At the Lesson. General and l/l/h-questions
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Aims and objectives:- to revise vocabulary; to revise the use of general and wh-questions; to develop reading skills; to develop speaking skills of pair work; to develop attention and imagination.
Warm up
The teacher's greeting. Good morning, students! I’m glad to see you. How are you?
Phonetic exercise
Students revise homophones. First, students listen to the word pairs, the, they repeat them. The teacher gives the definitions of the homophones if it is necessary. The pairs of the words are on the blackboard (or in the handouts):
T
□ [tjb:] |
chaw — chore |
□ [tjek] |
check — cheque — Czech |
□ [salt] |
cite — sight — site |
□ [klu:] |
clew — clou — clue |
Game |
|
he teacher divides students into three groups. Students listen to the words from the box (ex. 1, p. 184) and repeat them. Then, in groups,they have to say what things they use / don’t use at the lessons as in the example. One correct sentence is one score. The winner has the most scores.
Introducing the topic
To present the topic of the lesson, the teacher draws students’ attention to ex. 2, p. 184. They look at the picture and match the words from the box to the pictures. Students have to revise vocabulary of this topic.
Speaking
The teacher divides students into pairs. Students complete the sentences (ex. 3, p. 184), read the dialogues and make their own short dialogues. They have to act them out to the class.
Reading
To revise the vocabulary, students read the sentences and complete them with the verbs from the box (ex. 4, p. 185). They have to guess what school things the children are talking about.
Answers: 1 write / a pen; 2 stick / glue; 3 read / a book; 4 keep / a pencil box; 5 rub'/ an eraser; 6 carry / a school bag.
Relaxation
The teacher makes movements with the students. Teacher uses any rhyme for physical exercises. For example:
Ten little fingers Ten little toes Two little ears And one little nose Two little eyes They shine so bright One little mouth To say that’s right.
Grammar
Students familiarize with the Grammar Lab (p. 185). The teacher gives conception of general and special questions, explains the difference between them. Students read the grammar box.
To practise the use of general and wh-questions (special), students give their own examples of these questions. If this work is difficult, students may use the sentences from the previous exercise and read the examples from ex. 5, p. 186. Then students do this exercise.Homework
Ex. 7, p. 186.
Summary and feedback
The teacher summarizes the work by asking for students’ feedback.
L
ESSON
88
School Subjects
Aims and objectives: to practise vocabulary and pronunciation; to revise writing of general and special questions;- to revise the names of school subjects; to practise students' reading and listening skills; to develop tolerance to others.
Warm up
The teacher's greeting. Good morning, students! I’m glad to see you. How are you?
Phonetic exercise
Students revise homophones. First, students listen to the word pairs, the, they repeat them. The teacher gives the definitions of the homophones if it is necessary. The pairs of the words are on the blackboard (or in the handouts):
n [kn:k] creak — creek
[do:te] daughter — dorter
[dm] dear — deer
[fo:] for — fore — four
Checking on homework
Students (selectively) read their works.
Game
One of the students becomes a narrator. He/she thinks of one of the school items. Other students start to ask the questions to guess what the item is, and the narrator answers these questions to help. The teacher can use ex. 6, p. 186 as the example.Introducing the topic
То present the topic of the lesson the teacher proposes students to look through ex. 1, p. 187. Students have to remember the school subjects names, read them and match to the pictures. The teacher has to remind students of the capital letter in the beginning of school subjects names.
Answers: В 1; C 2; F 3; E 4; D 5; A 6.
Vocabulary practice. To practise the vocabulary, students read the phrases aloud (ex. 2, p. 187) and say what lessons they can hear them at.
Answers: 1 English; 2 Music; 3 Mathematics; 4 History; 5 Nature Study; 6 Art.
Speaking
The teacher divides one half of students into pairs. In pairs, students make short dialogues about subjects they have in their timetable as in the example (ex. 3, p. 188).
Another part of students make dialogues as in ex. 4, p. 188. They have to use the words from the box.
Then, after speaking, students change over roles and make full dialogues with new partners.
Relaxation
The teacher makes movements with the students. Teacher uses any rhyme for physical exercises. For example:
Stand up, clap, clap.
Arms up, clap, clap.
Step, step, arms down.
Clap, clap, please, sit down.
Reading
Intensive reading. Students read the dialogue in pairs as quickly as they can (ex. 5, p. 188) and answer the questions.
First, students look through the words before the text. They have to clear up the definitions of the words and complete the text on their own. Then, students read the text aloud one by one (ex. 6, p. 188) and check their works.
Answers: 1 went; 2 books; exercise books; 3 came; desk; 4 teacher; 5 blackboard; copy books.
Speaking. Writing
The teacher divides students into two groups. They familiarize with the words (ex. 7, p. 189), and the teacher makes vocabulary work. Students in groups discuss what subjects are easy, difficult, importantetc. and complete their table. Then, they ask students of the other group about these subjects, and clear up the difference in their minds. Last, they talk about this to class.
Homework
Ex. 8, p. 189.
Summary and feedback
The teacher summarizes the work by asking for students’ feedback.