In the mountains at home in Kyiv in Brazil at school

on your winter holidays?

last weekend?

on your summer holidays?

yesterday7

Pair work: Pupils complete the dialogue. Don't write the answers. Pupils give their own answers using the patterns.

Then they take turns to ask and answer in the same way using the pattern. One or two pairs act out the dialogue.

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

6. Listen and say the rhyme (p. 91, ex. 5).

Ask pupils to look at the picture. Ask, "Who are these people? What are they doing? What are they wearing? What season is it? Is it cold / hot?" Read the rhyme. Pupils listen.

Say the rhyme line by line and ask pupils to repeat after you. Translate the difficult words if necessary.

When you have practiced the rhyme thoroughly, tell pupils that they are going to say it themselves.

Pupils read the lines chorally and individually pointing to the picture.

ENDING THE LESSON

"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. 91, ex. 5.

FURTHER PRACTICE

Lesson 4. Як ти провів минулі вихідні?

Дата Клас

• навчальна: презентувати новий граматичний матеріал "Past Simple" практикува­ти мовні засоби за темою «Людина», описувати дії в минулому часі, удосконалювати компетенції читання, аудіювання й усного діалогічного мовлення;

• 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».

Хід уроку

WARM-UP

1. "Associations" Game

2. "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

3. Listen and read (p. 92, ex. 1).

Listen and repeat: Explain that "present" means every day, and "past" means yesterday, or a time that has finished. Pupils read, listen and repeat.

Read again. Pupils listen and repeat with books closed. Make sure that pupils pronounce the -ed ending as /d/, Itl or /id/.

Ask pupils to open the books.

Read the verbs.

Get pupils to tell you the story of what Vicky did in Scotland from memory. Help by asking questions if necessary. Repeat with several different pupils.

PRACTICE

4. Listen and say (p. 92, ex. 2).

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

Teach the words "garage" and "stadium". Pronounce the words two or three times.

Ask questions about the characters on the page, "Where was Bill last weekend? Was Nick's weekend great?"

Pair work: Read the dialogue again. Pupils listen and read in pairs.

Ask pupils to 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.

5. Look and say (p. 93, ex. 3).

Ask pupils to look at the pictures. Stick the pictures of the verbs "learn", "help", "listen", "wash", "play" and "watch" to the board. Write the verbs in a column near the pictures. Ask pupils to match the pictures with the correct verbs. Ask pupils to add the ending -ed to every verb and pronounce them.

Pupils complete the verbs and read them with books closed. Make sure that pupils pronounce the -ed ending as /d/, /t/ or /id/. Then read the verbs in the box again.

Read the sentences describing the pictures using the verbs from the box. Pupils listen and read. Read again and pause after each sentence for pupils to repeat. Help them to pronounce the -ed ending clearly.

READING AND WRITING

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

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 the sentences on the board. Draw pupils' attention to the pronunciation of the -ed ending as /d/, Itl or /id/.

6. Ask and answer (p. 93, ex. 4).

Ask pupils to read the dialogue and complete it using different verbs in Past Simple.

Write a table on the board using the question from the dialogue. Where were you last weekend?

I was

in the mountains

at home

in Kyiv

at school

at the stadium

last Sunday, last weekend, on Saturday, yesterday.

What about your weekend?

Pair work: Pupils complete the dialogue. Pupils give their own answers using the patterns.

Then they take turns to ask and answer in the same way using the pattern. One or two pairs act out the dialogue.

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

ENDING THE LESSON

7. "Disappearing cards" Game

Play two or three rounds.

HOMEWORK

Portfolio Work: Draw or stick a picture of your weekend in the Portfolio. Read p. 92, ex. 1, 2.

• навчальна: презентувати новий граматичний матеріал за темою «Людина», практи­кувати мовні засоби за темою «Людина», описувати дії в минулому часі, запитувати про події в минулому та відповідати на запитання, удосконалювати компетенції чи­тання, аудіювання й усного монологічного мовлення;

• 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, проявляти увагу до співрозмовника в процесі спілку­вання, 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, при­щеплювати працьовитість, учити чітко виконувати інструкції вчителя.

Обладнання: картки за темою «Людина», тематичні картки «Дії. Уподобання», таблиця «Past Simple*.

Хід уроку

WARM-UP

1. Team spelling game.

Divide the class into two teams. One member from each team comes to the front of the class. Each says a word for the other to write on the board. Use the words from the last two or three lessons of this unit. Correctly spelt words win a point for the team.

PRESENTATION

2. Read and compare (p. 94, ex. 1).

Books closed. Introduce the "Past Simple" table. Read the examples. Make sure that pupils pronounce the -ed ending as /d/, Itl or /id/. Pupils listen.

Ask pupils to open the books.

Read the affirmative sentence in the exercise.

Pupils listen and read.

Read the negative sentence in the exercise.

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

After reading: Write the question on the board. Pupils listen and read the question.

Write the answers: "Yes, ... did. / No, ... didn't." on the board. Ask pupils to open the books at p. 93, ex. 3. Then ask further questions about the pictures, "Did Tonny help his mother to cook dinner? Did he wash the plates? Did Tonny play with his dog? Did he listen to music in the evening? Did he learn English?"

Pair work: In pairs, pupils ask and answer similar "Did ...?" questions about Tonny.

PRACTICE

3. Make up negative sentences (p. 94, ex. 2).

Books open. Pupils read the sentences once or twice. You can stick the pictures describing the actions to the board. Then ask pupils to make up negative sentences.

Repeat chorally and individually.

Monitor the activity and help where necessary.

Ask pupils to look at the table "Past Simple. Negative".

Revise the rule and introduce the short form of "did not" = "didn't".

Then pupils write the sentences down in their exercise books.

READING AND WRITING

4. Fill in with "did" or "did not" (p. 95, ex. 3).

Ask pupils to fill in the gaps with "did" or "did not".

Remind pupils they have to write "did" in questions and "did" or "did not" in answers.

Ask pupils to look at the answers and remind them to write "did" with positive answers and "did not" with negative answers. Then ask pupils to complete the sentences.

Optional activity

"Disappearing items" Game

Write five verbs on the board in the past tense using the -ed ending. Repeat the words in the sequence chorally: e.g., played, watched, washed, visited and helped. Then rub out one of the words in the sequence. Pupils chant the whole sequence of five words, including the missing one. Repeat rubbing out another item. Continue till there are no words on the board and pupils are saying the whole sequence from memory. You can also play this by drawing or sticking five pictures to the board, and rubbing them out or taking away one at a time.

5. Listen and say the rhyme (p. 95, ex. 4).

Ask pupils to look at the picture. Ask, "Who are these people? What are they doing? What are they wearing? Where is the girl?" Read the rhyme. Pupils listen.

Say the rhyme line by line and ask pupils to repeat after you. Translate the difficult words if necessary.

When you have practiced the rhyme thoroughly, tell pupils that they are going to say it themselves.

Pupils read the lines chorally and individually pointing to the picture.

ENDING THE LESSON

"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

Portfolio Work: Describe your Sunday or any other day last week. Read p. 95, ex. 4.

FURTHER PRACTICE

Use Workbook tasks at the lesson or at home.

Клас

Мета:

• навчальна: презентувати новий граматичний матеріал за темою «Людина», практи-

кувати мовні засоби за темою «Людина», описувати дії в минулому часі, запитувати

про події в минулому часі та відповідати на запитання, удосконалювати компетенції

читання, аудіювання й усного монологічного мовлення;

• розвивальна: уважно стежити за презентованою інформацією, ефективно співпра-

цювати під час парної та групової роботи, мотивувати готовність брати участь в ін- шомовному спілкуванні, учити працювати в парі, логічно висловлювати думку;

• виховна: виховувати вміння сконцентруватися, слухати інших, формувати добро­зичливу атмосферу в класі, проявляти увагу до співрозмовника в процесі спілку­вання, 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, прище­плювати працьовитість, учити чітко виконувати інструкції вчителя.

Обладнання: картки за темою «Людина», тематичні картки «Дії. Уподобання», таблиця «Past Simple*.

Хід уроку

WARM-UP

1. "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.

PRESENTATION

2. Talk with your friends (p. 96, ex. 1).

Pupils fill in the gaps in the questions using "Did you ... yesterday?" to

make true statements about themselves "Yes, I did. No, I didn't."

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.

Pupils read and practise their questions and answers 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. Read what a boaster said (p. 96, ex. 2).

Books open. Pre-teach the new words with the translation. Pupils listen and repeat the words. Read the sentences again once or twice.

After listening: Ask pupils, "Do you believe this boaster?" Pupils answer.

Then you can say, "Let's express our doubt."

Write the beginning of the questions and negative statements on the

board. Pupils read and express their doubt.

Did you

You didn't

play...

skate... clean... watch TV...

wash your hands ten times . help...

Repeat chorally and individually.

Monitor the activity and help where necessary.

4. Choose and read the sentences (p. 97, ex. 3).

Ask pupils to read the text about Vicky and her typical day. If necessary, translate the sentences into their native language. While pupils are reading, divide the board into two parts and write the words "today" and "yesterday".

Team game. Pupils read the sentences again, find the sentences describing what Vicky usually does and write them under the word "today", then find the sentences describing what Vicky did yesterday and write them under the word "yesterday". Divide the class into two teams. Ask a pupil from the first team to read the first sentence of the text. If the pupil can read it and say if it refers to "today" or "yesterday", the team wins a point. If the pupil cannot explain, the other team can try to do it for a bonus point. 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. Learn the poem

Every day, every day Boys and girls are glad to play. Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday -

All the children like to play. But on Sunday they may play, All the day, all the day. Sunday is a joyful day.

READING AND WRITING

5. Write that they didn't do it yesterday (p. 97, ex. 4).

Ask pupils to read the sentences and change them using "Past Simple. Negative".

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

«Memorygame»

Write words on the board. Pupils close their eyes while you remove one word. Pupils then open their eyes and try to remember what is missing. They can either say the word, or write it down. Do this with lexical sets of words, e.g., weather, sports, foods, etc.

HOMEWORK

Read p. 97, ex. 3.

FURTHER PRACTICE

• навчальна: закріплення нового граматичного матеріалу за темою «Людина», прак­тикувати мовні засоби за темою «Людина», описувати події в минулому часі, запиту­вати про події в минулому часі та відповідати на запитання, удосконалювати компе­тенції читання, аудіювання й усного монологічного мовлення;

• 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, проявляти увагу до співрозмовника в процесі спілку­вання, учити культурі спілкування, прийнятої в сучасному цивілізованому світі, ро­зуміти важливість опанування іноземною мовою і потреби користуватися нею як засобом спілкування, прищеплювати працьовитість, учити чітко виконувати ін­струкції вчителя.

Обладнання: картки за темою «Людина», тематичні картки «Дії. Уподобання», таблиця «Past Simple*.

Хід уроку

WARM-UP

1. "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.

PRESENTATION

2. Listen and read (p. 92, ex. 1).

Listen and repeat: Explain that "present" means every day, and "past" means yesterday, or a time that has finished. Ask pupils to open their books at p. 92, ex. 1. Pupils read the verbs in the past tense. Make sure that pupils pronounce the -ed ending as /d/, Д/ or /id/.

Read the sentences. Stress the verbs.

Pupils listen and read. Go round helping.

Revise all the past tense verbs from this lesson: "go — went, see — saw, come — came, learn — learnt, do — did, have — had". Write all the present tense forms on one side of the board, and the past tense forms, in a different order, on the other one. Ask pupils to come to the board and draw lines joining them.

Then read the affirmative, negative and interrogative form of every sentenceusing the table at the end of the exercise. Explain how to change a regular and an irregular verb in their native language.

PRACTICE

3. Listen and say (p. 99, ex. 2).

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

Ask questions about the characters on the page, "Where did Bill see Vicky yesterday? What time did he see her?"

Group work: Read the dialogue again. Pupils listen and read in groups.

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

One or two groups read or act out the dialogue.

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

4. Play a guessing game in a group (p. 100, ex. 3).

Pupils read the instructions of the guessing game.

Ask pupils to mime what they did yesterday, e.g., danced or watched TV. The rest of the group try to guess by asking questions. Ask pupils to use the pattern questions.

READING AND WRITING

5. Listen and say the rhyme (p. 100, ex. 4).

Ask pupils to look at the picture. Ask, "What is the boy doing? What is he holding in his hand? What is he wearing? Is he happy?" Read the rhyme. Pupils listen.

Say the rhyme line by line and ask pupils to repeat after you. Translate the difficult words if necessary.

When you have practiced the rhyme thoroughly, tell pupils that they are going to say it themselves.

Pupils read the lines chorally and individually pointing to the picture.

Write the words from a rhyme or a sentence on the board, in jumbled order. Pupils write the words in the correct order using the text of the rhyme.

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

"Guess!"

Start drawing any of the words from Unit 5 (e.g., "a stadium") adding one new line at a time.

After adding each new line, ask, "What's this?" and keep saying "Guess!" until pupils guess correctly. Complete the drawing and say, "Yes. Well done. It's a..."

HOMEWORK

Portfolio Work: Draw or stick a picture of your weekend in the Portfolio. Read p. 98, ex. 1; p. 100, ex. 4.

FURTHER PRACTICE

Use Workbook tasks at the lesson or at home.

• навчальна: закріпити новий граматичний матеріал за темою «Людина», практику­вати мовні засоби за темою «Людина», описувати події в минулому часі, запитувати про події в минулому часі й відповідати на запитання, удосконалювати компетенції читання, аудіювання й усного монологічного мовлення;

• 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, проявляти увагу до співрозмовника в процесі спілку­вання, учити культурі спілкування, прийнятої в сучасному цивілізованому світі, ро­зуміти важливість опанування іноземною мовою і потреби користуватися нею як засобом спілкування, прищеплювати працьовитість, учити чітко виконувати ін­струкції вчителя.

Обладнання: картки за темою «Людина», тематичні картки «Дії. Уподобання», таблиця «Past Simple*.

Хід уроку

WARM-UP

1. "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.

2. Play a few rounds of "Spelling shark".

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., "skip". 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 a sport activity, "_ki_". Pupils take turns to guess one letter in the sport activity. 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

3. Listen and read (p. 101, ex. 1).

Listen and repeat: Explain that "present" means every day, and "past" means yesterday, or a time that has finished. Ask pupils to open their books at p. 92, ex. 1. Pupils read the verbs in the past tense. Make sure that pupils pronounce the -ed ending as /d/, l\l or /id/.

Read the sentences. Stress the verbs.

Pupils listen and read. Go round helping.

Revise the past tense of all verbs from this lesson: "write — wrote", "blow — blew", "bring — brought", "buy — bought", "take — took", "make — made". Write all the present tense forms on one side of the board, and the past tense forms, in a different order, on the other side. Ask pupils to come to the board and draw lines joining them.

Then read the affirmative, negative and interrogative forms of every sentence using the table. Explain how regular and irregular verbs change in their native language.

Revise the irregular verbs from Lesson 7. Optional activity "Bingo!" Game

Pupils make a grid of six squares. They write a number in each square. Call out numbers at random: if pupils have the number you call out on their grid, they tick it, or cross it off, or cover it with a small piece of paper. The first pupil to tick/cross/cover all six numbers on their grid calls out "Bingo!" and is the winner. This can also be played with words, e.g., school subjects, days of the week, animals, foods, toys, etc.

PRACTICE

4. Say what you did yesterday. Use the verbs (p. 102, ex. 2).

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

Ask pupils to make sentences using the verbs.

READING AND WRITING

Ask pupils to write the best sentences on the board and in their exercise books.

5. Listen and say (p. 102, ex. 3).

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

Ask questions about the characters on the page, "Who invited children to his birthday party? What time did Nick invite children to his party? What things did the children buy?"

Group work: Read the dialogue again. Pupils listen and read in groups.

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

One or two groups read or act out the dialogue.

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

ENDING THE LESSON

"Guess!"

Start drawing any of the words from Unit 5 (e.g., "a birthday cake") adding one new line at a time. After adding each new line, ask, "What's this?" and keep saying "Guess!" until pupils guess correctly. Complete the drawing and say, "Yes. Well done. It's a ..."

HOMEWORK

Portfolio Work: Draw or stick a picture of your weekend in the Portfolio and describe it orally and in writing. Read p. 101, ex. 1; p. 102, ex. 3.

FURTHER PRACTICE

Use Workbook tasks at the lesson or at home.

• навчальна: закріплення нового граматичного матеріалу за темою «Людина», прак­тикувати мовні засоби за темою «Людина», описувати події в минулому часі, запиту­вати про події в минулому часі й відповідати на запитання, удосконалювати компе­тенції читання, аудіювання й усного монологічного мовлення;

• 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, проявляти увагу до співрозмовника в процесі спілку­вання, учити культурі спілкування, прийнятої в сучасному цивілізованому світі, учи­ти розуміти важливість опанування іноземною мовою і потреби користуватися нею як засобом спілкування, прищеплювати працьовитість, учити чітко виконувати ін­струкції вчителя.

Обладнання: картки за темою «Людина», тематичні картки «Дії. Уподобання», таблиця «Past Simple*.

Хід уроку

WARM-UP

1. "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.

2. Team game

Divide the class into two teams. Hold up a picture, or draw a picture on the board. A pupil from one team says the word. If it is correct, the team wins a point. If the pupil does not know the word, the other team can try to say the word to win a bonus point.

PRACTICE

3. Revise the irregular verbs (p. 101, ex. 1).

Pupils read the verbs in the past tense. Make sure that pupils pronounce the -ed ending as /d/, /t/ or /id/.

Read the sentences. Stress the verbs. Go round helping.

Revise the past tense of all verbs from this lesson: "write — wrote", "blow — blew", "bring — brought", "buy — bought", "take — took", "make — made". Write all the present tense forms on one side of the board, and the past tense forms, in a different order, on the other side. Ask pupils to come to the board and draw lines joining them.

Then read every sentence in affirmative, negative and interrogative forms using the table. Explain how regular and irregular verbs change in their native language.

Revise the irregular verbs from Lesson 7 too.

4. Say what you did yesterday. Use the verbs of exercise 2, p. 102.

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

Ask pupils to make sentences using the verbs.

READING AND WRITING

Ask pupils to write the best sentences on the board and in their exercise books.

5. Look and say what Nick did yesterday. Then write (p. 103, ex. 4).

Ask pupils to look at Nick's plan.

Write all the verbs in the present tense forms on one side of the board, and ask some pupils to write the past tense forms, in a different order, on the other side. Ask other pupils to come to the board and draw lines joining them.

Then write what Nick did yesterday. Ask pupils to use the word "yesterday".

Tell pupils that they are going to say the sentences themselves without using their exercise books.

Pupils say the sentences chorally and individually pointing to the picture you have already placed on the board.

Write some sentences on the board, in jumbled order. Pupils write the words in the correct order.

6. Make up questions (p. 103, ex. 5).

Write a copy of the table on one side of the board. Stick pictures in a different order on the other side of the board.

Pair work: Ask pupils to come to the board and draw lines joining the questions with the pictures in pairs.

Ask pupils to read and practise questions and answers for a few minutes. Go round helping.

One or two pairs act out the dialogue.

7. Look at Nick's plan and ask him questions (p. 103, ex. 6).

Pair work: Ask pupils to make up questions using the question words "Where", "When" and "How". Pupils make up questions using the table in ex. 5. Then tell pupils they are going to be Nick and ask him questions.

ENDING THE LESSON

"Guess!" Game

Tell pupils that you are going to start drawing any of the verbs from Unit 5 (e.g., "watch TV") adding one new line at a time. After adding each new line, ask, "What's this?" and keep saying "Guess!" until pupils guess correctly. Complete the drawing and say, "Yes. Well done. It's a ..."

HOMEWORK

Portfolio Work: Draw or stick a picture of your weekend in the Portfolio and describe it orally and in writing. Read p. 101, ex. 1; p. 102, ex. 3.

FURTHER PRACTICE

Use Workbook tasks at the lesson or at home.

Lesson 10. ЯК ТИ ПРОВІВ УЧОРАШНІЙ ДЕНЬ?

Мета:

• навчальна: закріпити новий граматичний матеріал за темою «Людина», практику­вати мовні засоби за темою «Людина», описувати події в минулому часі, запитувати про події в минулому часі й відповідати на запитання, удосконалювати компетенції читання, аудіювання й усного монологічного мовлення;

• 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, проявляти увагу до співрозмовника в процесі спілкування, учити культурі спілкування, прийнятої в сучасному цивілізованому світі, розуміти важ­ливість опанування іноземною мовою і потреби користуватися нею як засобом спіл­кування, прищеплювати працьовитість, учити чітко виконувати інструкції вчителя.

Обладнання: картки за темою «Людина», тематичні картки «Дії. Уподобання», таблиця «Past Simple*.

Хід уроку

WARM-UP

1. "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.

2. Team game.

Divide the class into two teams.

Hold up a picture, or draw a picture on the board. A pupil from one team says the word. If it is correct, that team wins a point. If the pupil does not know the word, the other team can try to say the word, to win a bonus point.

PRESENTATION

3. Listen and read (p. 104, ex. 1).

Listen and repeat: Explain that "present" means every day, and "past" means yesterday, or a time that has finished. Ask pupils to open their books at p. 92, ex. 1. Pupils read the verbs in the past tense. Make sure that pupils pronounce the -ed ending as Idl, Itl or /id/.

Read the sentences. Stress the verbs.

Pupils listen and read. Go round helping.

Revise all the past tense verbs from the previous Lessons 7 and 8: "write — wrote", "blow — blew", "bring — brought", "buy — bought", "take — took", "make — made". Write all the present tense forms on one side of the board, and the past tense forms, in a different order, on the other side. Ask pupils to come to the board and draw lines joining them.

Read the questions and answers. Stress the verbs.

Pair work: Pupils read the questions and answers. Go round helping.

Ask pupils to read and practise their part in the dialogue for a few minutes. Go round helping.

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

4. Ask and answer questions about Nick (see Lesson 9) (p. 104, ex. 2).

Tell pupils they are going to fill in the gaps using the words in the box.

Read the words in the box. Then ask some pupils to write them down on the board.

Then ask pupils to say the verbs in the past tense and write them next to the verbs in the present tense in pairs.

Pair work: Ask pupils to fill in the gaps using the verbs in the past tense.

Pupils read the sentences and complete them with the verbs written on the board.

Check the sentences.

5. In pairs role-play the situation (p. 105, ex. 4).

Practise sample questions and answers with the whole class.

Some pupils read the questions, other pupils answer them.

Ask strong pupils to write the best answers on the board.

Then ask pupils to read the rules of the role-play. Pre-teach the words "a policeman" and "a suspect".

Pair work: Pupils read the questions in pairs and give their own answers. They can use the answers written on the board as well.

Optional activity "Disappearing items" Game

Write five irregular verbs on the board. Repeat the words in the sequence chorally: e.g., was, had, brought, wrote and went. Then rub out one of the words in the sequence. Pupils chant the whole sequence of five words, including the missing one. Repeat rubbing out another item. Continue till there are no words on the board and pupils are saying the whole sequence from memory. You can also play this by drawing or sticking five pictures to the board, and rubbing them out or taking away one at a time.

READING AND WRITING

6. Ask and write about your friend's last weekend (p. 105, ex. 5).

Books closed. Read the beginnings of the sentences and mime the actions. Pupils listen.

Ask pupils to open the books.

Read the beginnings of the sentences and mime the actions again. Ask pupils to guess the actions.

Group work: Pupils complete the sentences in groups. Go round helping. Ask pupils to read the sentences. One or two groups read.

ENDING THE LESSON

Write words on the board. Pupils hold up or stick/draw an appropriate picture below each word on the board.

HOMEWORK

Portfolio Work: Draw or stick a picture of your weekend in the Portfolio and describe it orally and in writing. Read p. 101, ex. 1; p. 102, ex. 2.

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, 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 й 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 plans). 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. Read and tell what Kate did yesterday (p. 106, ex. 1).

Ask pupils to look at the plan.

Ask, "What did Kate do at 8:00 yesterday?" Pupils have to answer, "She helped her mum to cook breakfast."

Ask pupils to continue asking what Kate did yesterday. They ask questions and choose the correct answer from the plan. Optional activity

Say, "One, two. What can I do? I can do something beginning with H..." Mime the action. Drill this little chant a few times, so that pupils can use it to play the game themselves. Pupils guess the verb beginning with H and say it. When they guess correctly, they have to spell the whole word: "h-e-l-p".

4. Look, read and match the pictures with the sentences (p. 106, ex. 2).

Ask pupils to look at the sentences and read them.

Pair work: Ask pupils to match the sentences with the pictures. Pupils match and say the letters of the pictures.

Ask six pupils to read their answers to the class. Monitor the activity and help where necessary.

Optional activity

"Mime the flashcard" Game

Hold up a flashcard and say the name of a pupil. The pupil mimes what he/ she can see in the flashcard, e.g., pretends to eat something (if you are using

food flashcards), imitates a particular animal (animal flashcards) or pretends to put on clothes (clothes flashcards). Then mime different flashcards yourself or encourage a pupil or a group of pupils to take turns to do this. Children watch and call out the words.

PRACTICE

5. Ask questions to the sentences above (p. 107, ex. 3).

Ask pupils to look and read the questions in the pattern. Pupils read the questions in pairs. Then they answer them. Ask pupils to read the sentences from ex. 2. Ask pupils to make up questions to the sentences. Write them 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.

Optional activity

"Flashcard charade" Game

Divide the class into groups of three or four. Give each group a flashcard, making sure that other groups don't see it. Explain that children must think of a way to mime their flashcard. Give them a minute or two to prepare. Each group then takes turns to mime to the rest of the class and guess each other's flashcards.

6. Write about your last weekend (p. 107, ex. 4).

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

After reading: Ask pupils the questions, "When did you have breakfast? What did you do at 11 a.m.?" Pupils may also be asked to write answers to the questions in their exercise books.

Read chorally and individually.

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

Monitor the activity and help where necessary. Optional activity

Use pictures to play a "Matching game". Draw pictures on the board, or stick pictures cut from magazines or newspapers to the board. Write the words at the other end of the board. Pupils match pictures and words by drawing a line, e.g., from the picture of "to have dinner" to the words "to have dinner".

ENDING THE LESSON

Portfolio Work: Describe your last weekend using the plan and the text of ex. 4 and pictures or drawings.

HOMEWORK

Portfolio Work: Finish the Portfolio "My Last Weekend".

FURTHER PRACTICE

Use Workbook tasks at the lesson or at home.

Unit 6. SPRING IS HERE, SUMMER WILL COME! Д^ата

Клас

Lesson 1. ЯКА СЬОГОДНІ ПОГОДА?

Мета:

• навчальна: ознайомити з новими лексичними одиницями, активізувати вивчений

лексико-граматичний матеріал, описувати когось / щось, 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: розвивати логічне мислення, увагу й зорову пам'ять, спостережли- вість, удосконалювати фонетику й артикуляцію звуків, усні комунікативні вміння з опорою на наочність, уважно стежити за презентованою інформацією, ефектив- но співпрацювати під час парної та групової роботи, мотивувати готовність брати участь в іншомовному спілкуванні, учити працювати в парі;

■ виховна: виховувати зацікавленість у розширенні свої знань, показати зв'язок на- вчального матеріалу з життям, підвищувати загальну культуру учнів.

Обладнання: таблиця «Пори року», тематичні картки.

Хід уроку

WARM-UP

1. "Memory game"

Pupils look at the animals on the poster "Animals". Take the poster away and ask pupils to try to remember as many of the animals as they can. Write the words on the board.

PRESENTATION

2. Listen and read (p. 108, ex. 1).

Books open. Ask pupils to look at the words in the exercise.

Tell them that they are going to listen to the sound /f) and read the words

Hold the flashcard with the sound so that the whole class can see it.

Pronounce the sound clearly.

Repeat chorally and individually.

Stick it to the board.

Read the words again. Pupils listen and read. Explain the pronunciation of the sound /f7 and its spelling in their native language. You can mention the letter Ff and its pronunciation. Give some examples: "frog", "flag", "family".

Read the sentences.

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.

Tell pupils to listen to the e-mail. Read it.

Read it again and pause after each sentence. Read every sentence with

feeling and tell pupils to repeat after you.

After reading: Ask pupils, "What day is it? Where are Bill and his family? Why? What is the weather? What do the children usually do when the weather is bad?"

Pupils answer.

Group work: Ask pupils to read the e-mail one by one. Monitor the activity and help where necessary.

3. Talk with your friend (p. 109, ex. 2).

Ask pupils to read the words in the box. If you have got pictures describing the weather, stick them to the board.

Ask pupils to write the necessary words under the pictures. Make some sentences with the words and describe the weather in the pictures.

Pair work: Ask pupils to make dialogues using the pattern.

Pupils fill in the gaps in the dialogue using the words in the box to make true statements about the weather today.

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.

4. Look and guess (p. 109, ex. 3).

Ask pupils to look at the pictures and the information below every picture.

Tell pupils to read the short descriptions of the weather either silently for a minute or out loud. Pupils read the four sentences individually and decide which of the four pictures each sentence goes with.

Ask some pupils to read out the sentences and say which picture they go with.

Say the number of a picture and ask, "What is the weather like?" Picture 1. It is hot and sunny. Picture 2. It is warm and cloudy. Picture 3. It is cold, snowy and cloudy. Picture 4. It is cool, cloudy and rainy.

Then you can ask, "Where is it hot and sunny? (France), "Where is it warm and cloudy? (Italy), "Where is it cold, snowy and cloudy? (USA), "Where is it cool, cloudy and rainy? (England)

5. Listen and say the rhyme (p. 109, ex. 4).

Books open.

Before listening: Pre-teach the word "world" (sketch a globe on the board). Read the rhyme. Pupils listen and follow the rhyme in their books. Say the rhyme line by line and ask pupils to repeat after you. Translate the difficult words if necessary. Pupils listen and repeat several times.

Teach the names of countries one by one. If a world map is available, point to the countries on the map as they are named in the rhyme. Otherwise draw basic outlines of the countries of the world on the board and label the countries in the rhyme. If necessary, name the countries in the pupils' native language first and then in English. Drill the name of each country two or three times.

When you have practiced the rhyme thoroughly, tell pupils that they are going to say it themselves.

Pupils read the lines chorally and individually if they wish.

ENDING THE LESSON

"Miming game"

Pupils mime the new weather words from this lesson in pairs, and the other pupils try to guess the right answer. Ask pupils to use like and dislike sentences.

HOMEWORK

Read p. 108, ex. 1; p. 109, ex. 4.

Portfolio Work: Draw a picture of the current weather.

FURTHER PRACTICE

■ навчальна: практикувати всі види мовленнєвої діяльності, ознайомити з новими лексичними одиницями, повторити раніше вивчені лексичні одиниці;

• розвивальна: удосконалювати фонетику й артикуляцію звуків, розвивати усні ко­мунікативні вміння з опорою на наочність, підвищувати рівень особистої мотива­ції у вивченні англійської мови; узагальнити та систематизувати лексичні одиниці за темами «Пори року»;

• виховна: зацікавити учнів темою уроку, привернути їхню увагу до нових лексичних одиниць, передбачених у цьому уроці; допомогти їм бути розкутими в спілкуванні, повторити лексичний запас попередніх уроків.

Обладнання: таблиці «Пори року», «Дозвілля», картки, пов'язані з порами року й різно­манітними заняттями.

Хід уроку

WARM-UP

1. Complete the sentences using the pictures.

Write the beginnings of sentences on the board and place pictures at the end. Pupils read the beginnings and name the pictures. Today the weather is ... When it rains, you can ... In winter it is ... In autumn you eat... When it is snowy, you can ... In summer you can ...

2. Team spelling game.

Divide the class into two teams. One member from each team comes to the front of the class. Each says a word for the other one to write on the board using the words which are on the board. Correctly spelt words win a point for the team.

PRESENTATION

3. Listen and repeat (p. 110, ex. 1).

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 sketches, miming and gestures to check if pupils have understood the meaning of the new words. Use the calendar and point to the names of the months.

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

Use the flashcards. Ask pupils to go to the board, point to the necessary f lashcard and repeat the new words.

PRACTICE

4. Listen and say (p. 110, ex. 2).

Before listening: Ask the questions, "Where are the children? Who is at the board? What is Bill holding in his hand? What is the weather like in the picture?"

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

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

After reading: Ask pupils, "What is the weather like? Is it cold? Is it sunny? Is it windy?"

Pupils answer.

Pair work: Ask pupils to read the dialogue in pairs.

Ill

Monitor the activity and help where necessary.

Ask pupils to take the pictures they have drawn at home. Ask pupils to describe their favourite season and the weather of the season.

5. Listen and read (p. Ill, ex. 3).

Ask pupils to look at the words in the exercise.

Tell them that they are going to listen to the sound /i/ and read the words. Hold the flashcard with the sound so that the whole class can see it. Pronounce the sound clearly. Repeat chorally and individually. 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.

Then read the sentences. Pupils listen and repeat them after you.

Ask pupils to read the sentences one by one if they like.

If pupils don't understand the meaning of some words, translate them into their native language. Optional activity "Flashcard charade" Game

Divide the class into groups of three or four. Give each group a weather flashcard, making sure that the other groups don't see it. Children have to think of a way to mime their flashcard. Give them a minute or two to prepare. Each group then takes turns to mime to the rest of the class and guess each other's flashcards.

READING AND WRITING

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

Pair work: Ask pupils to read the dialogue in pairs. Monitor the activity and help where necessary.

Ask pupils to name the months. Write a table on the board to help pupils answer questions.

What are

September, October and November June, July and August December, January and February March, April and May

the autumn the summer the winter the spring

months?

the autumn the summer the winter the spring

months.

Encourage pupils to make their own sentences without using the table. Write some sentences in pupils' exercise books.

ENDING THE LESSON

Ask pupils to describe spring using the speech pattern of ex. 2.

HOMEWORK

Read p. Ill, ex. 3.

• навчальна: закріпити нові лексичні одиниці, активізувати вивчений лексико-грама­тичний матеріал, розвивати вміння й навички читання, письма, усного монологіч­ного мовлення;

• розвивальна: розвивати логічне мислення, увагу й зорову пам'ять, спостереж­ливість, удосконалювати фонетику й артикуляцію звуків, усні комунікативні вміння з опорою на наочність, 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 зацікавленість у розширенні свої знань, показати зв'язок на­вчального матеріалу з життям, загальну культуру учнів, виховувати вміння сконцен­труватися, слухати інших, формувати доброзичливу атмосферу в класі, учити куль­турі спілкування, прийнятої в сучасному цивілізованому світі.

Обладнання: таблиця «Дні тижня», картки, пов'язані з порами року й погодою.

Хід уроку

WARM-UP