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. 66, ex. 1).

Books open. Read out the dialogues. Pupils listen and read. Ask questions about the dialogues on the page, "Who is late? What time is it? Who wants a pen?"

Read the dialogues again.

Pupils read and mime the dialogues in pairs. One or two pairs act out every dialogue.

Walk round the class and praise their efforts, "Good! Well done!" PRACTICE

4. Talk with your friends (p. 67, ex. 2).

Revise the modal verbs.

Explain the meaning of the word combination "modal verbs" in their native language again. Then explain the meaning of the modal verbs "can — could", "may" and "must" using the table "Modal Verbs".

"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 to used say that you think something is possible.

"Must" is to used tell somebody what to do.

If you have enough time or the class is not very strong, read the sentences from Lesson 8, p.65, ex. 4 and translate them into their native language.

Pupils use the table and make questions and give answers using the patterns.

Pupils fill in the gaps in the dialogues, using different modal verbs to make true statements about themselves.

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. Look and say (p. 67, ex. 3).

Ask pupils to name the person in the photo.

Then read some statements about Bob using the pattern from the exercise.

Ask pupils to follow the same procedure. Ask some pupils to write down the sentences on the board.

Draw pupils' attention to the tense in the table and the modal verb "must".

Walk round the class and praise their efforts, "Good! Well done!" Optional activity

Learn the poem "My Day"

Breakfast in the morning, Dinner in the day, Tea comes after dinner, Then comes time to play. Supper in the evening When the sky is red, Then the day is over And we go to bed.

6. Ask and answer (p. 67, ex. 4).

Ask pupils to look and make questions.

Pair work: Pupils read the questions in pairs.

Point out that you use "on" with days of the week and "at" with times of the day.

Pupils read the questions again and answer using the table from ex. 3. One or two pairs act out the dialogues.

Pair work: In pairs pupils answer the questions in their exercise books. Walk round the class and praise their efforts, "Good! Well done!" Optional activity

"Miming game". Pupils mime actions (what they do at an English lesson or after school) for the other pupils to guess.

ENDING THE LESSON

Ask pupils to describe their day today using the sentences from ex. 3 and modal verbs.

HOMEWORK

Read p. 66, ex. 1.

FURTHER PRACTICE

Use Workbook tasks at the lesson or at home.

• навчальна: активізувати й закріпити вивчений лексико-граматичний матеріал, удо­сконалювати вміння та навички аудіювання, читання, письма, усного мовлення, ре­агувати невербально на запитання, які вимагають простих відповідей, формувати в учнів комунікативні компетенції, закріпити поняття «модальні дієслова» і вживан­ня їх у мові з опорою на наочність, розвивати й удосконалювати написання елек­тронних листів;

• 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: зацікавити учнів темою уроку, привернути їхню увагу до вивченого мате­ріалу, допомогти їм бути розкутими в спілкуванні, учити толерантного ставлення до однокласників, викликати в дітей бажання вчитися, вивчати іноземну мову; вихову­вати дисципліну, повагу до однокласників, звичку до систематичної розумової пра­ці, учити ефективно співпрацювати під час парної та групової роботи.

Обладнання: тематичні картки та плакати за темою «Розпорядок дня», «Дні тижня. Го­динник», «Прийменники часу», «Модальні дієслова».

Хід уроку

WARM-UP

1. Write new words from the unit on the board. Pupils hold up or stick/draw the appropriate pictures on the board.

PRESENTATION

2. Read a letter (p. 68, ex. 1).

A letter to Taras. Books open.

Before reading: Revise the words "pen friend" and "say hello to your friends" which the pupils have seen before.

Ask pupils to look at the e-mail in the exercise.

Ask them, "What is it? Is it a text? Is it a poem? It is an e-mail?" Ask pupils to point out the typical opening of a letter "Hello Taras," and the typical ending of a letter to a friend, "Yours, Bill."

Ask pupils to read the e-mail. Pupils either read the e-mail from Bill individually or in pairs.

After reading: Ask pupils the questions from the letter and other questions orally, "What are Bill's favourite days? Why? What do pupils do at English lessons? When does school start? When does Bill get up? Has Bill got many friends at school? What do they like doing?" Pupils may also be asked to write answers to the questions in their exercise books.

Read chorally and individually.

Ask some pupils to read parts of the text again out loud. Help with pronunciation and sentence rhythm.

Monitor the activity and help where necessary.

3. Say what you (your friend) do (does) at this time (p. 68, ex. 2).

Ask pupils to look at the pictures of clocks. Ask to say the time. Pair work: Ask pupils to make a true sentence about their activities or routines at some definite time.

Write down the best sentences on the board and in pupils' exercise books.

PRACTICE

4. Complete the timetable and talk about it (p. 69, ex. 3).

Stick pictures of different activities to the board. Ask pupils to look at the pictures.

Ask some questions: "What can you do after school? What can you do in the evening? What can you do on Saturday?", etc.

Ask pupils to read the statements. Repeat chorally and individually.

Pair work: Pupils read the examples and complete the table using the words for different activities.

While a pupil is speaking about his/her activities, encourage other pupils to ask questions about his/her activities using the modal verbs.

Then ask pupils to make dialogues using the pattern.

Ask pupils to act out the dialogues in pairs.

One or two pairs act out the dialogue.

Repeat with several different pupils.

5. Write four "must" sentences (p. 69, ex. 4).

Before writing: Revise the modal verb "must". Remind pupils "must" is used to tell somebody what to do.

Ask pupils to make sentences with the modal verb "must". Write the best sentences on the board and in pupils' exercise books.

6. Write two "may" sentences (p. 69, ex. 5).

Before writing: Revise the modal verb "may" in questions. Remind pupils that "may" is used to say that you think something is possible.

Ask pupils to make questions with the modal verb "may". Write the best questions on the board and in pupils' exercise books.

7. Have a talk (p. 69, ex. 6).

Ask pupils to make different questions using ex. 3,4 and 5. Tell them they can use the sentences on the board.

Pupils fill in the gaps in the dialogue using different modal verbs to make true statements about themselves.

ENDING THE LESSON

"Miming game". Mime eating some food, e.g., a banana / an apple or performing an action, e.g., dancing. Pupils guess what you're eating or doing and call out the name. Repeat and, if appropriate, encourage some pupils to take turns to come up to you and mime to the rest of the class.

HOMEWORK

Read and answer the questions (p. 69, ex. 6).

FURTHER PRACTICE

Use Workbook tasks at the lesson or at home.

Unit 4. HOME, SWEET HOME

Дата Клас

Lesson 1. У ЧАС ДОЗВІЛЛЯ

Мета:

• навчальна: презентувати новий лексичний матеріал за темою «Людина», практику- вати мовні засоби за темою «Людина», описувати когось / щось, запитувати про від-

чуття та відповідати на запитання, повідомляти про смаки, уподобання, виражати

своє ставлення до когось / чогось, удосконалювати компетенції читання, аудіюван-

ня й усного монологічного мовлення, збільшувати обсяг знань про соціокультурну специфіку мови країни, що вивчають, удосконалювати вміння будувати своє мовне висловлювання, мовну поведінку адекватно до цієї специфіки; ■ розвивальна: 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 вміння сконцентруватися, слухати інших, формувати добро- зичливу атмосферу в класі, учити культурі спілкування, прийнятої в сучасному ци- вілізованому світі, учити емоційно-ціннісно ставитися до всього, що нас оточує, ро-

зуміти важливість опанування іноземною мовою і потреби користуватися нею як засобом спілкування.

Обладнання: картки за темою «Людина», тематичні картки «Дії. Вподобання».

Хід уроку

WARM-UP

1. "Associations" Game

Say the name of any activity. Pupils work in pairs, trying to think of and write down within a two-minute period as many words they associate with the activity as possible, e.g., watch TV — cartoon, actor, film, funny, song, singer, etc.; read a book — story, interesting, tale, sad, act, etc.

PRESENTATION

2. Listen and say (p. 70, ex. 1).

Books closed. Read the dialogues. Pupils listen. Ask pupils to open the books.

Ask questions about the characters on the page, "Who are these girls? Where are they? Who is coming?" Then ask about their clothes, "What colour is Jane's coat? What colour are her boots and her hat?"

Introduce the word "mermaid". Show pupils a picture of a mermaid. Say, "This is a mermaid. She is little. She lives in the sea." Point to the picture of the mermaid in the book on page 71 and drill the new word.

Read the dialogues again. Pupils listen and read.

Pupils read and practise their part in the story for a few minutes. Go round helping.

One or two pairs read or act out the dialogue.

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

PRACTICE

3. Follow and read (p. 70, ex. 2).

Books open. Pupils listen and repeat the titles of different cartoons and books. Read again one or two more times. You can stick the pictures of the characters to the board. Then ask pupils to write the names of the characters under the pictures.

After listening: Ask pupils who they think these characters may be. Confirm or correct their guesses. Repeat chorally and individually. Monitor the activity and help where necessary. Ask pupils to look at the "Remember" section.

Explain the "Let us ..." rule, introduce the short form of the structure "Let's..."

Stick the "Activities" words to the board. Ask pupils to name the activities. Then complete the structure "Let us ..." with some "Activities" words, e.g., "Let's watch TV! Let's sing a song! Let's read an interesting book!", etc.

4. Listen and read (p. 71, ex. 3).

Write the structure "Let us ..." on the board.

Ask pupils to read the words in the box. If necessary, translate them into their native language. While pupils are reading the word combination, stick the pictures to the board. You can also use pictures from magazines or newspapers.

Then ask pupils to complete the sentences using the word combinations in the box. Write the best sentences on the board and in their exercise books. Optional activity "Disappearing cards" Game

Stick five to seven "Activities" flashcards to the board. Repeat the words chorally. 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 memory. You can also play the game by writing seven words on the board, then rubbing them out one at a time.

READING AND WRITING

5. Look and say (p. 71, ex. 4).

Ask pupils to look at the pictures and name the characters of the famous American cartoons.

Ask pupils to complete the sentences using the titles of the cartoons from ex. 2, p. 70.

If you have some time, you can ask pupils to write the sentences down in their exercise books.

Ask a strong pupil to write the sentences on the board.

ENDING THE LESSON

"Miming game". Mime an action, e.g., dance or read a book. Pupils guess what you're doing and call out the action. Repeat and, if appropriate, encourage some pupils to take turns to come up to you and mime to the rest of the class.

HOMEWORK

Portfolio Work: Draw or stick a picture of your favourite Ukrainian/ Russian/English/American character of any cartoon in the Portfolio. Read p. 70, ex. 1.

FURTHER PRACTICE

Use Workbook tasks at the lesson or at home.

Lesson 2. РІЗДВО В УКРАЇНІ

• навчальна: презентувати новий лексичний матеріал за темою «Свята та традиції», практикувати мовні засоби за темою «Свята та традиції», описувати когось / щось, запитувати про відчуття та відповідати на запитання, повідомляти про уподобання, виражати своє ставлення до чогось, формувати навички вживання нових лексич­них одиниць, удосконалювати компетенції читання, аудіювання й усного монологіч­ного мовлення, збільшувати обсяг знань про соціокультурну специфіку своєї краї­ни, удосконалювати вміння будувати своє мовне висловлювання, мовну поведінку адекватно до цієї специфіки;

• розвивальна: уважно стежити за презентованою інформацією, ефективно 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 вміння сконцентруватися, слухати інших, формувати добро­зичливу атмосферу в класі. Обладнання: картки за темою «Свята та традиції».

Хід уроку

WARM-UP

1. "Can you see?" Game

Cut a hole in a piece of paper or a card which is bigger or the same size as the flashcards. The hole should be about 5 or 7 cm across if you have a big class. Choose a flashcard without showing it to children and hold the piece of paper with the hole in front of the flashcard. Move the piece of paper around so that children can see glimpses of the flashcard beneath. Ask "What's this?" or another appropriate question. The first child to call out the answer correctly comes to the front to choose another flashcard. Continue until all the words in the vocabulary set have been practised.

PRESENTATION

2. Listen and read (p. 72, ex. 1).

Books open. This information reading exercise introduces the use of the preposition "on" with holidays: "on Christmas Day".

Before reading: Pre-teach the words "Christmas", "Christmas carols" and "koliada". Show the flashcards or point to the pictures in ex. 1. Drill the new words a few times. Read the new words again. Pupils listen and repeat them. If necessary, translate them into their native language.

Then read the sentences with the words. If necessary, translate them into their native language.

Then pupils read the same sentences one by one. Ask to translate the difficult sentences into their native language.

Pupils read the letter. Go round helping. Repeat with several different pupils, but this time let pupils choose partners to act it out with.

Monitor the activity and help where necessary.

After reading: Ask pupils what Ukrainian people do on Christmas Day. Pupils answer using the text ("On Christmas Day we usually have a Christmas Vertep Show. We usually sing koliada songs.")

PRACTICE

3. Listen and say (p. 73, ex. 2).

Books closed. Read the dialogue. Pupils listen. Ask pupils to open the books.

Ask questions about the characters on the page, "Who are these children? What are they doing? What are they looking at?" Read the dialogue again. Pupils listen and read.

Pupils read and practise their part in the story for a few minutes. Go round helping.

One or two pairs read or act out the dialogue.

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

Monitor the activity and help where necessary. Optional activity "Feely bag" Game

Put cardboard silhouettes, toys or real objects in a bag. Children take turns to put their hand in the bag, feel one of the objects and guess what it is the before taking it out to check.

READING AND WRITING

4. Read and answer (p. 73, ex. 3).

Pair work: Ask pupils to look at the pictures in ex. 1 and name the holiday.

You can stick some other pictures or photos to the board if you have any.

Ask pupils to read the questions one by one. Ask pupils to give the answers using different information which they have learned at the lesson.

Ask pupils to copy out the questions and write down the answers in their exercise books and on the board.

5. "Miming game" (p. 73, ex. 4).

Ask pupils to read the words from the box. Tell pupils they are going to play the game "I usually ... on Sunday". Explain the rules of this game. Pupils choose a word combination and mime it. The other pupils guess the word combination using the patterns, "Do you usually dance/skate/read a book?" and "When do you usually dance/skate/read a book?" Ask pupils to choose a word combination from the box and mime it. Optional activity

If the word doesn't match the mime and you have a strong class, ask children to call out the correct word.

ENDING THE LESSON

Team spelling game. Divide the class into two teams. One member from each team comes to the front of the class. Each pupil says a number from 10 to 20 for the other pupil to write on the board. Correctly spelt words win a point for the team.

HOMEWORK

Portfolio Work: Draw a picture of "Christmas in Ukraine" and describe it. Read p. 72, ex. 1, 2.

FURTHER PRACTICE

Use Workbook tasks at the lesson or at home.

• навчальна: презентувати новий лексичний матеріал за темою «Людина», практи­кувати мовні засоби за темою «Людина», описувати дії, відповідати на запитання, виражати своє ставлення до виконання дії, формувати навички вживання нових лексичних одиниць, удосконалювати компетенції читання, аудіювання, уміння буду­вати своє мовне висловлювання, мовну поведінку адекватно до цієї специфіки;

■ розвивальна: уважно стежити за презентованою інформацією, ефективно 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 вміння сконцентруватися, слухати інших, формувати добро­зичливу атмосферу в класі.

Обладнання: картки за темою «Людина».

Хід уроку

WARM-UP

1. Dictation. Give a simple dictation (use a rhyme or similar sentences about Christmas or New Year). Pupils listen and draw what they hear instead of writing it down word for word. Demonstrate or explain the procedure to pupils. Then dictate each part of the description two or three times, giving pupils enough time to draw their pictures.

PRESENTATION

2. Listen and repeat (p. 74, ex. 1).

Books open. Pre-teach and then drill the new verbs using the pictures.

Read out the caption for each of the pictures in turn. Pupils listen and look at the pictures. Use board sketches, miming and gestures to check if pupils have understood the meaning of the new words.

Pupils take turns to read out the words. Help with pronunciation.

Repeat with several different pupils.

PRACTICE

3. Listen and say (p. 74, ex. 2).

Books open.

Before listening: Ask the questions, "What can you see? What room is it? Where are the children? Do the children like helping their Mum?"

Tell pupils to listen to the dialogue. Read the dialogue.

Read it again and pause after each sentence. Read every sentence dramatically and tell pupils to repeat after you.

If necessary, translate the sentences into their own language.

After reading: Ask pupils, "Who is busy? What is on the table?"

Repeat chorally and individually.

Monitor the activity and help where necessary.

Tell pupils that they are going to read the dialogue.

READING AND WRITING

4. Listen, read and answer (p. 75, ex. 3).

Before reading: Ask pupils to look at the clocks. Ask: "What time is it on the first/second/third clock?" Pupils say the time.

Ask pupils to read the sentences about Tim. Learn the words "lunch", "dinner" and "supper". Explain their meaning and when Englishmen use them. You can explain the meaning of the words in their native language.

If you have some time, you can ask pupils to write the sentences down in their exercise books.

Ask a strong pupil to write sentences on the board.

Optional activity

"Quick flash" Game

Take the flashcards (use the verbs of this unit) and hold them facing you so that pupils can't see them. Tell pupils they are going to look at a flashcard for a very short time. They call out the word. Choose a flashcard, reveal it for a few seconds only and ask "What's this? What are the children doing?" Pupils call out the word. Choose a pupil to select the next card and "flash" it to his/ her friends. Continue until you have practised all the words.

5. Ask and answer (p. 75, ex. 4).

Ask pupils to look at the pictures. Ask to 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.

Optional activity

"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., "lunch". 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, "_ _ c h". 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.

ENDING THE LESSON

6. Speak about your timetable (use p. 49, ex. 4).

Pair work: In pairs pupils take turns to say some sentences about their own timetables using the model text (ex. 2).

HOMEWORK

Portfolio Work: Draw some pictures that show what you do in the afternoon or in the evening. Read p. 75, ex. 3.

FURTHER PRACTICE

Use Workbook tasks at the lesson or at home.

• навчальна: презентувати новий лексичний матеріал за темою «Людина», практи­кувати мовні засоби за темою «Людина», описувати щось, запитувати про відчут­тя та відповідати на запитання, повідомляти про смаки, уподобання, виражати своє ставлення до чогось, формувати навички вживання нових лексичних одиниць і гра­матичних явищ, удосконалювати компетенції читання, аудіювання й усного моно­логічного мовлення, збільшувати обсяг знань про соціокультурну специфіку мови країни, що вивчають, удосконалювати вміння будувати своє мовне висловлювання, мовну поведінку адекватно до цієї специфіки;

• розвивальна: уважно стежити за презентованою інформацією, ефективно 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 вміння сконцентруватися, слухати інших, формувати добро­зичливу атмосферу в класі.

Обладнання: картки за темою «Людина», «Фрукти. Овочі», таблиця вживання «Неозна­чений артикль».

Хід уроку

WARM-UP

1. Revision.

Tell pupils to look at the picture on p. 65, ex. 5.

Tell pupils that they are going to sing the song chorally.

Mime the actions while singing the lines of the song.

PRESENTATION

2. Listen and repeat (p. 48, ex. 2).

Books open. Pre-teach and then drill the new words using the pictures.

Read out the caption for each of the pictures in turn. Pupils listen and look at the pictures. Use board f lashcards.

Pupils take turns to read out the words. Help with pronunciation.

Repeat with every pupil. If you have enough time, make sentences with every word.

PRACTICE

3. Follow and read (p. 76, ex. 2).

Books open. Pupils listen and follow the list of the words in their books. Read one or two more times.

Read the new words and point to the pictures at the top of the page. Pupils listen, read and repeat.

Point out that "an" is used instead of "a" before nouns beginning with vowels, "a", "e", "i", "o", "u".

Drill the new words with "an" two or three times each.

After reading: Ask pupils to explain the rule again. They can use their native language.

Repeat chorally and individually.

Monitor the activity and help where necessary.

READING AND WRITING

4. Listen and say the rhyme (p. 76, ex. 3).

Books closed. Stick a picture of an apple to the board. Ask pupils to look at the picture.

Read the rhyme. Pupils listen.

Ask pupils to open their books. Say the rhyme line by line and ask pupils to repeat after you.

Translate the difficult words if necessary.

Say, "Let's taste an apple" and ask pupils to perform the action. Then mime the words "sour", "sweet" and "juicy".

Ask pupils to perform the actions and describe them using the lines from the rhyme.

Optional activity "Odd one out" Game

Write four words on the board, three of which belong to a lexical set (e.g., fruit, colours, vegetables, Christmas) and one does not. Pupils have to say which one does not fit into the set (e.g., "egg", "apple", "lemon", "banana" — the odd one out is "egg", as it is not a fruit). This can also be played with drawings or pictures on the board.

5. Listen and say (p. 77, ex. 4).

Books closed. Read the dialogues. Pupils listen. Ask pupils to open the books.

Ask questions about the characters on the page, "Who is sitting at the table? Where are they? What time is it?" Then ask about the food on the table, "What food can you see on the table?"

Introduce the word "juice" and the phrase "Enjoy your meal!" Show pupils a picture of a jug of juice. Say, "This is a jug of juice" and point to the picture of the jug of juice in the book on page 77. You should translate the phrase "Enjoy your meal!" into their native language and drill the new words again.

Read the dialogues again. Pupils listen and read.

Pupils read and practise their part in the story for a few minutes. Go round helping.

One or two pairs read or act out the dialogue.

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

ENDING THE LESSON

Optional activity

"Simon Says". Give the class commands using the phrase "Let's ..." When you start a command with the phrase "Simon says" (e.g., "Simon says, 'Let's taste an apple."') the class performs the actions, but if you give a command without saying "Simon says" (e.g., "Let's sit down."), they don't do it, and any pupil who performs the action is out. Play the game until only one pupil is left.

HOMEWORK

Read p. 76, ex. 2; p. 77, ex. 4.

FURTHER PRACTICE

Use Workbook tasks at the lesson or at home.

Lesson 5. ЧАС ОБІДАТИ!

• навчальна: презентувати новий лексичний матеріал за темою «Людина», практику­вати мовні засоби за темою «Людина», описувати когось / щось, запитувати про від­чуття й відповідати на запитання, повідомляти про смаки, уподобання, виражати своє ставлення до чогось, формувати навички вживання нових лексичних одиниць і граматичних явищ, удосконалювати компетенції читання, аудіювання й усного мо­нологічного мовлення, збільшувати обсяг знань про лінгвістичну специфіку мови країни, що вивчають, удосконалювати вміння будувати своє мовне висловлювання, мовну поведінку адекватно до цієї специфіки;

• розвивальна: уважно стежити за презентованою інформацією, ефективно 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 вміння сконцентруватися, слухати інших, формувати добро­зичливу атмосферу в класі. Обладнання: картки за темою «Людина», «їжа», «Овочі та фрукти».

Хід уроку

WARM-UP

1. "Commands" game.

Give the class commands using prepositions of place, "Put your (pen) (under) your (chair). Put your (ruler) on your (desk/head)."

PRESENTATION

2. Listen and read (p. 78, ex. 1).

Books open. Read the words.

Ask pupils to look at the words in the exercise.

Tell them that they are going to listen to the different sounds and read the words again.

Hold the flashcard with the sound so that the whole class can see it. Pronounce the sound clearly. Stick it to the board. Repeat chorally and individually.

Show another card with anther sound to pupils and stick it to the board. Read the words one by one and ask pupils to repeat after you. Ask pupils to read the words individually. Monitor the activity and help where necessary.

Pupils read and practise the sentences with the other sounds in the exercise for a few minutes. Go round helping.

One or two pupils read the sentences again.

If you have time, repeat with several different pupils.

PRACTICE

3. Read and complete (p. 78, ex. 2).

Books open. Pupils read and follow the table in their books. Read one or two more times.

After reading: Point to the food words that are uncountable. Show how it is impossible to count some food (even if we can count the bottles or jugs in which they usually come) — the food itself is "uncountable". So we use the word "some" in front of the words instead of a number word or "a" / "an": "some juice", "some bread", etc.

Repeat chorally and individually.

Monitor the activity and help where necessary.

Pupils read and write down the word combinations in their exercise books.

4. Talk with your friend (p. 78, ex. 3).

Ask pupils to look at the pictures and name the food using the articles "a", "an" and the word "some". Pupils fill in the gaps using the words from ex. 2.

Pupils read and practise the dialogues with different words for a few minutes.

Go round helping.

One or two pairs act out the dialogues.

If you have time, repeat with several different pupils.

READING AND WRITING

5. Ask and answer (p. 79, ex. 4).

Tell pupils to look at the pictures. Ask, "What can you see in Picture a/b/c?"

Pupils listen, look and answer. Ask about every picture.

Ask pupils to read the dialogue and complete it with different words using the pictures.

Pair work: Pupils read and practise the dialogues. One or two pairs act out the dialogues. Repeat with several different pairs.

Optional activity

'Teacher can't remember" Game

Tell pupils you can't remember some of the "Food. Vegetables. Fruit" words, so you want them to help you. Show them some flashcards and say some words. If the word is correct, pupils perform the specified action, such as tapping their desks, clapping or calling out "Yes!"

ENDING THE LESSON

6. Play the game (p. 79, ex. 5).

Pair work: In pairs pupils take turns to say some word combinations about food using the example in the book. If you have some time, ask pupils to go to the board and write down the words using the articles "a", "an" and the word "some". Optional activity "Anagrams race" Game

Divide the class into two teams. Each team makes up an anagram for any food word, e.g., "elppa" (apple) or any other words. Play two or three rounds.

HOMEWORK

Portfolio Work: Draw your favourite fruit and vegetable and describe them.

Read p. 78, ex. 1.

FURTHER PRACTICE

Use Workbook tasks at the lesson or at home.

Lesson 6. ПОВСЯКДЕННІ СПРАВИ

■ навчальна: презентувати новий лексичний матеріал і закріпити вивчений лексич­ний матеріал за темою «Людина», практикувати мовленнєві компетенції за темою «Людина», учитися описувати різноманітні дії, виражати своє ставлення до когось / чогось, збільшувати обсяг знань про соціокультурну специфіку мови країни, що ви­вчають, удосконалювати вміння будувати своє мовне висловлювання, мовну пове­дінку адекватно до цієї специфіки;

• розвивальна: уважно стежити за презентованою інформацією, ефективно 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: учити розуміти важливість опанування іноземною мовою і потреби ко­ристуватися нею як засобом спілкування, виховувати вміння сконцентруватися, слухати інших, формувати доброзичливу атмосферу в класі.

Обладнання: картки за темою «Людина».

Хід уроку

WARM-UP

1. Revise the action verbs with prepositions. Tell pupils, "Stand at the board, Max. Put your pen under the book. Go to the board," etc. Mime other verbs, "Pass me some bread, Olga. Drink some milk, children," etc.

PRESENTATION

2. Listen and read (p. 80, ex. 1).

Books open. Pre-teach "always".

Pupils listen and read. Do not discuss the new word "alone".

Read again and pause after each sentence for pupils to repeat. Help them to pronounce the 3rd person singular ending clearly: "reads" ends in the sound IzJ.

Read the sentence with the word "alone". If pupils don't understand the meaning of the word, translate it into their native language.

3. Listen and say (p. 80, ex. 2).

Books closed. Read the dialogues. Pupils listen.

Ask pupils to open the books.

Ask questions about the characters on the page:

Who are these children?

Where are they?

Who is playing?

Who is helping his Dad?

What toy has Tom got?

What colour is Vicky's dress?

What colour are Tom's shoes?

Read the dialogues again. Pupils listen and read. Read again and pause after each sentence for pupils to repeat. Help them to pronounce the 3^rd person singular ending clearly: "helps" ends in the sound /s/.

Pupils read and practise their part in the story for a few minutes. Go round helping.

One or two pairs read or act out the dialogue.

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

Optional activity

"Disappearing cards" Game

Stick five to seven "Activities" flashcards to the board. Repeat the words chorally. 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 memory. You can also play the game by writing seven words on the board, then rubbing them out one at a time.

PRACTICE

4. Look and say (p. 81, ex. 3).

Ask pupils to look at the pictures. Stick the pictures of the verbs "help", "go" and "cook" to the board. Write the verbs in a column next to the pictures. Ask pupils to match the pictures with the correct verbs.

Read the sentences describing the pictures. Pupils listen and read. Read again and pause after each sentence for pupils to repeat. Help them to pronounce the 3^rd person singular ending clearly: "helps" ends in the sound /s/, "goes" ends in the sound IzJ and "cooks" ends in the sound /s/.

READING AND WRITING

Ask pupils to complete the sentences from ex. 3 using the verbs.

Repeat chorally and individually.

Monitor the activity and help where necessary.

If you have some time, you can ask pupils to write the sentences down in their exercise books.

Ask a strong pupil to write sentences on the board. Draw pupils' attention to the pronunciation of the 3^rd person singular endings /s/ and IzJ. Optional activity Learn the poem and do the actions

Vicky is sweeping the floor, Vicky is washing the door, Vicky is feeding her cat, Vicky is brushing her hat.

ENDING THE LESSON

5. "Miming game".

Mime an action, e.g., dance or read a book. Pupils guess what you're doing and call out the action. Repeat and, if appropriate, encourage some pupils to take turns to come up to you and mime to the rest of the class. If necessary, translate some sentences into their native language.

HOMEWORK

Read p. 80, ex. 2.

FURTHER PRACTICE

Use Workbook tasks at the lesson or at home.

■ навчальна: презентувати новий лексичний матеріал за темою «Людина», практи­кувати мовні засоби за темою «Людина», описувати й запитувати про повсякденні справи, формувати навички вживання нових лексичних одиниць, удосконалювати компетенції читання й аудіювання, збільшувати обсяг знань про лінгвістичну спе­цифіку мови країни, що вивчають, удосконалювати вміння будувати своє мовне ви­словлювання, мовну поведінку адекватно до цієї специфіки;

• розвивальна: уважно стежити за презентованою інформацією, ефективно 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 вміння сконцентруватися, слухати інших, формувати добро­зичливу атмосферу в класі.

Обладнання: картки за темою «Людина».

Хід уроку

WARM-UP

1. 'Teacher can't remember" Game

Tell pupils you can't remember some of the words from a particular vocabulary set so you want them to help you. Show them some flashcards and say some words. If the word is correct, pupils perform the specified action, such as tapping their desks, clapping or calling out "Yes!" This time use verbs with prepositions.

PRESENTATION

2. Listen and read (p. 82, ex. 1).

Books open. Read the sentences. Pupils listen and read. Ask questions: "Who cleans her teeth? Who makes the bed? Who cooks in the kitchen? Who helps Mum after dinner?" Read the sentences again.

If pupils don't understand the meaning of some words, translate them into their native language. Draw pupils' attention to the words "always", "never", "usually" and "sometimes" and their position in a sentence.

Pupils read and practise the sentences for a few minutes. Go round helping.

Ask and answer: Get pupils to ask you the questions first.

Pair work: Pupils work in pairs to complete the questionnaire. Then they change partners and go over the questions again. Optional activity Learn the poem

I help my mother every day, I sweep the floor, I feed my cat, I go shopping, dust the things, I brush my coat and my hat. I clean my shoes and I wash up, I use a duster and a broom, I do some cooking, make my bed, I keep in order my little room.

PRACTICE

3. Answer with the words in the box (p. 83, ex. 2).

Books open. Read the words in the box. If necessary, translate the words into their native language.

Read an example. Pupils listen and follow the pattern in their books. Read again once or twice. Pupils listen and begin to read.

After reading: Ask pupils to read the questions and give two answers: a short and a full one.

Repeat chorally and individually.

Monitor the activity and help where necessary.

Write some answers on the board. Use two answers.

Repeat chorally and individually.

Pupils listen and write down the answers in their exercise books.

READING AND WRITING

4. Read and answer (p. 83, ex. 3).

Read the text. Pupils listen and read.

Tell pupils that they are going to read the text.

Read the text again, pausing after each sentence. Pupils repeat the sentences chorally and individually.

If necessary, translate some sentences into their native language.

Pair work: Ask pupils to look at the sentences below the text.

Ask pupils to read the sentences one by one. Ask pupils to give the answers "True" or "False" using different information which they have learned from the text.

Ask pupils to copy out the sentences and write down the answers "True" or "False" in their exercise books and on the board (if you have enough time to do it).

ENDING THE LESSON

5. "Flashcard noughts and crosses" Game

This activity may be done in Lessons 6 or 7, after pupils have learnt more than nine new vocabulary items. Alternatively, use one new set of flashcards and some flashcards from a previous unit.

Draw a 3x3 grid on the board and write 1-3 along the top and a-c down one side. Stick nine flashcards face down to the squares on the board. Divide the class into two teams, A and B. Ask a pupil in Team A to call out a grid reference, e.g., 2b. Turn over the flashcard to reveal the picture. Ask another pupil in Team A to guess the word. Allow him/her to consult friends to avoid embarrassment if the answer is incorrect. If the pupil answers correctly, take the flashcard away and write A in that square. If the answer is not correct, choose a pupil in Team B to answer the question. The winning team is the team that wins any row of three squares, vertically, horizontally, or diagonally.

HOMEWORK

Portfolio Work: Describe your Sunday and stick some pictures or even photos in the Portfolio. Read p. 83, ex. 3.

FURTHER PRACTICE

Use Workbook tasks at the lesson or at home.

■ навчальна: активізувати й закріпити вивчений лексико-граматичний матеріал, удо­сконалювати вміння й навички аудіювання, читання, письма, усного мовлення, ре­агувати невербально на запитання, які вимагають простих відповідей, формувати в учнів комунікативні компетенції, закріплювати прислівники образу дії та вживан­ня їх у мові з опорою на текст, розвивати й удосконалювати мовленнєві компетенції;

• 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: зацікавити учнів темою уроку, привернути їхню увагу до вивченого мате­ріалу, допомогти їм бути розкутими в спілкуванні, толерантними до однокласників, викликати в дітей бажання вчитися; вивчати іноземну мову; виховувати дисциплі­ну, повагу до однокласників, звичку до систематичної розумової праці, ефективно співпрацювати під час парної та групової роботи.

Обладнання: тематичні картки та плакати за темою «Людина», «Овочі. Фрукти».

Хід уроку

WARM-UP

1. Write new words from the units on the board. Pupils hold up or stick/draw the appropriate pictures on the board.

2. Dictation. Give a simple dictation (use a rhyme or similar sentences about food). Pupils listen and draw what they hear instead of writing it down word for word. Demonstrate or explain the procedure to pupils. Then dictate each part of the description two or three times, giving pupils enough time to draw their pictures.

PRESENTATION

3. Look and say (p. 84, ex. 1).

Ask pupils to look at the pictures. Ask:

Picture 1. "What is Tom doing now?" Pupils have to answer, "He is watching the cartoon."

Picture 2. "What is Vicky doing now?" Pupils have to answer, "She is making her bed."

Picture 3. "What is Nick doing now?" Pupils have to answer, "He is washing his hands."

Ask pupils to continue describing the pictures without any questions and write down the sentences into their exercise books.

4. Read and test yourself (p. 84, ex. 2).

Ask pupils to read the questions and answer them choosing the correct answer.

Ask pupils to write the questions and answers into their exercise books. Ask two or three pupils to read their answers to the class. Then ask pupils to count their points using the first table. Pupils say their results.

Then pupils use the second table.

Monitor the activity and help where necessary.

5. Match and have a talk (p. 85, ex. 3).

Ask pupils to look at the sentences and read them, the left column first, then the right one.

Pair work: Ask pupils to match the sentences. Pupils match and read them pretending to be the characters of the story.

Pupils act out the dialogue in pairs. One or two pairs act out the dialogue. Optional activity

Listen and draw. Describe a picture to the class. Pupils listen and draw what you say, e.g., "Some bread? No, thanks. Pass me an apple. Here you are." Draw with pupils, showing them how to do it (it also saves time).

PRACTICE

6. Read and answer (p. 85, ex. 4).

Ask pupils to look and read the questions. Pupils read the questions in pairs. Then they answer them. Write the best answers on the board. Write short and full answers. Pair work: Pupils read and practice the dialogues using the short and full answers.

One or two pairs act out the dialogues. Repeat with several different pairs.

7. Read and tell the class about your breakfast (p. 85, ex. 4).

Ask pupils to read the text. Pupils either read the text individually or in pairs.

After reading: Ask pupils, "What do you eat for breakfast? What do you like to drink?" Pupils may also be asked to write answers to the questions in their exercise books.

Read chorally and individually.

Ask some pupils to read parts of the text again out loud. Help with pronunciation and sentence rhythm.

Monitor the activity and help where necessary.

8. Draw and say what you like eating and drinking (p. 85, ex. 5).

Ask pupils to look at the pictures.

Ask pupils to make a true sentence about their favourite food and drinks.

Write down the best sentences on the board and in pupils' exercise books.

Portfolio Work: Describe your favourite food and drinks, write a few sentences and stick some pictures or even photos (if you have asked pupils to bring them in advance) in the Portfolio.

Then ask pupils to make dialogues using the pattern: "What do you like eating and drinking? — I like eating apples. I like drinking orange juice."

Ask pupils to act out the dialogues in pairs.

One or two pairs act out the dialogue.

Repeat with several different pupils.

ENDING THE LESSON

9. "Miming game"

Mime eating some food, e.g., a banana / an apple or performing an action, e.g., dancing. Pupils guess what you're eating or doing and call out the name. Repeat and, if appropriate, encourage some pupils to take turns to come up to you and mime to the rest of the class.

HOMEWORK

Portfolio Work: Finish describing your favourite food and drinks, write a few sentences and stick some pictures or even photos in the Portfolio. Read and answer the questions (p. 85, ex. 4).

FURTHER PRACTICE

Unit 5. DAY BY DAY

Дата Клас