe re n t pupil, b u t th is tim e let pupils choose p a rtn e rs to act them out w ith. Repeat w ith several d ifferen t pupils. T ransfer: encourage pupils to make th eir own questions and answ ers too. W rite some sentences in pupils’ exercise books if you have enough tim e. Speak about your frie n d ’s day (p. 107, ex. 5). P upils read th e sentences and com plete them u sin g d iffe re n t suitable words from exercise 1. Ask pupils to make sentences orally. 6. W rite about your frie n d ’s day (p. 107, ex. 5) Ask stro n g pupils to go to the board and w rite down these sentences on it. O thers have to w rite them down into th e ir exercise books. ENDING THE LESSON Spelling Team Game Divide th e class into two team s. Show a p ictu re to th e class or draw a picture on the board and ask a pupil from the f ir s t team to spell it. If the pupil can spell it, th a t team wins a point. If the pupil cannot spell it, the other team can try to spell it for a bonus point. Home work R ead(p. 1 0 6 ,e x . 1) A ctivity bank: W rite some sentences about your day in the evening or in the afternoon. Further practice Use W orkbook tasks a t the lesson or a t home. 114
Lesson 4. ЩО Я РОБИВ ВЧОРА
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Мета:
• навчальна: презентувати новий граматичний матеріал за темами «Людина», «Роз порядок дня», практикувати мовні засоби за темою «Людина», описувати дії у мину лому, запитувати про події у минулому та відповідати на запитання, вдосконалюва ти компетенції читання, аудіювання й усного монологічного мовлення; • розвивальна: вчити уважно стежити за презентованою інформацією, ефективно співпрацювати під час парної та групової роботи, мотивувати готовність брати участь в іншомовному спілкуванні, учити працювати у парі, логічно висловлювати думку; • виховна: виховувати уміння концентруватися, слухати інших, формувати доброзич ливу атмосферу в класі, проявляти увагу до співрозмовника в процесі спілкування, вчити культури спілкування сучасного цивілізованого світу, вчити емоційно-цінніс но ставитись до всього, що нас оточує, виховувати розуміння важливості оволодін ня іноземною мовою і потреби користуватися нею як засобом спілкування, прище плювати працьовитість, вчити чітко виконувати інструкції вчителя. • Обладнання: картки за темою «Людина», «Розпорядок дня», тематичні картки «Дії. Вподобання», таблиця "Past Simple".
Хід уроку WARM-UP 1. Spelling Team Game Divide the class into two team s. One member from each team comes to the fro n t of th e class. Each says a word fo r the o ther to w rite on th e board. Use the words from the last two or th ree lessons of th is u n it. Correctly spelt words — a point for the team . PRESENTATION 2. Read and compare (p. 108, ex. 1) D em onstrate the table “P a st Sim ple” . Read the exam ples. T ranslate them into the m other tongue. Ask pupils to open the books. Ask pupils to look a t the pictures. Tell them they will read the left column. The boy does the activities every day. Read the affirm ative sentence in the exercise. P upils listen and read. Copy out th e verbs in a column on the board. P upils read and practice the te x t for a few m inutes. Go round helping. Then read the te x t in the rig h t column. Pupils listen and read. Copy out the verbs in a column on the board. P upils read and practice the te x t for a few m inutes. Go round helping. A fte r reading: pupils read the verbs in pairs. Explain them these verbs are irre g u la r and have d iffe re n t form in present and in past. If pupils can’t understand, use th e ir m other tongue. P a ir work: pupils read the irre g u la r verbs. PRACTICE 3. M atch the words (p. 109, ex. 2) Pupils read the irre g u la r verbs and m atch them . Ask to tra n sla te every pair into the m other tongue. 4. Make the words (p. 109, ex. 3) D em onstrate the table “P a st Sim ple” . Read the examples of reg u lar verbs. Make sure th a t pupils pronounce the -ed ending as / d / or / t / then as /id /. Ask pupils to listen to the regular verbs again. Ask pupils to open the books and make the words. Pupils read and practice it for a few m inutes too. Go round helping. 115
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READING AND WRITING 5. Ask and answ er (p. 109, ex. 4) W rite the question on the board. Pupils listen and read the questions. W rite the answers: “Yes,... did. No,.,, d id n ’t ” on the board. Ask pupils to open the books a t page 109, exercise 4. Then ask fu rth e r questions about the pictures in exercise 1 “Did the boy get up a t seven o’clock? Did he wash the plates? Did the boy make his bed? Did he listen to music at school?” Pair work In pairs pupils ask and answ er sim ilar “Did...?” questions about the girl. T ransfer: encourage pupils to make th e ir own questions and answers too. W rite some sentences in pu p ils’ exercise books if you have enough tim e. 6. Choose and say (p. 109, ex. 5) Ask pupils to make sentences using the correct words. Pair work P upils read the sentences in silent to them selves or they work on them together in pairs. P upils choose suitable ones. If it is necessary tra n sla te the words into the m other tongue. Then they read the sentences aloud. Ask pupils to read th e sentences in a chain. A sk to tra n s la te d iffic u lt sentences into the m other tongue. Go round helping. You can ask pupils to w rite the sentences down. Do choral and ind iv id u al read in g again. Help w ith pro n u n ciatio n and sentence rhythm especially. M onitor the activity and help where necessary. If you have some tim e you can ask pupils to w rite the sentences down in th e ir exercise books. Ask some strong pupils to w rite sentences on the board too. ENDINGTHE LESSON Spelling Team Game Divide the class in to two team s. Show a p ictu re to th e class or draw a picture on the board and ask a pupil from the firs t team to spell it. If the pupil can spell it, th a t team wins a point. If the pupil cannot spell it, the other team can try to spell it for a bonus point. Home work R ead(p. 1 0 8 ,e x . 1) Further practice Use W orkbook tasks a t the lesson or at home.
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Lesson 5. ДЕНЬ ЗА ДНЕМ • навчальна: закріпити лексико-граматичний матеріал за темою «Людина», практи кувати мовні засоби за темою «Людина», описувати когось/щось, запитувати про події у минулому та відповідати на запитання, вдосконалювати компетенції чиіання, аудіювання й усного монологічного мовлення, збільшувати обсяг знань про соціокультурну специфіку мови країни, що вивчається, вдосконалювати уміння буду вати своє мовне висловлювання, мовну поведінку адекватно цій специфіці; • розвивальна: вчити уважно стежити за презентованою інформацією, ефективно співпрацювати під час парної та групової роботи, мотивувати готовність брати участь в іншомовному спілкуванні, учити працювати у парі, логічно висловлювати думку; • виховна: виховувати уміння концентруватися, слухати інших, формувати доброзичли ву атмосферу в класі, вчити культури спілкування сучасного цивілізованого світу, вчити емоційно-ціннісно ставитись до всього, що нас оточує, виховувати розуміння важливос ті оволодіння іноземною мовою і потреби користуватися нею як засобом спілкування. • Обладнання: картки за темою «Людина», таблиця "The verb to be".
Хід уроку
WARM-UP 1. Hangman Game Draw a blank line on the board to represent each le tte r of a word, th is tim e use irre g u la r verbs in present and past (e.g. for the word “w ent” you w rite (__________ ). Pupils call out letters. If a le tte r is included in the word, w rite the le tte r on the appropriate blank line. If the le tte r is not in the word, draw one line of the H angm an p icture. Pupils m ust try and find all the lette rs in the word or guess the word before you have draw n the ten lines to complete th e H angm an. Also let individual pupils choose a word (try to use the words of the Fam ily Tree) and draw the blank lines on the board. PRESENTATION 2. Listen and repeat (p. 110, ex. 1) Read the sentences. Pupils listen and read too. P resent “was” and “were” . Show on the board how “he” and “she” go w ith “was” and “th ey ” goes w ith “w ere” . Read the sentences again. If pupils don’t u n derstand the m eaning of some words tra n sla te them into the m other tongue. P u p ils read and p ractice th e sentences fo r a few m in u tes. Go round helping. Do choral and individual repetition. M onitor the activ ity and help where necessary. T ransfer; pupils fill the gaps in the dialogue using “I was...” to make tru e statem ents about them selves. Then pupils fill the gaps, using the sentence “H e/She was...” to make tru e statem ents about th e ir friends. PRACTICE 3. Say (p. 110, ex. 2) Read th e sentences. P u p ils listen and read too. P re se n t “to d ay ” and “yesterday” . Read the sentences again. If pupils don’t understand the m eaning of some words tra n sla te them into the m other tongue. P u p ils read and p ractice th e sentences fo r a few m inutes. Go round helping. Do choral and individual rep etitio n . M onitor the activ ity and help where necessary. 117
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READING AND WRITING 4. Listen and repeat (p. I l l , ex. 3) Read the sentences. Pupils listen and read too. Revise “was” and “were” . Show on th e board how “he” and “she” go w ith “was” and “th ey ” goes w ith “w ere” . Read th e sentences again. If pupils don’t u n derstand th e m eaning of some words tra n sla te them into the m other tongue. P u p ils read and p ractice th e sentences fo r a few m in u tes. Go round helping. Do choral and individual repetition. M onitor the activ ity and help w here necessary. 5. Read and complete. Use “is /a re ”, “w as/w ere” , “w asn’t/w e re n ’t ” (p. I l l , ex. 4) Present “was” and “wasn’t ” by asking questions “Do you remember Ann?” describe her with known vocabulary. “Ann was a t school yesterday. Ann was at home. She was a t the Zoo yesterday.” Repeat each sentence once. Pupils repeat a fte r you. Present “were” and “w eren’t ” in the same way: “Ann w asn’t in the village yesterday. Ann and Dan weren’t in the cafe yesterday. They were nice. They were kind. They weren’t old.” Again pupils listen and repeat the model sentences. Show on the board how “I” , “he”, “she” and “i t ” go w ith “was” and “they” , “we” and “you” go w ith “w ere”. Explain how negative sentences and questions work using the table “The verb to be. P a st Sim ple” . Read the sentences again. Do choral and individual repetition. M onitor the activ ity and help where necessary. Ask pupils to look a t the box in th is exercise. Read the full and sh o rt form s of the verbs “was” and “w ere”. Explain the rule using the m other tongue if the class is weak. Extra Disappearing Cards Game Stick five to seven “A ctivities” flashcards to the board. R epeat the words chorally. Then remove one of the flashcards in the sequence. P upils chant the whole sequence of th e w ords, including th e m issing one. R epeat rem oving an o th e r flash card . C ontinue till th ere are no flashcards on th e board and pupils are saying the whole sequence from th e m em ory. You can also play the game by w riting seven words on the board, then rubbing them out one at a tim e. 6. Say “W h at was your day like?” (p. I l l , ex. 5) P upils read the sentences and complete them using “is /a re ”, “w as/w ere” , “w asn’t/w e re n ’t ”. Ask pupils to make sentences orally. Ask some pupils to go to th e board and w rite down these sentences on it. O thers have to w rite them down into th e ir exercise books. 7. W rite down 5 sentences w ith “w as/w ere”, “w asn’t/w e re n ’t ” Ask pupils to w rite down d iffe re n t sentences w ith “w as/w ere” , “w asn’t / w eren’t ” . ENDING THE LESSON Miming Game Mime an action e.g. dance or read a book. P upils guess w hat you’re doing and call o ut th e action. Repeat th e procedure and, if appropriate, invite individual pupils to take tu rn s to come and stan d by you and do a mime to the re st of the class. Home work R e a d ( p .1 1 0 ,e x . 1) Further practice Use W orkbook tasks a t the lesson or a t home. 118
Lesson б. ЯК ТИ ПРОВІВ ВЧОРАШНІЙ ДЕНЬ? Мета: • навчальна: закріпити граматичний матеріал "Past Simple", практикувати мовні засоби за темою «Людина», описувати дії у минулому часі, вдосконалювати компетенції читання, аудіювання й усного діалогічного мовлення; • розвивальна: вчити уважно стежити за презентованою інформацією, ефективно співпрацювати під час парної та групової роботи, мотивувати готовність брати участь в іншомовному спілкуванні, учити працювати у парі, логічно висловлювати думку; • виховна: виховувати уміння концентруватися, слухати інших, формувати доброзич ливу атмосферу в класі, вчити культури спілкування сучасного цивілізованого світу. • Обладнання: картки за темою «Людина», тематичні картки «Дії. Вподобання».
Хід уроку WARM-UP 1. Associations Game 2. Do You Remember Game This gam e provides additional practice of “was” and “w ere” . Take ten or twelve d iffe re n t classroom objects (pens, ru le rs, rubbers, books, etc.) from pupils in th e room . P u t them on, un d er, n ex t to or near your table. Let pupils look a t the arrangem ent of objects for exactly one m inute, try in g to memorize w hat the objects are, th e ir colours and sizes, make a note or sketch for yourself of the positions of the objects. W hen th e tim e is up, sweep all the objects away into a bag so pupils really have to rem em ber th e objects and th eir arrangem ent. Ask pupils to say w hat objects were on the desk, to describe th e ir arrangem ent and colours. Use your own notes or a sketch to check th e ir statem ents and say, “Yes, it w as/th ey were. No, it w asn’t/th e y w eren’t . ” PRESENTATION 3. Look, read and say (p. 112, ex. 1) L isten and repeat. Explain th a t “p rese n t” m eans every day, and “p a st” m eans yesterday, or a tim e th a t has finished. P upils look a t the pictures and try to make sentences w ith “was” . W rite th is verb on th e board. Get pupils to make sentences w hat children did yesterday. Help by asking questions if necessary. Repeat w ith several d iffe re n t pupils. Then read the questions under the pictures and complete the answ ers using “was” and “w asn’t ” . PRACTICE 4. Look and say (p. 112, ex. 2) Books closed. Read the te x t. Pupils listen. Ask pupils to open the books. Teach the words “n ig h t” and “s h u t” . Pronounce the words two or three tim es. Ask questions about th e ch aracters on the page “W here was A lex last T hursday?” Pair work Read the te x t again. Pupils listen and read in pairs. Ask pupils to complete th e sentences w ith “w as” and “w asn’t ” . P ractice th e ir p a rt in th e sto ry fo r a few m inutes. Go round helping. One or two pairs read the tex t. R epeat w ith several d iffe re n t p upils, b u t th is tim e let pupils choose p a rtn e rs to read it o ut w ith. 119
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.......
5. Ask and answ er (p. 113, ex. 3) Pair work A sk pupils to read th e questions and answ ers in p a irs. M onitor th e a c tiv ity and help w here necessary. Do choral and in d iv id u al rep e titio n . Ask pupils to make th e ir questions and answ er about Alex. P ractice th eir questions and answers for a few m inutes. Go round helping. One or two pairs read or act o ut the dialogues using the questions and answers. Repeat w ith a d iffe re n t pupil, b u t th is tim e let pupils choose p a rtn e rs to act them out w ith. Repeat w ith several d iffe re n t pupils. T ransfer: encourage pupils to make th e ir own questions and answ ers too. W rite some sentences in pupils’ exercise books if you have enough tim e. READING AND WRITING 6. Ask and answ er using the pictures from exercise 2 (p. 113, ex. 4) Ask pupils to look a t the pictures w ith Alex. Ask pupils to make th e ir questions and answ er about th is boy. Practice th e ir questions and answ ers for a few m inutes. Go round helping. One or two pairs read or act out the dialogues using the questions and answers. W rite the table on the board using the questions from the dialogue. Was Alex Was the moon Were the windows Was it
in bed in the sky? shut? dark?
last Thursday?
7. Fill in was, were, w asn’t, w eren’t (p. 113, ex. 5) Ask pupils to look a t th e sentences and complete them using “was” and “w ere” . K e y : 1. was; 2. was; 3. was; 4. w eren’t; 5. were. ENDING THE LESSON Spelling Team Game Divide th e class in to two team s. Show a p ictu re to th e class or draw a p icture on the board and ask a pupil from the firs t team to spell it. If the pupil can spell it, th a t team wins a point. If the pupil cannot spell it, th e other team can try to spell it fo r a bonus point. Home work Read (p. 112, ex. 2) Further practice Use W orkbook tasks a t the lesson or a t home.
A
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Lesson 7. ЩО ТИ РОБИВ ВЧОРА? • навчальна: закріпити граматичний матеріал "Past Simple", практикувати мовні засо би за темою «Людина», описувати дії у минулому часі, вдосконалювати компетенції читання, аудіювання й усного діалогічного мовлення; • розвивальна: вчити уважно стежити за презентованою інформацією, ефективно співпрацювати під час парної та групової роботи, мотивувати готовність брати участь в іншомовному спілкуванні, учити працювати у парі, логічно висловлювати думку; • виховна: виховувати уміння концентруватися, слухати інших, формувати доброзич ливу атмосферу в класі, вчити культури спілкування сучасного цивілізованого світу. • Обладнання: картки за темою «Людина», тематичні картки «Дії. Вподобання».
Хід уроку
WARM-UP 1. Miming Game Mime som ething you did yesterday, e.g., danced or w atched TV. Pupils guess w hat you did and call out the action in th e p ast tense. Repeat and, if appropriate, encourage some pupils to take tu rn s to come up to you and mime to the re st of the class. PRESENTATION 2. Look and find all these things in this'page (p. 114, ex. 1) Books open. Teach and then drill the new words using the pictures. Read out the caption for each of th e pictures in tu rn . Pupils listen and look a t the pictures. Use board sketches, m im ing and gestures to check if pupils have understood th e m eaning of the new words. P u p ils tak e tu rn s to read o u t th e w ords. Help w ith p ro nunciation. Go round helping. Repeat w ith several d iffe re n t pupils. Ask pupils to find these th in g s in th is page. Pupils find and say “Bingo!” 3. Read and choose (p. 114, ex. 2) Books closed. D em onstrate the table “P a st Sim ple” . Revise reg u la r and irre g u la r verbs in the past. Ask pupils to open the books. Ask pupils to look a t the pictures. Tell them they will read the te x t and choose the correct p ictures to the tex t. P upils listen and read. Then pupils read and p ractice th e te x t fo r a few m in u tes. Go round helping. Then they choose the rig h t pictures. P u p ils read and p ractice th e te x t fo r a few m inutes again. Go round helping. T ranslate th e d iffic u lt words if necessary. W hen you have practiced th e te x t thoroughly, tell pupils th a t they are going to read it them selves. Pupils read the lines chorally and individually pointing to the picture. A fte r reading: pupils choose all verbs in past. Pair work They w rite them down on the board and divide into reg u lar and irre g u la r verbs. Pupils read th e irre g u la r verbs. PRACTICE 4. Look and say (p. 115, ex. 3) A sk pupils to look a t th e p ictu res. Then pupils read th e title “In the A fternoon”. Ask “W h at are the children’s nam es?” Ask pupils to w rite some sentences about children using the p a tte rn s under th e pictures. 121
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P upils complete th e sentences. Then they read the sentences and point to the correct pictures. Ask stro n g pupils to describe every picture one by one. O thers listen and repeat. READING AND WRITING 5. Ask and answ er (p. 115, ex. 4) Pair work Ask pupils to read the questions and answ ers in pairs. M onitor the activity and help where necessary. Do choral and individual repetition. One or two pairs read or act out the dialogues using the questions and answers. Repeat w ith a d iffe re n t pupil, b u t th is tim e let pupils choose p a rtn e rs to act them o ut w ith. Repeat w ith several d iffe re n t pupils. T ransfer: encourage pupils to make th e ir own questions and answ ers too. W rite some sentences in pupils’ exercise books if you have enough tim e. 6. Make up th e dialogues. A ct them out (p. 115, ex. 5) P u p ils read th e w ords in th e boxes. Then th ey read th e questions and answ er them using th e words from th e boxes. Ask pupils to ask and answ er in pairs. Extra Do You Remember Game This game provides additional practice of “was” and “w ere” . Take ten or tw elve d iffe re n t classroom objects (pens, ru le rs, rubbers, books, etc.) from pupils in th e room . P u t them on, u n d er, n e x t to or near your table. Let pupils look a t the arrangem ent of objects for exactly one m inute, try in g to m em orize w hat the objects are, th e ir colours and sizes, make a note or sketch fo r yourself of the positions of the objects. W hen the tim e is up, sweep all the objects away into a bag so pupils really have to rem em ber th e objects and th eir arrangem ent. Ask pupils to say w hat objects were on the desk, to describe th e ir arrangem ent and colours. Use your own notes or a sketch to check th eir statem ents and say “Yes, it w as/they were. No, it w asn’t/th e y w eren’t . ” ENDING THE LESSON Spelling Team Game Divide th e class in to two team s. Show a p ictu re to th e class or draw a picture on the board and ask a pupil from th e firs t team to spell it. If the pupil can spell it, th a t team wins a point. If the pupil cannot spell it, the other team can try to spell it for a bonus point. Home work Read (p. 1 1 4 ,e x . 1) Further practice Use W orkbook tasks a t the lesson or a t home.
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Lesson 8. ЩО ТИ РОБИВ ВЧОРА?
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Мета: • навчальна: закріпити граматичний матеріал "Past Simple", практикувати мовні засо би за темою «Людина», описувати дії у минулому часі, вдосконалювати компетенції читання, аудіювання й усного діалогічного мовлення; • розвивальна: вчити уважно стежити за презентованою інформацією, ефективно співпрацювати під час парної та групової роботи, мотивувати готовність брати участь в іншомовному спілкуванні, учити працювати у парі, логічно висловлювати думку; • виховна: виховувати уміння концентруватися, слухати інших, формувати доброзич ливу атмосферу в класі, вчити культури спілкування сучасного цивілізованого світу. • Обладнання: картки за темою «Людина», тематичні картки «Дії. Вподобання», табли ця "Past Simple".
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Хід уроку WARM-UP 1. Miming Game Mime som ething you did yesterday, e.g., danced or w atched TV. Pupils guess w hat you did and call out the action in the past tense. Repeat and, if appropriate, encourage some pupils to take tu rn s to come up to you and mime to the re st of th e class. PRESENTATION 2. Listen and read (p. 116, ex. 1) D em onstrate the table “P a st Sim ple” . Revise reg u lar and irre g u la r verbs in the past. Ask pupils to open the books. Ask pupils to look a t the pictures. Tell them they will read the text and choose the correct pictures to the text. Pupils listen and read. Then pupils read and practice the te x t fo r a few m inutes. Go round helping. Then they choose th e rig h t pictures. P u p ils read and p ractice th e te x t fo r a few m in u tes again. Go round helping. T ranslate th e d iffic u lt words if necessary. W hen you have practiced the te x t thoroughly, tell pupils th a t they are going to read it them selves. Pupils read the lines chorally and individually pointing to the pictures. A fter reading: pupils choose all verbs in the past. Pair work They write them down on the board and divide into regular and irregular verbs. Pupils read reg u lar verbs and underline -ed. PRACTICE 3. A gree or disagree (p. 116, ex. 2) Pair work A sk pupils to read th e sentences in th e exercise and answ er “T ru e” or “False” about the th in g s in d iffe re n t rooms. Tell them th a t they are going to agree or disagree w ith th e sentences. Pupils read and choose the correct answer. M onitor the activity and help where necessary. If pupils don’t u n derstand th e m eaning of some words tra n sla te them into the m other tongue. Extra Flashcard Bingo Game Use 7 -1 0 flashcards for activities. Stick the flashcards on the blackboard. Pupils draw a g rid w ith six squares and w rite the name of one flashcard in each square (encourage them to check spelling to do th is as necessary). 123
W hen pupils are ready, rem ove the flashcards from th e blackboard and shuffle them . Hold up th e flashcards one by one and say the names. Pupils listen and w rite a cross on the word if it is in th eir grid. The firs t child to w rite a cross on all six words in their grid calls “Bingo!” and is the winner. READING AND WRITING 4. Ask and answ er (p. 117, ex. 3) Ask pupils to look a t the pictures in exercise 1 again. Pair work Ask pupils to read the questions and answ ers in pairs. M onitor th e activity and help where necessary. Do choral and individual repetition. Ask pupils to make th e ir answ ers. P ractice th eir questions and answ ers for a few m inutes. Go round helping. One or two p airs read or act out the dialogues using the questions and answers. R epeat w ith a d iffe re n t pupil, b u t th is tim e let pupils choose p a rtn e rs to act them out w ith. Repeat w ith several d iffe re n t pupils. T ransfer: encourage pupils to make th e ir own questions and answers too. W rite some sentences in pu p ils’ exercise books if you have enough tim e. 5. A ct out the dialogues (p. 117, ex. 4) Books open. Read the dialogue. Pupils listen and read too. If pupils don’t u n derstand the m eaning of the sentences tra n sla te them into m other tongue. Read the dialogue again. Then read the next dialogue. Ask pupils read and practice the dialogue for a few m inutes. Go round helping. One or two groups read or act out the dialogues. R epeat w ith a d iffe re n t pupil, b u t th is tim e let pupils choose p a rtn e rs to act them out w ith. M onitor the activity and help where necessary. 6. Choose and complete the dialogue (p. 117, ex. 5) Ask pupils to complete the sentences using the words from the brackets. Pair work P upils read the sentences silen tly to them selves or they work on them together in pairs. If it is necessary tra n sla te the sentences into the m other tongue. Then they complete the sentences aloud. A sk pupils to read th e sentences in a chain. Ask to tra n s la te d iffic u lt sentences into the m other tongue. Go round helping. You can ask pupils to w rite the sentences down. Do choral and individual reading again. If you have some tim e you can ask pupils to w rite the sentences down in th e ir exercise books. ENDING THE LESSON Disappearing Cards Game Stick from five to seven flashcards “A ctivities” on the board. Do choral repetition of the words. Then remove one of the flashcards in the sequence. Pupils chant the whole sequence of six words, including the m issing one. Repeat rem oving another flashcard. Continue till there are no flashcards on the board and pupils say the whole sequence from the memory. You can also play the game by w riting seven words on the board, then rubbing them out one at a tim e. Home work R ead(p. 1 1 6 ,e x . 1) Further practice Use W orkbook tasks a t the lesson or a t home. 124
•*
Lesson 9. ПЕРЕВІР СЕБЕ Мета: • навчальна: активізувати та закріпити вивчений лексико-граматичний матеріал, вдосконалювати вміння та навички аудіювання, читання, письма, усного мовлення, реагувати невербально на запитання, які передбачають прості відповіді, формувати в учнів комунікативну компетенцію, закріпити прислівники способу дії та вживання їх у мові з опорою на текст, розвивати та удосконалювати мовленнєві компетенції; • розвивальна: вчити уважно стежити за презентованою інформацією, ефектив но співпрацювати під час парної та групової роботи, мотивувати готовність брати участь в іншомовному спілкуванні, мотивувати бажання до подальшого самовдос коналення у галузі володіння іноземною мовою, розвивати мовну здогадку; • виховна: зацікавити учнів темою уроку, привернути їхню увагу до вивченого мате ріалу, допомогти їм бути розкутими у спілкуванні, виховувати толерантне ставлен ня до однокласників, викликати в дітей бажання вчитися, вивчати іноземну мову; виховувати дисципліну, звичку до систематичної розумової праці, ефективно спів працювати під час парної та групової роботи. • Обладнання: картки за темами «Людина», «Дії. Вподобання», таблиця "Past Simple".
WARM-UP
1.
Хід уроку
Teacher Can't Rem em ber Gam e
Tell pupils you c a n ’t rem em ber some of th e w ords from a p a rtic u la r vocabulary set so you w ant them to help you. Tell pupils you are going to show them some flashcards or mime and say some words. This tim e use the verbs with prepositions. PRESENTATION 2. Choose and complete (p. 118, ex. 1) Ask pupils to complete the sentences using the correct words. Pair work P upils read the sentences silen tly to them selves or they w ork on them together in pairs. If it is necessary tra n sla te th e sentences into m other tongue. Then they complete the sentences aloud. A sk pupils to read th e sentences in a chain. Ask to tra n s la te d iffic u lt sentences into the m other tongue. Go round helping. You can ask pupils to w rite the sentences down. Do choral and individual reading again. If you have some tim e you can ask pupils to w rite the sentences down in th e ir exercise books. PRACTICE 3. Ask and answ er (p. 118, ex. 2) Pair work Ask pupils to read the questions and answers in pairs. M onitor the activity and help where necessary. Do choral and individual repetition. Ask pupils to make th e ir answers. P ractice th e ir questions and answ ers for a few m inutes. Go round helping. One or two pairs read or act out the dialogues using the questions and answers. Repeat w ith a d iffe re n t pupil, b u t th is tim e let pupils choose p a rtn e rs to act them out w ith. Repeat w ith several d iffe re n t pupils. T ransfer: encourage pupils to make th e ir own questions and answers too. W rite some sentences in pupils’ exercise books if you have enough tim e. 125
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4. Fill in w asn’t, w eren’t (p. 118, ex. 3) Ask pupils to look a t the sentences and complete them using “w asn’t ” and “w eren’t ” . K e y : 1. w eren’t; 2. w asn’t; 3. w asn’t; 4. w eren’t. Extra Do You Remember Game This game provides additional practice of “was” and “w ere”. Take ten or twelve d iffe re n t classroom objects (pens, ru le rs, rubbers, books, etc.) from pupils in th e room . P u t them on, u n d er, n e x t to or near your table. Let pupils look a t the arrangem ent of objects for exactly one m inute, try in g to memorize w hat the objects are, th e ir colours and sizes, make a note or sketch for yourself of the positions of the objects. W hen the tim e is up, sweep all the objects, away into a bag so pupils really have to rem em ber the objects and th eir arrangem ent. Ask pupils to say w hat objects were on th e desk, to describe th e ir arrangem ent and colours. Use your own notes or a sketch to check th eir statem ents and say “Yes, it w as/they were. No, it w asn’t/th e y w eren’t . ” READING AND WRITING 5. Look a t the pictures. Ask and answ er questions as in the example (p. 119, ex. 4) Ask pupils to look a t the pictures of the exercise. Pair work Ask pupils to read the questions and answ ers in pairs. M onitor the activity and help where necessary. Do choral and individual repetition. Ask pupils to make th e ir answers. P ractice th e ir questions and answ ers for a few m inutes. Go round helping. One or two p airs read or act out the dialogues using the questions and answers. Repeat w ith a d iffe re n t pupil, b u t th is tim e let pupils choose p a rtn e rs to act them out w ith. Repeat w ith several d ifferen t pupils. T ransfer: encourage pupils to make th e ir own questions and answers too. W rite some sentences in pu p ils’ exercise books if you have enough tim e. 6. P roject work. Make a poster about your w orking day (weekend) Group work Give pupils a lot of pictures of d ifferen t weekend activities. P upils choose the weekend activities they like best of all. Pupils stick suitable pictures on a sheet of paper. Then ask to describe the pictures using d iffe re n t inform ation from the lessons. M onitor the activ ity and help where necessary. If pupils don’t have enough tim e you can finish the work next lessons. ENDING THE LESSON Picture Game Use p ictu res to play a m atching gam e. Draw p ictu res on th e board or cu t from a m agazine and stick them . W rite the words a t the o th er end of the board. Pupils m atch pictures and words by draw ing a line, e.g. from the picture of a snake to the word snake. Home work R ead(p. 1 1 8 ,e x . 1) Further practice Use W orkbook tasks a t the lesson or at home.
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Unit 8. FREE TIME
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Клас
Lesson 1. МОЄ ДОЗВІЛЛЯ Мета: • навчальна: закріпити лексико-граматичний матеріал за темами «Людина», «До звілля», практикувати мовні засоби за темами «Людина» та «Дозвілля», описувати когось/щось, запитувати про події у минулому та відповідати на запитання, вдо сконалювати компетенції читання, аудіювання й усного монологічного мовлення, збільшувати обсяг знань про соціокультурну специфіку мови країни, що вивчаєть ся, вдосконалювати уміння будувати своє мовне висловлювання, мовну поведінку адекватно цій специфіці; • розвивальна: вчити уважно стежити за презентованою інформацією, ефективно співпрацювати під час парної та групової роботи, мотивувати готовність брати участь в іншомовному спілкуванні, учити працювати в парі, логічно висловлювати думку; • виховна: виховувати уміння концентруватися, слухати інших, формувати доброзичли ву атмосферу в класі, вчити культури спілкування сучасного цивілізованого світу, вчити емоційно-ціннісно ставитись до всього, що нас оточує, виховувати розуміння важливос ті оволодіння іноземною мовою і потреби користуватися нею як засобом спілкування. • Обладнання: картки за темами «Людина», «Дозвілля».
Хід уроку WARM-UP 1. Му Birthday Bag Game The teacher comes to class w ith a bag “My b irth d ay bag” and has a big smile on his face. He is ex trao rd in arily happy today. He says “Today i t ’s a very special day for me” some stu d en ts ask why. “Because i t ’s my birthday!” he says raising the bag. “I have a birth d ay bag, th ere are b irth d ay presents in i t .” He takes out some flashcards (the b irthday presents) saying “I have a robot. I have a toy car and so on” . Then he hands the presents to the students. The song begins “P u t the robot on your head” (x3) who has the robot does it, and has to dance a little too. S ittin g audience go “Yeah, yeah” . PRESENTATION 2. Listen and repeat (p. 120, ex. 1) Teach and then drill the new words using the pictures. Read out the caption for each of the pictures in tu rn . Pupils listen and look a t the pictures. Use board sketches, m im ing and gestures to check if pupils have understood the m eaning of the new words. P upils take tu rn s to read out the w ords. Help w ith pro n u n ciatio n . Go round helping. Repeat w ith several d iffe re n t pupils. 3. Listen and read (p. 120, ex. 2) Ask pupils to read the sentences. M onitor the a c tiv ity and help w here necessary. Do choral and individual repetition. Go round helping. Some pupils read or act out the sentences. T ransfer: encourage pupils to make th e ir own sentences too. PRACTICE 4. P oint and say (p. 120, ex. 2) Pupils look a t the pictures and name the activities. Pair work Ask pupils to make the dialogue using the question “W hat is your hobby?” 127
Pupils ask th is question and answ er using the p ictu res in the exercise. M onitor th e a c tiv ity and help w here necessary. Do choral and individual repetition. Go round helping. One or two pairs act out the dialogues. Extra Can I Have Gam e
C hildren play in pairs. Each of them chooses th re e cards from a set of picture cards and holds them in a fan so th e ir p a rtn e r can’t see th e pictures. Child A asks e.g. “Can I have the teddy bear, please?” If child B doesn’t have the card of the teddy they say “No. S o rry .” If they do have th e card of the teddy they say “Here you are!” and give it to child A, who says “Thank you” . Child B then has the next tu rn to ask a question. The game ends when the children have discovered all each o th e r’s cards. 5. Ask and answ er (p. 121, ex. 4) Ask pupils to look a t questions and answers. Read them . Pupils repeat. Revise “P resent Simple. Questions. S hort answ ers.” Explain they are going to answ er the questions using short answers. Ask pupils to look at the table. Ask pupils to read the activities and make th e ir own examples about hobbies. Pupils practice questions and the answers in pairs using sh o rt answers. M onitor the activity and help w here necessary. Do choral and individual repetition. Go round helping. One or two pairs act out the dialogues. Then ask pupils to complete the table. READING AND WRITING 6. a) W rite a rep o rt (p. 121, ex. 4) T ransfer: get pupils to ask each other about th e ir own favourite activities and hobbies. Give two pupils small pieces of paper w ith a sim ilar table from exercise 4. A sk pupils such questions “W ho likes rid in g a bike, b o y s/g irls? ” Ask pupils to up hands. The two pupils count the answers. Then ask “W ho collects stickers/stam ps? e tc .” Pupils repeat the procedure. A fter th a t ask pupils to complete the report. Ask pupils to go to the board and complete th e sentences, b) Speak about your class Ask pupils to describe pupils’ hobbies and activities using the inform ation from the report. ENDING THE LESSON Home work R ead(p. 1 2 0 ,e x .2) A c tiv ity bank: W rite and draw your fa v o u rite a c tiv ity u sin g th e illu stratio n . Further practice Use W orkbook tasks a t the lesson or a t home.
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Lesson 2. ДАВАЙТЕ ГРАТИСЯ
Дата
Мета: • навчальна: ознайомити з новими лексичними одиницями, активізувати вивче ний лексико-граматичний матеріал, описувати когось/щось, вчити висловлювати своє ставлення до когось/чогось, вдосконалювати компетенції читання, аудіювання й усного монологічного мовлення, збільшувати обсяг знань про соціокультурну специфіку мови країни, що вивчається, вдосконалювати уміння будувати своє мов не висловлювання, мовну поведінку адекватно цій специфіці; • розвивальна: розвивати логічне мислення, увагу та зорову пам'ять, спостережли вість, удосконалювати фонетику та артикуляцію звуків, розвивати усні комунікатив ні уміння з опорою на наочність, вчити уважно стежити за презентованою інфор мацією, ефективно співпрацювати під час парної та групової роботи, мотивувати готовність брати участь в іншомовному спілкуванні, учити працювати у парі; • виховна: виховувати зацікавленість у розширенні свої знань, використанні на вчального матеріалу в житті, загальну культуру учнів. • Обладнання: картки за темами «Людина», «Дозвілля», таблиця "Future Simple".
Клас
WARM-UP
1.
Хід уроку
Do You Rem em ber Gam e
This game provides additional practice of “was” and “were” . Take ten or twelve d iffe re n t classroom objects (pens, ru lers, rubbers, books, etc.) from pupils in th e room . P u t them on, u n d er, next to or n ear your table. Let pupils look at the arrangem ent of objects for exactly one m inute, try in g to m em orize w hat the objects are, th e ir colours and sizes, make a note or sketch for yourself of the positions of the objects. W hen the tim e is up, sweep all the objects away into a bag so pupils really have to rem em ber th e objects and th eir arrangem ent. Ask pupils to say w hat objects were on the desk, to describe th eir arrangem ent and colours. Use your own notes or a sketch to check th eir statem ents and say “Yes, it w as/they were. No, it w asn’t/th e y w eren’t . ” PRESENTATION 2. Listen and repeat (p. 122, ex. 1) Teach and then drill the new words using the pictures. Read out the caption fo r each of the pictures in tu rn . Pupils listen and look at the pictures. Use board sketches, m im ing and gestures to check if pupils have understood the m eaning of the new words. P u p ils tak e tu rn s to read out th e w ords. Help w ith pro n u n ciatio n . Go round helping. R epeat w ith several d iffe re n t pupils. 3. Say (p. 122, ex. 2) Books closed. In tro d u ce th e adverb “tom orrow ” c o n tra stin g it w ith “yesterday” and “today”, which pupils already know: “Y esterday was Sunday. Today is Monday. Tomorrow is T uesday.” If a calendar is available, point to the days on it as they are named in the sentences. Otherwise draw a basic calendar outline on the board and label the days. Read the sentences describing the actions in the past and in the fu tu re . Pupils listen and read. Read again and pause a fte r each sentence for pupils to repeat. Repeat chorally and individually. M onitor the a c tiv ity and help w here necessary. If you have some tim e, you can ask pupils to w rite the sentences down in th e ir exercise books and underline the m ain words “shall” and “w ill”. 4. Read and compare (p. 122, ex. 3) Introduce “shall” and “will” by asking questions from the exercise. R epeat each sentence once. Pupils repeat the model sentences a fte r you. 129
Explain and w rite on the board th a t “I” and “we” go w ith “shall” and “he”, “she”, “i t ” “th ey ”, and “you” go w ith “will” . Read the serttences again. Then read the sentences in pairs P resen t and F u tu re. Compare. R epeat chorally and individually. M onitor the a c tiv ity and help w here necessary. PRACTICE A gree or disagree (p. 123, ex. 4) Pair work Ask pupils to read th e sentences in th e exercise and answ er “T ru e” or “False” about the things in d ifferen t rooms. Tell them th a t they are going to agree or disagree w ith th e sentences. Pupils read and choose the correct answ er. M onitor th e activity and help w here necessary. If pupils don’t understand th e m eaning of some words tra n sla te them into the m other tongue. READING AND WRITING 6. Ask and answ er Ask pupils to look a t the pictures in exercise 3 again. Pair work Ask pupils to read the questions and answ ers in pairs. M onitor th e activity and help w here necessary. Do choral and individual repetition. Ask pupils to make th e ir answers. P ractice th e ir questions and answ ers for a few m inutes. Go round helping. One or two pairs read or act out the dialogues using the questions and answers. Repeat w ith a d iffe re n t pupil, b u t th is tim e let pupils choose p a rtn e rs to act them out w ith. Repeat w ith several d iffe re n t pupils. T ransfer: encourage pupils to m ake th e ir own questions and answ ers too. W rite some sentences in pupils’ exercise books if you have enough tim e. 7. Complete and w rite (p. 123, ex. 5) Ask pupils to complete the sentences using suitable words. Pair work P upils read the sentences silen tly to them selves or th ey work on them together in pairs. If it is necessary tra n sla te the sentences into the m other tongue. Then they complete the sentences aloud. Ask pupils to read th e sentences in a chain. Ask to tra n s la te d iffic u lt sentences into the m other tongue. Go round helping. You can ask pupils to w rite the sentences down. Do choral and individual reading again. If you have some tim e you can ask pupils to w rite the sentences down in th e ir exercise books. ENDING THE LESSON
5
What's M issing Gam e
Stick a set of flash card s on th e blackboard. Hold up each one and get the children to say the names as you do th is. Then say “Close your eyes” and dem onstrate m eaning. W hen children have th e ir eyes closed, quickly remove one of the flashcards from the blackboard. Children open th e ir eyes and call out the name of the m issing flashcard. Home work R ead(p. 1 2 3 ,e x . 2) Further practice Use W orkbook tasks a t the lesson or a t home. 130
Lesson 3. НАШІ УПОДОБАННЯ Мета: • навчальна: презентувати новий лексико-граматичний матеріал за темами «Люди на», «Дозвілля», практикувати мовні засоби за темою «Людина», описувати когось/ щось, запитувати про події у майбутньому часі та відповідати на запитання, ви словлювати своє ставлення до когось/чогось, вдосконалювати компетенції читан ня, аудіювання, збільшувати обсяг знань про соціокультурну специфіку мови краї ни, що вивчається, мовну поведінку адекватно цій специфіці; • розвивальна: уважно стежити за презентованою інформацією, ефективно співпра цювати під час парної та групової роботи, мотивувати готовність брати участь в ін шомовному спілкуванні, учити працювати в парі, логічно висловлювати думку; • виховна: виховувати уміння концентруватися, слухати інших, формувати доброзич ливу атмосферу в класі, вчити культури спілкування сучасного цивілізованого світу. • Обладнання: картки за темою «Людина», тематичні картки «Дії. Вподобання», табли ця "Future Simple". WARM-UP
1.
Хід уроку
Flashcard Charade Gam e
Divide the class into groups of th ree or four. Give each group a w eather flashcard m aking sure th a t th e o th er groups don’t see it. C hildren have to th in k of a way to mime th e ir flashcard. Give them a m inute or two to prepare. Each group then takes tu rn s to mime to the rest of the class and guess each o th e r’s flashcards. PRESENTATION 2. Listen and repeat (p. 124, ex. 1) Teach and th en drill the new words using the pictures. Read out the caption fo r each of the pictures in tu rn . Pupils listen and look a t the pictures. Use board sketches, m im ing and gestures to check if pupils have understood th e m eaning of th e new words. Pupils take tu rn s to read out the words. Help w ith pronunciation. Go round helping. Repeat w ith several d iffe re n t pupils. PRACTICE 3. Read and m atch (p. 124, ex. 2) Ask pupils to look a t the pictures in th e exercise. Ask to name activities. Pronounce the words clearly. Do choral and individual repetition. If pupils don’t u n derstand th e m eaning of some words tra n sla te them into the m other tongue. Do choral and individual repetition. M onitor the activity and help where necessary. Ask pupils to read the sentences. Help w ith pronunciation and sentence rhythm especially. A sk to tra n s la te d iffic u lt sentences into th e m other tongue. Go round helping. Do choral and individual repetition. Read th e sentences again. Then read th e sentences in pairs P resen t and F u tu re . Compare. Repeat chorally and individually. Pair work P upils have to m atch th e sentences w ith the correct picture. Check up th e sentences and th e pictures. Ask pupils to name the num ber of every sentence and the le tte r of every picture. Correct the m istakes. 4. Ask and answ er (p. 125, ex. 3) Read the questions. Explain pupils they are going to answ er the questions using the te x t in exercise 1. 131
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P upils practice questions and the answ ers in pairs. One or two pairs act out the dialogues about the children from exercise 1. READING AND WRITING 5. Talk w ith your friend (p. 125, ex. 4) Ask pupils to look a t the word com binations in a box and read them . If pupils have difficulties tra n sla te them into th e ir m other tongue. Ask some pupils to w rite them down in a colum n on th e board. Then stick the pictures of these activities in another column. Pupils read the word com binations chorally and individually. Ask some pupils to go to the board and m atch the word com binations w ith the pictures. Explain they are going to m ake dialogues using these words. W rite the example on the board and underline these words which pupils have to change into o thers from th e box. Ask pupils to read th e p a tte rn and m ake th e ir own exam ples about d iffe re n t activities. Pupils practice questions and answ ers in pairs. One or two pairs act out th e dialogues. T ransfer: ask pupils “W h at do you usually do in th e m orning? or W ill you... tom orrow ?� Point a t the pictures which describe w hat pupils do every day if they are free. Tell pupils to use the inform ation from exercise 1 too. 6. W rite a le tte r to your frien d (p. 125, ex. 5) Ask pupils to read the le tte r w ith o u t fillin g in th e gaps. Tell pupils to u n derstand the general inform ation. Read the te x t again. This tim e pupils read and fill in the gaps w ith the words from the exercises 1 and 4. T ransfer: pupils fill th e gaps in th e te x t, using th e words from th e box of the exercise 4 to make tru e statem ents about free tim e and d iffe re n t activities. If you have some tim e you can ask pupils to w rite the sentences down in th eir exercise books. Ask some strong pupils to w rite sentences on the board too. Key:
Dear Max! How are you? I w ant to tell you about my hobbies. I like roller sk ating and reading. I will go roller skate and read a lot in sum m er. W hat do you like doing? Please, tell me about it. Bye! Best wishes, M ary ENDING THE LESSON D isappearing Cards Gam e
Home work Read (p. 124, ex. 1, 2) A ctivity bank: B ring and prepare the description of your hobbies. Further practice Use W orkbook tasks a t the lesson or a t home.
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Lesson 4. ГОСТЮЄМО У БАБУСІ ТА ДІДУСЯ Мета: • навчальна: презентувати новий лексико-граматичний матеріал за темами «Люди на», «Дозвілля», практикувати мовні засоби за темою «Людина», описувати когось/ щось, запитувати про події у майбутньому часі та відповідати на запитання, ви. словлювати своє ставлення до когось/чогось, вдосконалювати компетенції читан ня, аудіювання, збільшувати обсяг знань про соціокультурну специфіку мови краї ни, що вивчається, мовну поведінку адекватно цій специфіці; • розвивальна: вчити уважно стежити за презентованою інформацією, ефективно співпрацювати під час парної та групової роботи, мотивувати готовність брати участь в іншомовному спілкуванні, учити працювати в парі, логічно висловлювати думку; • виховна: виховувати уміння концентруватися, слухати інших, формувати доброзич ливу атмосферу в класі, вчити культури спілкування сучасного цивілізованого світу. • Обладнання: картки за темою «Людина», тематичні картки «Дії. Вподобання», табли ця "Future Simple".
Хід уроку
WARM-UP 1. Flashcard Bingo Game Use 7 -1 0 flashcards of d iffe re n t activ ities. Stick the flashcards on th e blackboard. Pupils draw a grid w ith six squares and w rite the name of one flashcard in each square (encourage them to check spelling to do th is as necessary). W hen pupils are ready, remove the flashcards from th e blackboard and shuffle them . Hold up the flashcards one by one and say the names. P upils listen and w rite a cross on the word if it is in th e ir grid. The firs t child to w rite a cross on all six words in th eir grid calls “Bingo!” and is the w inner. PRESENTATION 2. Listen and read. O rder the pictu res (p. 126, ex. 1) A sk pupils to look a t the pictures in th e exercise. Ask to name activities. Pronounce the words clearly. Do choral and individual repetition. If pupils don’t u n d e rsta n d the m eaning of some words tra n s la te them in to th e m other tongue. Do choral and in dividual rep e titio n . M onitor the activity and help where necessary. Ask pupils to read the sentences. Help w ith pronunciation and sentence rhythm especially. A sk to tra n s la te d iffic u lt sentences in to th e m other tongue. Go round helping. Do choral and individual repetition. Read th e sentences again. Then read th e sentences in pairs P resen t and F u tu re. Compare. Repeat chorally and individually. Pair work Pupils have to order th e pictures. Check up the order of the p ictures using the te x t. C orrect th e m istakes if they have. PRACTICE 3. Read and m atch (p. 127, ex. 2) Read th e questions. Explain pupils they are going to m atch the questions w ith the answ ers. Pupils practice questions and th e answ ers in pairs. One or two pairs act out the dialogues about th e children from exercise 1. READING AND WRITING 4. Ask and answ er. Use the questions in exercise 2 (p. 127, ex. 3) 133
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Ask pupils to read the questions in exercise 2 again. Ask some pupils to w rite them down in th e ir exercise books. P upils read the questions chorally and individually. Explain they are going to answ er these questions. W rite some d iffe re n t examples on the board. T ransfer: ask pupils to read th e p a tte rn questions and make th e ir own answers. P upils practice questions and answ ers in pairs. One or two pairs act out the dialogues. Extra Point to Game Stick a set of flashcards on the walls round the classroom . Hold up each one and get th e children to say th e names as you do th is. Give in stru ctio n s e.g. “P o in t to the roller blade! P oint to the skate board!” C hildren listen, look round the classroom and point to the correct flashcard as fast as they can. 5. W rite. Speak about your day in the village (p. 127, ex. 4) Tell pupils to understand the general inform ation reading the title . Ask “W h at do you th in k th e te x t is about?” Pupils answer. Explain pupils they are going to complete the te x t about free tim e in th e village next Sunday. So revise the form ation of fu tu re sim ple using th e table “F u tu re Sim ple”. Ask pupils to read the te x t w ithout filling in the gaps. Read the te x t again. This tim e pupils read and fill in the gaps w ith the words from th e exercises 1 and 2. T ransfer: pupils fill the gaps in the te x t, using the words to make tru e statem ents about free tim e and d iffe re n t activities in the village. If you have some tim e you can ask pupils to w rite the sentences down in th e ir exercise books. Ask some strong pupils to w rite sentences on the board too. ENDING THE LESSON Dictation Give a sim ple dictation (use the rhym e or sim ilar sentences about holidays, hobbies o r free tim e) in which pupils listen and draw w hat they hear instead of w riting it down word by word. D em onstrate or explain the procedure to pupils. Then dictate each piece of the description two or th ree tim es giving pupils enough tim e to draw th e ir pictures. Home work R ead(p. 1 2 6 ,e x . 1) Further practice Use W orkbook tasks a t the lesson or a t home.
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Lesson 5. ПЛАНИ НА ЛІТО Мета: • навчальна: презентувати новий лексико-граматичний матеріал за темами «Люди на», «Дозвілля», практикувати мовні засоби за темою «Людина», описувати когось/ щось, запитувати про події у майбутньому часі та відповідати на запитання, ви словлювати своє ставлення до когось/чогось, вдосконалювати компетенції читан ня, аудіювання, збільшувати обсяг знань про соціокультурну специфіку мови краї ни, що вивчається, мовну поведінку адекватно цій специфіці; • розвивальна: вчити уважно стежити за презентованою інформацією, ефектив но співпрацювати під час парної та групової роботи, мотивувати готовність брати участь в іншомовному спілкуванні, учити працювати у парі, логічно висловлювати думку; • виховна: виховувати уміння концентруватися, слухати інших, формувати доброзич ливу атмосферу в класі, вчити культури спілкування, сучасного цивілізованого світу. • Обладнання: картки за темою «Людина», тематичні картки «Дії. Вподобання», табли ця "Future Simple".
Хід уроку WARM-UP 1.
Use pictures to play a m atching game. Draw p ictures on the board or cut them form m agazine and stick on th e board. W rite the words a t the o th er end of the board. Pupils m atch pictures and words by draw ing a line. PRESENTATION
2. Listen and repeat (p. 128, ex. 1) Teach and th en drill the new words using the pictures. Read out the caption fo r each of th e pictures in tu rn . Pupils listen and look a t th e pictures. Use board sketches, m im ing and gestures to check if pupils have understood the m eaning of the new words. Pupils take tu rn s to read out the words. Help w ith pronunciation. Go round helping. Repeat w ith several d iffe re n t pupils. 3. Listen and read (p. 128, ex. 2) Read the dialogue. P upils listen and read the dialogue in silence. Read the te x t again. Pupils eith er read the te x t silently to them selves or they work on it together in pairs. Ask to tra n sla te d iffic u lt sentences into the m other tongue. Group work Pupils read the dialogue in a group of three. Go round helping. Do choral and individual repetition. A fte r reading: ask pupils th e questions “W h at will Dan do in sum m er? W hen will Ann go to the seaside? W hat will Jan e do in a sum m er cam p?” Pupils may also be asked to w rite answ ers to the questions in th e ir exercise books. Do choral and individual reading again. Ask individuals to read p a rts of the te x t again aloud. Help w ith pronunciation and sentence rh y th m especially. M onitor th e activ ity and help w here necessary. Extra Learn the poems 1. Sum m er’s here. Days are long, A nd th e sun is b rig h t and strong. This is th e season when n ig h ts are sho rt; A nd children have plenty of fu n and sport. 135
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2. W oods are green, the sun is b rig h t, A nd th e wind is w arm and light. I can bathe, and play, and ru n . Sum m er holidays are fun.
PRACTICE 4. Read again and m atch (p. 129, ex. 3) Read the beginning of the sentences in the firs t colum n. Then read the endings of th e sentences in the second column. Explain th a t pupils are going to m atch the beginnings w ith th e endings. Do choral and ind iv id u al read in g again. Help w ith pro n u n ciatio n and sentence rhythm especially. M onitor the activity and help w here necessary. 5. W ork in pairs. Look, point and say (p. 129, ex. 3) Pair work Ask pupils to look a t the p ictures and read the word com binations under them . Explain pupils they are going to make pairs of sentences using the p a tte rn s and pictures. W rite the p a tte rn s down on the board and stick the p ictures on them . Then ask pupils to read the sentences and complete them w ith th e p a tte rn s and pictures. M onitor th e activ ity and help w here necessary. Do choral and individual reading again. Correct the m istakes. Extra Ask pupils to close th e ir books. Say tru e or false sentences about th e children’s plans for sum m er. Use th e inform ation from exercise 2. Children listen to the statem ents and w rite “T” or “F ” in th e ir notebooks. Go th ro u g h the answers w ith the class, reading out the sentences again, and asking pupils to call out “True!” or “False!” READING AND WRITING 6. Ask and answ er (p. 129, ex. 5) Read the questions. E xplain pupils they are going to answ er th e questions using th e ir own answ ers. Pupils practice questions and the answ ers in pairs. One or two pairs act out the dialogues about the children from exercise 1. ENDING THE LESSON M im ing Gam e
Mime an action e.g. dance or read a book. Pupils guess w hat you’re doing and call out the action. Repeat the procedure and, if appropriate, invite individual pupils to take tu rn s to come and stand by you and do a mime to the rest of the class. Home work Read (p. 128, ex. 1, 2) A ctivity bank: Ask pupils to describe th e ir fu tu re plans using the p attern s of exercise 4. Further practice Use W orkbook tasks a t the lesson or a t home.
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Lesson б. ПОДОРОЖУЄМО СВІТОМ Мета: • навчальна: презентувати новий лексико-граматичний матеріал за темами «Люди на», «Дозвілля», практикувати мовні засоби за темою «Людина», описувати когось/ щось, запитувати про події у майбутньому часі та відповідати на запитання, ви словлювати своє ставлення до когось/чогось, вдосконалювати компетенції читан ня, аудіювання, збільшувати обсяг знань про соціокультурну специфіку мови краї ни, що вивчається, мовну поведінку адекватно цій специфіці; • розвивальна: вчити уважно стежити за презентованою інформацією, ефективно співпрацювати під час парної та групової роботи, мотивувати готовність брати участь в іншомовному спілкуванні, учити працювати у парі, логічно висловлювати думку; • виховна: виховувати уміння концентруватися, слухати інших, формувати доброзич ливу атмосферу в класі, вчити культури спілкування сучасного цивілізованого світу. • Обладнання: картки за темою «Людина», тематичні картки «Дії. Вподобання», табли ця "Future Simple".
Хід уроку WARM-UP 1. Mime the Flashcard Game Hold up flashcards in tu rn and name them . Children do a mime in response e.g. they can pretend to eat a p a rticu la r food (if you are using food flashcards), im ita te a p a rtic u la r anim al (anim al flashcards) or p u t on clothes (clothes flashcards). Then do mimes of d iffe re n t flashcards yourself or invite pupils to take tu rn s to do th is. Children w atch and call out th e words. PRESENTATION 2. Listen and repeat (p. 130, ex. 1) Teach and then drill the new words using the pictures. Read o ut the caption for each of th e pictures in tu rn . Pupils listen and look a t th e pictures. Use board sketches, m im ing and gestures to check if pupils have understood the m eaning of the new words. P upils take tu rn s to read out the w ords. Help w ith pro n u n ciatio n . Go round helping. Repeat w ith several d iffe re n t pupils. A fte r reading: revise the sentence “A re you from England?” Show pupils the countries The USA, Ukraine, Canada and England on the map. Pupils listen and read th e nam es of d iffe re n t countries. PRACTICE 3. L isten, read and m atch (p. 130, ex. 2) Stick some sim ilar pictures (look a t the pictures of exercise 1) on the board. Read three tex ts. Pronounce the words clearly. Do choral and individual repetition. If pupils don’t und erstan d the m eaning of some words tra n sla te them into the m other tongue. Do choral and individual repetition. M onitor the activity and help where necessary. Read the sentences again. R epeat chorally and individually. Pair work Pupils have to m atch the sentences w ith the correct picture on the board. Check up the sentences and the pictures. Ask pupils to name the num ber of every sentence and th e le tte r of every picture. C orrect th e m istakes. 137
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4. Ask and answ er (p. 130, ex. 3) Read the questions. Explain th a t pupils are going to answ er the questions using the te x t in the exercise 1. Pupils practice questions and the answ ers in pairs. One or two pairs act out th e dialogues about the children from exercise 1. T ransfer: encourage pupils to m ake th e ir own questions too. W rite some sentences in pu p ils’ exercise books if you have enough tim e. READING AND WRITING 5. Listen and repeat. Talk w ith your friend (p. 131, ex. 4) Read the questions and the answ ers. M atch them w ith th e pictures. Pupils practice questions and the answ ers in pairs. One or two pairs act out th e dialogues about the children showing in the pictures. T ransfer: encourage pupils to make th e ir own questions too. W rite some sentences in pupils’ exercise books if you have enough tim e. 6. a) Look a t the pictures of exercise 4. Complete and w rite (p. 131, ex. 5) Ask pupils to complete the sentences using suitable words. Pair work P upils read th e sentences silen tly to them selves or they w ork on them to g eth er in pairs. If it is necessary tra n sla te the sentences into the m other tongue. Then they complete the sentences aloud. A sk pupils to read th e sentences in a chain. A sk to tra n s la te d iffic u lt sentences into the m other tongue. Go round helping. You can ask pupils to w rite the sentences down. Do choral and individual reading again. If you have some tim e you can ask pupils to w rite th e sentences down in th e ir exercise books, b) Speak about your sum m er Ask pupils to tell how they are going to spend th e ir sum m er holidays using the inform ation from th e lesson. ENDING THE LESSON W hat Can I See Gam e
Say, “One, two, th ree. W hat can I see? I can see som ething beginning with... P ” . Pupils look fo r objects beginning w ith P and make guesses: Is it a pen? No, it isn ’t. Is it a pencil? Yes, it is. W hen they guess correctly, they have to point a t th e object and say where it is “I t ’s on your d e s k /It’s over th e re /h e re ”. Play several rounds, lettin g pupils take over as soon as possible. Home work R ead(p. 1 3 0 ,e x . 2) A ctivity bank: W rite about your sum m er holidays. Use pictures. Further practice Use W orkbook tasks a t the lesson or a t home.
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Lesson 7. СКОРО КАНІКУЛИ! Мета: • навчальна: презентувати новий лексико-граматичний матеріал за темами «Люди на», «Дозвілля», практикувати мовні засоби за темою «Людина», описувати когось/ щось, запитувати про події у майбутньому часі та відповідати на запитання, ви-, словлювати своє ставлення до когось/чогось, вдосконалювати компетенції читан ня, аудіювання, збільшувати обсяг знань про соціокультурну специфіку мови краї ни, що вивчається, мовну поведінку адекватно цій специфіці; • розвивальна: вчити уважно стежити за презентованою інформацією, ефективно співпрацювати під час парної та групової роботи, мотивувати готовність брати участь в іншомовному спілкуванні, учити працювати у парі, логічно висловлювати думку; • виховна: виховувати уміння концентруватися, слухати інших, формувати доброзич ливу атмосферу в класі, вчити культури спілкування сучасного цивілізованого світу. • Обладнання: картки за темою «Людина», тематичні картки «Дії. Вподобання», таблиця"Future Simple".
Хід уроку WARM-UP
1.
M em ory Activity Gam e
W rite words on the board. Pupils close th e ir eyes while you rem ove one word. P upils th en open th e ir eyes and try to rem em ber w hat is m issing. They can e ith e r say the word or w rite it down. Do th is w ith lexical sets of words, e.g. p a rts of the body, colours, foods, etc. PRESENTATION 2. a) Listen and repeat (p. 132, ex. 1) Books open. Teach and th en drill the new words using the pictures. Read out th e caption fo r each of th e p ictures in tu rn . P upils listen and look at the pictures. Use board sketches, m im ing and gestures to check if pupils have understood the m eaning of the new words. P upils take tu rn s to read o u t the w ords. Help w ith pro n u n ciatio n . Go round helping. Repeat w ith several d iffe re n t pupils, b) Say A sk pupils to choose su ita b le w ord com binations and com plete th e sentences beginning w ith the words: “I like...” and “I often...” PRACTICE 3. Look, point and say (p. 132, ex. 2) Read the sentences in th e fu tu re tense. T ranslate them into the m other tongue. Then ask pupils to point a t the suitable pictures in exercise 1. Extra Gam e
Stick 8 -1 0 flashcards from d iffe re n t lexical sets on the blackboard. Elicit or rem ind children th e w ords. Give children one m inute to look in silence and try to rem em ber the flashcards before rem oving them from the board. Children work in pairs and w rite the list of the flashcards they can rem ember. Check the answ ers by eliciting them from the whole class and w ritin g th e list on the blackboard. READING AND WRITING 4. Read in groups (p. 133, ex. 3) Before reading pre-teach the word “dream ”. 139
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Divide th e class in to two groups. Ask pupils in d iffe re n t groups to read the tex ts. Then each group reads the te x t one by one, they pause a fte r each sentence. If necessary, tra n sla te the sentences into th e ir own language. 5. Ask and answ er the questions (p. 133, ex. 4) Ask pupils to read the tex ts again. Every group reads th e ir questions and gives the answ ers about the children from exercise 3. M onitor th e a ctiv ity and help where necessary. If necessary, tra n sla te the questions and answers into th e ir own language. 6. P roject work. Make a poster about your dream holidays. Draw pictures or stick photos (p. 133, ex. 4). Divide th e class into three or fo u r groups. Ask pupils in d iffe re n t groups to make posters about th e ir dream holidays. Ask pupils to read the te x t and complete it w ith suitable words and word combinations. Then ask pupils to draw p ictu res or stic k photos w hich pupils have brought. Go round helping. M onitor the activity and help w here necessary. ENDING THE LESSON Spelling Sh ark Fam e
This is a version of th e tra d itio n al “H angm an” game. B riefly explain the rules to the class. You can play th e game to revise the vocabulary of the lesson. T hink of any word, e.g., “lunch” . Don’t say it out loud. Draw a “c liff” line down from the end of the bottom row. A t the bottom of the “c liff” draw a shark and the sea. Draw two dashes for the lette rs in a sport activity “_____c h ” . Pupils take tu rn s to guess one le tte r in the sport activity. If th a t le tte r is in the word, w rite it in the appropriate blank in the top row. If it is not in the word, draw a little “stick fig u re ” s ta rtin g to walk along the bottom row of blanks tow ards th e edge of the cliff. P upils have to guess all th e le tte rs correctly before the stick figure falls over the cliff and into the sh a rk ’s jaws. Home work R ead(p. 1 3 3 ,e x .3) Further practice Use W orkbook tasks a t the lesson or a t home.
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Lesson 8. ПЕРЕВІР СЕБЕ Мета: • навчальна: активізувати та закріпити вивчений лексико-граматичний матеріал, вдосконалювати вміння та навички аудіювання, читання, письма, усного мовлення, реагувати невербально на запитання, які передбачають прості відповіді, формувати в учнів комунікативну компетенцію, закріпити прислівники способу дії та вживання їх у мові з опорою на текст, розвивати та удосконалювати мовленнєві компетенції; • розвивальна: вчити уважно стежити за презентованою інформацією, ефектив но співпрацювати під час парної та групової роботи, мотивувати готовність брати участь в іншомовному спілкуванні, мотивувати бажання до подальшого самовдос коналення у галузі оволодіння іноземною мовою, розвивати мовну здогадку; • виховна: зацікавити учнів темою уроку, привернути їхню увагу до вивченого мате ріалу, допомогти їм бути розкутими у спілкуванні, виховувати толерантне ставлен ня до однокласників, викликати в дітей бажання вчитися; вивчати іноземну мову; виховувати дисципліну, звичку до систематичної розумової праці, ефективно спів працювати під час парної та групової роботи. • Обладнання: картки за темами «Людина», «Дії. Вподобання», таблиця "Past Simple". WARM-UP
Хід уроку
1 . Teacher Can't Rem em ber Gam e Tell pupils you can ’t rem em ber some of th e w ords from a p a rtic u la r vocabulary set so you w ant them to help you. Tell pupils you are going to show them some flashcards or mime and say some words. This tim e use the verbs w ith prepositions.
2.
What's M issing Gam e
Stick a set of flash card s on the blackboard. Hold up each one and get the children to say th e names as you do th is. Then say “Close your eyes” and dem onstrate m eaning. W hen children have th e ir eyes closed, quickly remove one of the flashcards from the blackboard. Children open th e ir eyes and call out the name of the m issing flashcard. PRESENTATION 3. Look a t the picture and make up the sentences as in the example (p. 134, ex. 1) Ask pupils to make sentences using the p a tte rn s and the pictures. Pair work Pupils read the sentences from every column silently to them selves or they work on them to g eth er in pairs. Pupils use suitable words. If it is necessary tra n sla te the words into the m other tongue. Then they read the sentences. A sk pupils to read th e sentences in a chain. A sk to tra n s la te d iffic u lt sentences into the m other tongue. Go round helping. You can ask pupils to w rite the sentences down. Do choral and individual reading again. Help w ith pro n u n ciatio n and sentence rh y th m especially. M onitor the activity and help where necessary. PRACTICE 4. Choose th e correct item (p. 134, ex. 2) Ask pupils to make sentences using the correct item . Pair work P upils read the sentences in silent to them selves or they work on them together in pairs. P upils choose suitable ones. If it is necessary tra n sla te the words into the m other tongue. 141
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Then they read th e sentences aloud. Ask pupils to read th e sentences in a chain. A sk to tra n s la te d iffic u lt sentences into the m other tongue. Go round helping. You can ask pupils to w rite the sentences down. Do choral and individual reading again. Help w ith pro n u n ciatio n and sentence rh y th m especially. M onitor th e activity and help where necessary. If you have some tim e you can ask pupils to w rite th e sentences down in th e ir exercise books. Ask some stro n g pupils to w rite sentences on the board too. READING AND WRITING 5. L isten and read (p. 135, ex. 3) Ask pupils to look a t the picture in the exercise. Read the te x t about th e girl. Do choral and individual repetition. If pupils don’t understand the m eaning of some words tra n sla te them into the m other tongue. Do choral and ind iv id u al rep e titio n again. Go round helping. M onitor the activ ity and help w here necessary. Help w ith pronunciation and sentence rhythm especially. 6. Agree or disagree (p. 135, ex. 4) Pair work A sk pupils to read th e sentences in th e exercise and answ er “T ru e ” or “False” about the th in g s in d iffe re n t rooms. Tell them th a t they are going to agree or disagree w ith the sentences. Pupils read and choose the correct answ er. M onitor the activity and help w here necessary. If pupils don’t u n derstand the m eaning of some words tra n sla te them into the m other tongue. 7. Complete, w rite and say (p. 135, ex. 5) Ask pupils to complete the sentences using suitable words. Pair work P upils read th e sentences silen tly to them selves or they w ork on them together in pairs. If it is necessary tra n sla te th e sentences into th e m other tongue. Then they complete th e sentences aloud. Ask pupils to read th e sentences in a chain. Ask to tra n s la te d iffic u lt sentences into the m other tongue. Go round helping. You can ask pupils to w rite the sentences down. Do choral and individual reading again. If you have some tim e you can ask pupils to w rite the sentences down in th e ir exercise books. ENDING THE LESSON Home work R ead(p. 1 3 5 ,e x .3) Further practice Use W orkbook tasks a t the lesson or a t home.
142
Appendix. TIME FOR FUN The stories include s tru c tu re s and vocabulary presented in the course. P u p ils have a chance to see th e language in a genuinely com m unicative context. It is im portant th a t pupils are learning to read fo r pleasure, as extensive reading is one of the best ways of learning the language. The p icture form at of the stories should help weaker pupils to follow and enjoy the story. The questions and simple exercises in stories help develop reading skills by checking th a t pupils have understood the idiom atic expressions, the m ain events and the sequence of the stories.
143
Дата
Клас
Англійська мова З клас Код: ПШМ49 / ПШМ057
Посібник розрахований для вчителя, який викладає англійську мову у загальноосвітній школі в третьому класі за підручником А. Несвіт «English З» й відповідає чинній навчальній програмі 2012 року. Він містить 65 планів-конспектів уроків, що відповідає загальній кількості уроків на рік за дві години на тиждень. У книзі відображені авторські методичні підходи до розвитку навичок аудіювання, говоріння, письма та читання в ігровій формі. Посібник містить додаткові завдання, ігри для полегшення роботи вчителя за підручником А. Несвіт «English З». ТАКОЖ ЧИТАЙТЕ
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, г ч Розрости всіх уроків курсу •* на е яризнй* ар к р лк
Електронний конструктор уроку 1 клас — Код: 41ЕКУ126 2 клас — Код: 41ЕКУ127 4 клас — Код: 41ЕКУ125
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англійської мови 1 клас — Код: 41ППШ296
Мій конспект. Англійська мова 1 клас (до підручника А. М. Несвіт) — Код: 41ПШМ46 1 клас (до підручника О. Д. Карп’юк) Код: 41ПШМ45 2 клас (за підручником А. Несвіт) — Код: 41ППШ363 2 клас (за підручником О. Карп'юк) — Код: 41ПШМ47 3 клас (до підручника А. М. Несвіт) — Код: 41ПШМ49 З клас (до підручника О. Д. Карп'юк) Код: 41ПШМ48
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