Reading. "The Magic Dress"

Aims and objectives: to revise students' speaking skills; to develop students reading skills; to practise scanning of the text for specific information.

Warm up

The teacher's greeting. Good morning, students! I’m glad to see you. How are you?

Phonetic exercise

Students revise sounds [i:] and [s]. The twister is on the blackboard (or in the handouts):

□ I scream, you scream, we all scream for ice cream!

Checking on homework

Students read completed sentences in turn and explain their choice.

Answers: 1 take off/put on; 2 put on; 3 put on; 4 bring; 5 put on; 6 wear / take off.

Introducing the topic

Teacher presents the text “The Magic Dress” (ex. 2, p. 47-49) and says about the tasks. Teacher divides students into two groups. The first group has to read part A, and the second group has to read part B. Teacher asks students to mark incomprehensible words while they read the text.

After reading students may ask about underlined words and teacher explains their definitions.

Students make the plan to their part of the text and try to retell the text according to the plan, and exchange information.

Speaking

Focus on gist. Students put the sentences in the correct order accord­ing to the text (ex. 3, p. 49).

Answers: 1 — 4; 2 — 1; 3 — 5; 4 — 6; 5 — 2; 6 — 3.

Relaxation

It is reasonable to break Speaking part with a pause. Teacher divides students into three groups Teacher writes three set words on the black­board, and students have to form the chain of the words on topic from them. Students from each team go to the backboard to write a word. The winner is whose “chain” is longer.

• Pullover — (raincoat — tracksuit — trainers — socks — skirt —

T-shirt — tie etc.)

• Handbag — (gloves — scarf — fur-cap — pair of tights etc.)

• Belt — (trousers — sweater — rubber boots — shoes etc.)

Focus on grammar. Students read the sentences and explain what underlined pronounces stand for (ex. 4, p. 49).

Answers: 1 whale; 2 Ben and Becky; 3 dress; 4 monkeys; 5 Becky; 6 Becky and Ben; 7 dress.

Focus on lexicon. Students have to remember the words and write them down (ex. 5, p. 49).

Homework

Ex. 6, p. 50; part A (1, 2) answer the questions; to bring glue, scis­sors, some coloured felt pens, some paper.

Summary and feedback

The teacher summarizes the work by asking for students’ feedback.

E LESSON 22 =

Project "Fashion"

Aims and objectives: to write a leaflet about fashion; to develop students' abi­lity to work on their own; to develop students' creativity.

SEQUENCE

Warm up

The teacher's greeting. Good morning, students! I’m glad to see you. How are you

?Phonetic exercise

Students revise sound [g]. The rhyme is on the blackboard (or in the handouts):

Billy’s blowing his trumpet.

Jonathan’s banging a tin.

Betty’s crying for Mummy.

Tommy is crying “Ice-cream!”

Introducing the topic

Teacher presents the examples of projects to students. Teacher may use the text-book project or real projects made by other students (p. 50).

Teacher divides students into pairs. Students read the task В (p. 50). Students look through the projects, and then start to work. One of the students prepares a “girl part” and another — a “boy part”. They have to join their works to get the project.

Relaxation

The teacher makes movements with the students. Teacher uses any rhyme for physical exercises. For example:

Clap your hands!

Clap your hands!

This is how it’s done.

Slap your knees!

Slap your knees!

Now you’re having fun.

Stamp your feet!

Stamp your feet!

Make a lot of noise.

Squat your down,

Squat your down,

Don’t lift up your voice.

Speaking

Students in pairs show their leaflets to other classmates and give them their information about pictures. Then they answer other stu­dents’ questions.

Teacher may organize a display of students’ works.

Homework

To repeat vocabulary of the topic.Unit 3. FOOD