Lesson 1. Як ти провів зимові канікули?

• навчальна: презентувати новий лексичний матеріал за темою «Природа і навко­лишнє середовище», «Свята і традиції», практикувати мовні засоби за темами «При­рода і навколишнє середовище», «Свята і традиції», описувати когось / щось, по­відомляти про смаки, уподобання, виражати своє ставлення до когось / чогось, 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, учити працювати в парі, логічно висловлювати думку;

• виховна: виховувати вміння сконцентруватися, слухати інших, формувати добро­зичливу атмосферу в класі, учити культурі спілкування, прийнятої в сучасному ци­вілізованому світі, емоційно-ціннісно ставитися до всього, що нас оточує, розуміти важливість опанування іноземною мовою і потреби користуватися нею як засобом спілкування.

Обладнання: картки за темами «Природа і навколишнє середовище», «Свята і тра­диції».

Хід уроку

WARM-UP

1. "Associations" Game

Say any noun or 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., make a bed — bed, morning, tidy; winter — holidays, cold, fun, December, New Year, Christmas, etc.

2. If pupils are working on the Portfolio Work "My favourite food and drinks", as suggested at the end of the last unit, encourage them to finish it in any spare time they may have before or after the next few lessons, so that it can be displayed on the wall.

PRESENTATION

3. Listen and say (p. 86, 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?" Then ask about their clothes, "What colour is Vicky's hat? What colour are her boots and her coat?"

Introduce the word "comfortable" and drill it two or three times.

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

4. Listen and read (p. 87, ex. 2).

Books open. Read the sentences. Pupils listen and read.

Introduce "was" and "were" by asking the question "Do you remember Kate's grandmother?" Describe her using familiar vocabulary, "She was kind. She was old. She was short." Repeat each sentence once. Pupils repeat after you. Introduce "were" in the same way, "Kate's grandparents were in the village. They were nice. They were kind." Again pupils listen and repeat the model sentences.

Show on the board how "he" and "she" go with "was" and "they" go with "were".

Read the sentences again.

If pupils don't understand the meaning of some words, translate them into their native language.

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

Repeat chorally and individually.

Monitor the activity and help where necessary.

READING AND WRITING

5. Make up a sentence (p. 87, ex. 3).

Write the table on the board.

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

Then ask pupils to match the words and word combinations from the table. Pupils follow the tangled lines to join the people with the places.

Then they write the best sentences on the board and in their exercise books.

6. Talk with your friends (p. 87, ex. 4).

Pupils fill in the gaps in the dialogue using "I was ..." to make true statements about themselves.

Then pupils fill in the gaps using the sentence "He / She was ..." to make true statements about their friends.

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.

ENDING THE LESSON

7. "Miming game"

Mime something you did yesterday, e.g., danced or watched TV. Pupils guess what you did and call out the action in the past tense. 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 p. 86, ex. 1.

FURTHER PRACTICE

Use Workbook tasks at the lesson or at home.

Lesson 2. ДЕНЬ ЗА ДНЕМ

• навчальна: закріпити лексико-граматичний матеріал за темою «Людина», практи­кувати мовні засоби за темою «Людина», описувати когось / щось, запитувати про події в минулому часі й відповідати на запитання, 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, учити працювати в парі, логічно висловлювати думку;

• виховна: виховувати вміння сконцентруватися, слухати інших, формувати добро­зичливу атмосферу в класі, учити культурі спілкування, прийнятої в сучасному ци­вілізованому світі, емоційно-ціннісно ставитися до всього, що нас оточує, розуміти важливість опанування іноземною мовою й потреби користуватися нею як засобом спілкування.

Обладнання: картки за темою «Людина», таблиця «The verb to be».

Хід уроку

WARM-UP

1. Play a few rounds of the "Find the pencil" game. One pupil closes his/her eyes or goes out of the room for a moment while you hide a pencil on one of the pupils' chairs or in one of the pupils" bags. The "finder" returns and the others ask, "Where's the pencil?" The pupil has to find the pencil by asking questions, not by looking for it. The others can only give short "Yes" or "No" answers.

PRESENTATION

2. Look and say (p. 88, ex. 1).

Ask pupils to look at the pictures. Stick the flashcards "was" and "were" to the board or write the verbs in a column. Ask pupils to complete the sentences with the correct verb.

Read the sentences describing the pictures. Pupils listen and read. Read again and pause after each sentence for pupils to repeat.

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.

PRACTICE

3. Read and compare (p. 89, ex. 2).

Introduce "was" and "wasn't" by asking questions, "Do you remember Tobby the dog?" Describe it with familiar vocabulary, "Tobby was kind. It wasn't big. It was clever." Repeat each sentence once. Pupils repeat after you. Introduce "were" and "weren't" in the same way, "Kate's grandparents were in the village. They weren't in the city. They were nice. They were kind. They weren't young." Again pupils listen and repeat the model sentences.

Show on the board how "I", "he", "she" and "it" go with "was" and "they", "we" and "you" go with "were". Explain how negative sentences and questions are formed using the table "The verb to be. Past Simple".

Read the sentences again.

Repeat chorally and individually.

Monitor the activity and help where necessary.

Ask pupils to look at the box in this exercise. Read the full and short forms of the verbs "was" and "were".

Explain the rule using their native language if necessary. Optional activity "Hopskotch"Game

Play a simple version of this traditional children's game. Use chalk or tape to make three squares (approximately half a square metre each) in a row on the floor. Children take turns to throw an object onto one of the squares. They then jump once up and down the row of squares. On the way back they pick up the object they have thrown before jumping out. Other children watch and chant "Jump, jump, jump" or "One, two, three" as their friends play.

READING AND WRITING

4. Fill in with "was" and "were" (p. 89, ex. 3).

Ask pupils to look at the sentences and complete them using "was" and "were".

Show on the board how "I", "he", "she" and "it" go with "was" and "they", "we" and "you" go with "were". Explain how negative sentences and questions are formed using the table "The verb to be. Past Simple".

Key: 1. were; 2. was; 3. was; 4. was; 5. were; 6. was.

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.

ENDING THE LESSON

5. "Miming game"

Mime something you did yesterday, e.g., danced or watched TV. Pupils guess what you did and call out the action in the past tense. 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 p. 88, ex. 1.

FURTHER PRACTICE

Use Workbook tasks at the lesson or at home.

• навчальна: презентувати новий лексико-граматичний матеріал за темою «Люди­на», мовні засоби за темою «Людина», описувати когось / щось, запитувати про події в минулому часі та відповідати на запитання, виражати своє ставлення до когось / чогось, удосконалювати компетенції читання, аудіювання, збільшення обсягу знань про соціокультурну специфіку мови країни, що вивчають, 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 добро­зичливу атмосферу в класі, учити культурі спілкування, прийнятої в сучасному циві­лізованому світі.

Обладнання: картки за темою «Людина», тематичні картки «Дії. Уподобання», таблиця «The verb to be».

Хід уроку

WARM-UP

1. "Do you remember?" Game

This game provides additional practice of "was" and "were". Take ten or twelve different classroom objects (pens, rulers, rubbers, books, etc.) from pupils in the room. Put them on, under, next to or near your table. Let pupils look at the arrangement of objects for exactly one minute, trying to memorize what the objects are, their colours and sizes, make a note or sketch for yourself of the positions of the objects. After the time is up, sweep all the objects away into a bag so pupils will really have to remember the objects and their arrangement. Ask pupils to say what objects were on the desk, to describe their arrangement and colours. Use your own notes or a sketch to check their statements and say, "Yes, it was / they were. No, it wasn't / they weren't."

PRESENTATION

2. Listen and read (p. 90, ex. 1).

Books closed. Introduce the adverb "yesterday" contrasting it with "today", which pupils already know: "Today is Monday. Yesterday was Sunday."

Read the dialogue. Pupils listen.

Ask pupils to open the books.

Ask pupils to read the sentences and then the dialogue.

Ask questions, "Who was in the mountains? Were you at home yesterday? Who was at home?", etc.

Pair work: Pupils read the dialogue. Then they take turns to ask and answer questions in the same way using the model sentences.

Monitor the activity and help where necessary.

One or two pairs read or act out the dialogue.

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

PRACTICE

3. Read and rewrite it in the past (p. 90, ex. 2).

Books open. Ask pupils to look and read the e-mail silently. Pupils read the e-mail chorally and individually. Monitor the activity and help where necessary.

After reading: Ask pupils what they think about the weather in London, UK and in Brazil.

Then revise the verb "to be" in the past affirmative, negative sentences and questions.

Ask pupils to change the sentences into the past tense using the table "The verb to be. Past Simple".

Pupils do the task in small groups.

Then ask a pupil from every group to come to the board and write the sentences in the past tense on the board. The others write in their exercise books.

READING AND WRITING

4. Answer (p. 91, ex. 3).

Ask pupils to read the questions about the events from the e-mail.

Write the best sentences on the board and in their exercise books.

Pair work 1: Pupils read the questions and answer them using the information from the e-mail. Then they take turns to ask and answer in the same way using the pattern.

Pair work. 2: Pupils work in different pairs to complete the questionnaire. Then they change partners and go over the questions again.

5. Ask and answer (p. 91, ex. 4).

Ask pupils to read the words in the box. Pupils read and translate. Write the table on the board using the question from the dialogue.

Were you