1. Have one or two days-of-the-week races between pupils, on the board.

2. "Hangman" Game

Draw a blank line on the board to represent each letter of a word (e.g., for

the word Monday you draw ). Pupils call out letters. If the word

contains the letter, write it on the appropriate blank line. If the letter is not in the word, draw one line of the Hangman picture. Pupils try to find all the letters in the word or guess the word before you have drawn the ten lines to complete the Hangman. Also let some pupils choose a word and draw blank lines on the board.

PRESENTATION

3. Listen and say (p. 60, ex. 1).

Books open. Pre-teach the word "chess" using the flashcard. Read out the dialogues. Pupils listen and read.

Ask questions about the dialogues on the page, "What day is it today? What time is it? Who likes playing chess?" Read the dialogues again.

Pupils read and practice Dialogue 1 in pairs. One or two pairs act out the dialogue.

Pupils read and practice Dialogue 2 in pairs. One or two pairs act out the dialogues.

Repeat with several different pupils, but this time let pupils choose partners to act them out with.

PRACTICE

4. Ask and answer (p. 60, ex. 2).

Pair work: Pupils read the dialogue using the words from the box you have written on the board. Then they take turns to ask and answer in the same way, using the pattern again.

Pupils act out the dialogue in pairs using the days of the week and time from the box.

One or two pairs act out the dialogue.

Repeat with several different pupils.

5. Follow and read (p. 60, ex. 3).

Ask pupils to look at the words in the exercise.

Tell them that they are going to listen to the sounds /a:/ and /a/. Read the words with the sounds.

Pupils repeat each word two or three times after you. Draw their attention to the difference between the letter combinations.

Write the phonetic symbols and the words on the board.

Point to and pronounce the two symbols clearly. Point to them again and say each sound for the class to repeat.

Repeat chorally and individually.

Pupils listen and write down the phonetic symbols in their exercise books.

Read the words one by one and ask pupils to repeat after you pointing to the phonetic symbols in their exercise books.

Ask some pupils to point to the phonetic symbols on the board and underline them in the words.

Monitor the activity and help where necessary.

Then read the sentences with the new words. If it is difficult to understand the meaning of the sentences, translate them into their native language.

READING AND WRITING

6. Look and answer (p. 61, ex. 4).

Ask pupils to say the child's name in the pictures.

Then ask some questions about Bill using the pattern from the exercise.

Ask pupils to follow the same procedure. Write down the questions on the board yourself or ask some strong pupils to do it.

Read the questions again. Pupils listen and then answer them orally.

Pair work: Ask pupils in pairs to answer the questions in their exercise books.

7. Follow and read (p. 62, ex. 5).

Books open. Pre-teach the word "businessman" using the flashcard or a picture of the exercise.

Read the text. Pupils listen and read silently.

Ask questions about Mr. Jones, "What is this man's name? What is he? Has he got a car?", etc. Read the text again. Pupils read the text one by one. Then ask pupils to look at the table "Remember". Ask pupils to revise the word patterns.

ENDING THE LESSON

Ask pupils to describe their typical day using the sentences from ex. 4. Ask to begin with the words "I wake up at... o'clock. Then I..."

HOMEWORK

Portfolio Work: Draw or stick pictures describing your typical day in the Portfolio.

Read p. 60, ex. 1, 3.

FURTHER PRACTICE

Use Workbook tasks at the lesson or at home.

Lesson 8. «ЯК СПРАВИ? ЧИМ ЗАЙМАЄШСЯ?»

Дата

■ навчальна: удосконалювати в мовленні граматичний і лексичний матеріал за те­мою «Розпорядок дня», практикувати мовні засоби за темою «Розпорядок дня», формувати навички вживання вивчених лексичних одиниць, формувати в учнів ко­мунікативну компетенцію, уводити поняття «модальні дієслова», ознайомити з мо­дальними словами;

• розвивальна: уважно стежити за презентованою інформацією, ефективно співпра­цювати під час парної та групової роботи, мотивувати готовність брати участь в ін­шомовному спілкуванні, мотивувати бажання до подальшого самовдосконалення, розвивати мовну здогадку;

• виховна: виховувати вміння сконцентруватися, слухати інших, формувати добро­зичливу атмосферу в класі.

Обладнання: картки та плакат за темою «Розпорядок дня», «Час. Годинник», «Modal verbs».

Хід уроку

WARM-UP

1. "Spelling shark" Game

This is a version of the traditional "Hangman" game. Briefly explain the rules to the class. You can play the game to revise the vocabulary for the lesson. Think of any word, e.g., "school". Don't say it out loud. Draw a "cliff" line down from the end of the bottom row. At the bottom of the "cliff" draw a shark and the sea. Draw two dashes for the letters in the word, "_ _oo_". Pupils take turns to guess one letter in the word. If that letter is in the word, write it in the appropriate blank in the top row. If it is not in the word, draw a little "stick figure" starting to walk along the bottom row of blanks towards the edge of the cliff. Pupils have to guess all the letters correctly before the stick figure falls over the cliff and into the shark's jaws.

PRESENTATION

2. Listen and say (p. 64, ex. 1).

Books open. Pre-teach the word "must" and translate it into their native language.

Read the dialogue. Pupils listen and read silently.

Ask questions about the dialogue on the page, "Who must help mother? Who wants to play tennis?" Read the dialogues again.

Pupils read and practice the dialogue in pairs. One or two pairs act out the dialogue.

Repeat with several different pupils, but this time let pupils choose partners to act it out with.

PRACTICE

3. Ask and answer (p. 64, ex. 2).

Ask pupils to look and make questions.

Pair work: Pupils read the questions in pairs.

Draw pupils' attention to the prepositions after the verbs (wake up, go to). Pupils read the questions again and answer them. Write the best answers on the board. One or two pairs act out the dialogues.

4. Follow and read (p. 65, ex. 4).

Ask pupils to look at the words in the exercise. Explain that they are going to learn some special verbs. Explain the meaning of "modal verbs" in their native language. Then explain the meaning of the modal verbs "can — could", "may" and "must".

"Can" and "could" are used to ask someone to do something for you. "Can" is polite, but if you want to be very polite, use "could".

"May" is used to say that you think something is possible. "Must" is used to tell somebody what to do.

Explain the meaning of the modal verbs using the table. Explain that they're the same in affirmative, negative sentences and questions. Read the verbs again.

Pupils repeat each modal verb two or three times after you. Draw their attention to the difference between the letter combinations.

Write the phonetic symbols and the verbs on the board.

Point to and pronounce them clearly. Point to them again and say each sound for the class to repeat. Draw pupils' attention to the spelling of the modal verbs and their pronunciation.

Repeat chorally and individually.

Pupils listen and write down the modal verbs and the phonetic symbols in their exercise books.

Monitor the activity and help where necessary.

Then read the sentences with the modal verbs. If it is difficult to understand the meaning of the sentences, translate them into their native language.

READING AND WRITING

5. Listen and sing the song (p. 65, ex. 5).

Tell pupils to look at the picture on p. 65, ex. 5. Ask what they see. Pupils give different answers about the picture and about the person in it.

Tell pupils that they are going to learn the song about time and daily routine. Ask pupils to take their demonstrative clocks and point to the time while they are reading the lines.

Read the words of the song, pausing after each line. Pupils repeat the lines chorally and individually pointing to the time and miming the actions.

Sing the song chorally.

Mime the actions while singing the lines of the song again.

ENDING THE LESSON

Ask pupils to describe their typical day using the sentences from ex. 4. Ask to begin with the words "I wake up at... o'clock. Then I ..." Encourage them to use the words and word combinations from the song.

HOMEWORK

Portfolio Work: Draw or stick pictures describing your typical day and the time when you do each activity in the Portfolio. Read p. 65, ex. 4, 5.

FURTHER PRACTICE

Use Workbook tasks at the lesson or at home.

■ навчальна: удосконалювати в мовленні граматичний і лексичний матеріал за те­мою «Розпорядок дня», практикувати мовні засоби за темою «Розпорядок дня», формувати навички вживання вивчених лексичних одиниць, комунікативні компе­тенції, уводити поняття «модальні дієслова», ознайомити з модальними словами;

• розвивальна: уважно стежити за презентованою інформацією, ефективно співпра­цювати під час парної та групової роботи, мотивувати готовність брати участь в ін­шомовному спілкуванні, бажання до подальшого самовдосконалення, розвивати мовну здогадку;

• виховна: виховувати вміння сконцентруватися, слухати інших, формувати добро­зичливу атмосферу в класі.

Обладнання: картки й плакат за темою «Розпорядок дня», «Час. Годинник», «Modal verbs*.

Хід уроку

WARM-UP