1. Draw or stick weather pictures to the board: the pictures of the shining sun, falling raindrops, blowing wind, falling snow and clouds. Ask pupils to call out the weather words.

2. "Fiashcard charade" Game

Divide the class into groups of three or four. Give each group a weather fiashcard, making sure that the other groups don't see it. Explain that children have to think of a way to mime their fiashcard. 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.

PRESENTATION

3. Look and talk with your friends (p. 112, ex. 1).

Pupils read the names of the children. Ask pupils to say the months of the children's birthdays. Pupils fill in the gaps in the dialogue and then make true statements about themselves.

Then pupils make true sentences about their friends and their birthdays.

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.

Help with pronunciation. Optional activity "Disappearing items" Game

Write days of the week or months on the board. Repeat the words in the sequence chorally. 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 seven pictures on the board, and rubbing them out one at a time.

Optional activity Learn the poem

"Come to my birthday party On Saturday at five." "Thank you for your invitation. We shall all arrive."

"Thank you for your presents, How nice they are! A box of sweets, some flowers, A doll, a book, a car."

PRACTICE

4. Ask and answer in pairs (p. 112, ex. 2).

Pair work: Tell pupils to read the questions and answer them.

Monitor the activity and help where necessary.

Write the questions and the answers in pupils' exercise books.

Key: 1. There are seven days in a week. 2. There are thirty or thirty-one days in a month. 3. There are three months in a season. 4. There are twelve months in a year. 5. There are four seasons in a year.

5. Complete (p. 113, ex. 3).

Ask pupils to read the words in the box.

Pair work: Ask pupils to complete the sentences using the words in the box. Remind pupils to use the word "often" twice.

Pupils fill in the gaps in the text using the words from the box to make true statements about the seasons.

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.

6. Play the game in a group (p. 113, ex. 4).

Ask pupils to read the rules of the game. Play two or three rounds.

7. Listen and say the rhyme (p. 113, ex. 5).

Stick a picture of a calendar to the board. Ask pupils what they think the rhyme is going to be about. Pupils answer. Revise the day words. Then revise the month words.

Read the lines of the rhyme. Pupils listen.

If necessary, help them to translate the words into their own language. Pupils listen and repeat after the teacher, first together and then individually.

Ask pupils to read the rhyme chorally. Keep the rhythm. Walk around helping pupils to read correctly.

Then ask pupils to read the text one by one if they like.

READING AND WRITING

Ask pupils to copy the sentences into their exercise books. Walk round the class and praise their efforts, "Good! Well done!" Write the words from the sentence on the board, in jumbled order. Pupils write the words in the correct order.

ENDING THE LESSON

Pupils mime the weather words in pairs, and the other pupils try to guess the words.

Ask pupils to use like and dislike sentences.

HOMEWORK

Read p. 113, ex. 4, 5.

FURTHER PRACTICE

Клас

Мета:

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

практикувати мовні засоби за темою «Людина», описувати когось/щось, запитувати

про події в майбутньому часі й відповідати на запитання, виражати своє ставлення

до когось/чогось, удосконалювати компетенції читання, аудіювання, збільшувати об­сяг знань про соціокультурну специфіку мови країни, що вивчають, мовну поведінку адекватно до цієї специфіки;

• 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 добро-

зичливу атмосферу в класі, учити культурі спілкування, прийнятої в сучасному циві- лізованому світі.

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

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 compare (p. 114, ex. 1).

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

If a calendar is available, point to the days on it as they are named in the

sentences. Otherwise draw a basic calendar outline on the board and label the

days.

Read the sentences describing the actions in the past and in the future. 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 and underline the main words "shall" and "will", and the ending -ed of the regular verbs or the irregular verbs.

PRACTICE

3. Read and compare (p. 114, ex. 2).

Introduce "shall" and "will" by asking questions from the exercise. Repeat each sentence once. Pupils repeat the model sentences after you.

Explain and write on the board that "I" and "we" go with "shall" and "he", "she", "it", "they" and "you" go with "will". Explain how negative sentences and questions are formed using the "Future Simple" table.

Read the sentences again.

Repeat chorally and individually.

Monitor the activity and help where necessary.

4. Listen and say (p. 115, ex. 3).

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

Revise the words "a costume party" and "the Assembly Hall". Pronounce the words two or three times.

Ask questions about the characters on the page, "Where are the children? What are they talking about?"

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

READING AND WRITING

5. Ask and answer (p. 115, ex. 4).

Read the words in the box.

Ask pupils to read the dialogue and change the words using the other words in the box.

Write a table on the board to help pupils to make different questions if the class is not strong (and to save time).

	come to my birthday party?
	go to school?
Will you	fly a kite?
	ride a bike?
	go to the zoo?
	stay in a hotel?

ENDING THE LESSON

Stick 8-10 flashcards from different lexical sets to the board. Revise the words. Give the children one minute to look silently and try to memorise the flashcards before removing them from the board. Pupils work in pairs and write a list of the flashcards they can remember. Check by eliciting answers from the whole class and writing a list on the board.

HOMEWORK

Read p. 115, ex. 3.

FURTHER PRACTICE

Use Workbook tasks at the lesson or at home.

• навчальна: практикувати новий граматичний матеріал за темою «Людина», практи­кувати мовні засоби за темою «Людина», описувати дії в майбутньому часі, запиту­вати про події в майбутньому 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, 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 «Future 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 one 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. Look and say as in the example (p. 116, ex. 1).

Books closed. Show the "Future Simple" table to pupils. Read the examples. Make sure that pupils pronounce the words "shall" and "will" correctly.

Ask pupils to open the books. Say that they are the characters of the book in the future.

Read the names of the children. Then read the words in the box. Tell pupils you are going to speak about the children's dreams and their professions. Read the sentence as in the example in the exercise. Pupils listen and read.

Ask pupils to read and practise the sentences for a few minutes. Go round helping.

After reading: Write the question on the board, "What will Nancy be?"

Pupils listen and read the question. Then answer it using the pattern.

Ask about the other children using the same question "What will Bob/ Linda/Ron/Christie be?"

Pair work: In pairs, pupils ask and answer similar questions and answer them.

PRACTICE

3. Read and say that your friend will do the same (p. 116, ex. 2).

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

Repeat chorally and individually.

Monitor the activity and help where necessary.

Then pupils write the sentences down in their exercise books.

READING AND WRITING

4. Say that the person in brackets will not do this (p. 116, ex. 3).

Ask pupils to read the sentences.

Remind pupils they have to say that the person in brackets will not perform the action mentioned.

Ask pupils to look at the "Future Simple" table and remind them to write "shall not" with "I" and "we", and "will not" with "he", "she", "it", "they" and "you" when the sentence is negative.

Then ask pupils to complete the sentences.

5. Ask as in the example (p. 117, ex. 4).

Ask pupils to read the word combinations.

If necessary, translate them into their native language.

Team game. Say that pupils are going to read the word combinations again asking as in the examples. Divide the class into two teams. Ask a pupil from the first team to make up a sentence using the word combination from Column a. If the pupil can make up a sentence and say it correctly, their team wins a point. If the pupil cannot explain, the other team can try to do it for a bonus point. Ask a pupil from the other team to make up a sentence using the word combination from Column b. If the pupil can make up a sentence and say it correctly, their team wins a point. If the pupil cannot explain, the other team can try to do it for a bonus point. You can divide the board into two parts (for Team 1 and Team 2), and pupils can write down their sentences on the board. 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.

6. Ask and answer (p. 117, ex. 5).

Read the words in the box.

Ask pupils to read the dialogue and change the words using the other words in the box.

Write down a table on the board to help pupils to make different questions if the class is not strong (and to save time).

ENDING THE LESSON

"Miming game". Mime something you will do tomorrow, e.g., "I will dance" or "I will watch TV". Pupils guess what you will do and call out the action in the future 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. 116, ex. 2, 3.

FURTHER PRACTICE

Use Workbook tasks at the lesson or at home.

Lesson б. СВЯТА. ВЕЛИКДЕНЬ. ЧАСТИНА І

Мета:

• навчальна: ознайомити з новими лексичними одиницями, активізувати вивчений лексико-граматичний матеріал, розвивати вміння й навички читання, письма, усно­го монологічного й діалогічного мовлення, збільшувати обсяг знань про соціокуль-турну 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, спостережли­вість, удосконалювати фонетику й артикуляцію звуків, розвивати усні комунікативні вміння з опорою на наочність;

• виховна: виховувати зацікавленість у розширенні свої знань, показати зв'язок на­вчального матеріалу з життям, підвищувати загальну культуру учнів.

Обладнання: таблиці «Пори року», «Календар. Назви місяців», «Свята. Великдень», картки, пов'язані з порами року та 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 ... (cold/sunny/rainy ...) In winter you can make ... (a snowman). In autumn you eat... (apples).

When it's hot and sunny, you can ... (ride a bike, fly a kite).

PRESENTATION

2. Listen and repeat (p. 118, ex. 1).

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 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.

Go round helping.

Repeat with several different pupils. Then read the rhyme.

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

PRACTICE

3. Listen and read (p. 118, ex. 2).

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

Before reading: Pre-teach the words "Easter", "Easter Sunday" and "coloured eggs". Show the flashcards or point to the pictures in ex. 1. Drill the new words two or three 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. Ask pupils to read the e-mail. Pupils either read the e-mail from Bill individually or in pairs.

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.

After reading: Ask pupils the questions from the letter and other questions orally, "What holiday did Bill describe in his e-mail? What did he do last

Sunday? What day was it last Sunday? What did people usually do on Easter Sunday?" Then ask pupils what Ukrainian people do on Easter Day.

Pupils may also be asked to write answers to the questions in their exercise books.

Read chorally and individually again.

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.

4. Write out true sentences (p. 119, ex. 3).

Pair work: Ask pupils to read the sentences and find the correct statements.

Pupils read and decide if the sentences are true or false. Go round helping weaker pupils to read and work out the meaning.

After reading: Ask pupils to read the true statements.

Pupils may be asked to write the true sentences into their exercise books.

Key: 1. True; 2. False; 3. False; 4. True; 5. True. Optional activity True or false?" Game

Hold a flashcard facing you and tell pupils you are going to say a true or a false sentence. Say a sentence about the card in your hand, e.g., hold a picture of a hot cross bun and say, "I like eating hot cross buns." If pupils think you are telling the truth, they call out "True!" If they don't, they call out "False!" Alternatively, pupils can perform a specified action. Reveal the flashcard in your hand, then ask a pupil to choose a flashcard without showing it to the other pupils. Ask the pupil to say a true or false sentence about the flashcard that he/she is holding. Continue until all of the words have been practised.

READING AND WRITING

5. Help Taras to answer (p. 119, ex. 4).

Ask pupils to help Taras to write the answer to Bill. Pupils read the words in the box.

Then ask pupils to complete the sentences using the words in the box. Pupils can work in pairs or small groups.

You can write the e-mail together with pupils or go round helping weaker pupils to fill in the gaps. Answer

Dear Bill,

Easter is a great holiday in Ukraine. On Easter Sunday people go to church, give thanks to Christ, sing songs, listen to music. In Ukraine we make Easter cakes. We paint eggs, too. Families have a big dinner.

Say hello to your family.

Yours,

Taras

6. Ask and answer (p. 119, ex. 5).

Ask pupils to read the questions. Pupils read and translate if necessary. Pair work: Pupils answer the questions using the information from ex. 2 and 4.