Introducing the topic
Teacher presents the topic using ex. 2 and ex. 4, p, 106. First, students have a training in describing of the seasons. Students read the texts (in variants) and retell these descriptions. Other students try to guess what the season is.
To practise the use of description, students are divided into pairs nnd describe one of the seasons to their partners. The teacher can break this part with Relaxation, and then continue.Relaxation
T
he
teacher makes movements with the students. Teacher uses any rhyme for
physical exercises. For example:
I can walk on tip, tip, toe Like a fairy I can go.
I can stamp so that you’ll say An elephant is here today.
Writing
Students continue their work after Relaxation. To study writing a reply to the letter, students work with ex. 4, p. 106-107. First, the teacher gives students the imaginary situation: receiving the letter from an English pen-friend. Students read the questions, and then the part of the letter.
Reading
Students read ex. 5, p. 107 and answer the questions.
Has the author answered all the questions?
How do you think why?
What information could you add to this reply?
Speaking
The teacher divides students into pairs, and they share information with the partners. Then they act their dialogues.
H
omework
Ex. 6, p. 107.
Summary and feedback
The teacher summarizes the work by asking for students’ feedback.
Lesson 53
Modal Verbs. Dialogues
Aims and objectives: to present modal verb "should/shouldn't"; to practise vocabulary and pronunciation; to practise students' reading and speaking skills; to develop skills of giving opinions; to develop tolerance to others.SEQUENCE
Warm up
The teacher's greeting. Good morning, students! I’m glad to see you. I low are you?
Phonetic exercise
Students revise sounds [л] and [о]. The teacher gives students the cards with the table. Students have to listen and tick the right sound, then check them.
a Cough, colour, cut, come, rung, wrong, hut, hot.
The
students' sample |
[Л] |
[3] |
|
[a] |
M |
cough |
|
|
rung |
|
|
colour |
|
|
wrong |
|
|
cut |
|
|
hut |
|
|
come |
|
|
hot |
|
|
The
teacher's sample |
[a] |
[o] |
|
[a] |
|
cough |
|
✓ |
rung |
✓ |
|
colour |
✓ |
|
wrong |
|
✓ |
cut |
✓ |
|
hut |
V |
|
come |
✓ |
|
hot |
|
✓ |
Checking on homework
Students (selectively) read their replies. The teacher displays all the works.