Lesson 1. Ми — європейці!

Мета:

• навчальна: ознайомити із країнами Європи, навчити користуватися граматичною опорною таблицею «Дієслово to be», удосконалювати навички вимови англійських звуків за допомогою тренувальних вправ і складання тематичних діалогів;

■ розвивальна: розвивати мовленнєві компетенції, спонтанні відповіді на запитання та швидку реакцію; розвивати комунікативні здібності учнів, навички аудіювання та діалогічного мовлення, толерантного ставлення до однокласників;

• виховна: викликати в дітей бажання вчитися, вивчати іноземну мову; виховувати дисципліну, повагу до однокласників, звичку до систематичної розумової праці.

Обладнання: карта Європи, таблиця «Дієслово to be», картки за темою «Моя сім'я».

Хід уроку

WARM-UP

1. "Rhyming words" Game

Place two or three phonics cards around the room, saying the words for children to repeat. Ask children to stand up at their desks. Tell them you are going to call out words which rhyme with the words in the cards. Call out other words from the phonics lessons. Children point to the words on the wall. With a strong class, you can also ask them to repeat both words. Gradually get faster and faster. Children who point to the wrong word are out and have to sit down. Option: with a limited number of words, you can call out both the words on the cards and words which rhyme with them.

PRESENTATION

2. Listen and say (p. 14, ex. 1).

Before reading: Pre-teach and drill the words "welcome" and "meet". Explain or translate into the pupils' native language. Then learn the sentence "Are you from England?"

Show France, Ukraine and England on the map.

Read the dialogues.

Pupils listen and read.

After listening: Ask pupils to answer your questions, "Is Alice from France/Ukraine? Is Taras from England/Ukraine? Is Bill from England?" Pupils answer your questions.

Ask pupils to read the dialogues and act them out pretending to be the characters of the story.

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

Pupils read and practice Dialogues 1-4 in pairs. One or two pairs act out the dialogues.

Draw pupils' attention to the verb "to be" in questions using the table "The Verb to Be".

Act out the dialogues again.

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

PRACTICE

3. Follow and read (p. 15, ex. 2).

Ask pupils to look at the words in the exercise.

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

Pupils repeat each pattern two or three times after you. Draw their attention to the difference between the letter combinations. Write the phonetic symbols on the board.

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

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

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

Monitor the activity and help where necessary.

READING AND WRITING

4. Listen and read (p. 15, ex. 3).

Stick the flags of England, Italy, Germany, France, Greece, Ukraine and Spain to the board. Name a country and point to the flag of the country. Ask pupils to repeat the names of the countries after you.

Read the text. Pupils listen and repeat.

Pupils read the sentences and match them with one of the pictures pointing to the flags. "Guessing game"

Choose one of the pictures on the page. Do not say which one it is. The pupils find out which picture you have chosen by asking, "Is he from England? Is she from Germany? ..."

Pair work: Pupils take turns to play the same guessing game with the pictures in pairs using Yes/No questions and short answers. Draw pupils' attention to the verb "to be" in short questions using the table "The Verb to Be". Go round helping.

ENDING THE LESSON

Portfolio Work: Draw the Ukrainian flag and colour it.

HOMEWORK

Portfolio Work: Draw the British flag and colour it. Read p. 14, ex. 1; p.15, ex. 2, 3.

FURTHER PRACTICE

Use Workbook tasks at the lesson or at home.

Lesson 2. ЗВІДКИ ТИ РОДОМ?

• навчальна: повторити й активізувати лексичні одиниці, граматичні структури, практикувати мовні засоби за темою «Я, моя сім'я та друзі»; удосконалювати компе­тенції читання, аудіювання й усного монологічного мовлення;

• розвивальна: розвивати навички аудіювання, спонтанні відповіді на запитання та швидку реакцію; уважно стежити за презентованою інформацією; ефективно спів­працювати під час парної й групової роботи;

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

Обладнання: карта Європи, тематичні картки, прапори країн Європи.

Хід уроку

WARM-UP

1. 'Teacher can't remember" Game

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

If the word is incorrect, pupils perform another specified action, such as standing up, and then they call out the correct word. Stick the flags to the World map.

PRESENTATION

2. Listen and say (p. 16, ex. 1).

Before reading: Pre-teach the new word "spell", make sure that pupils understand the meaning of the word.

Pupils read the story individually or in pairs.

Revise the questions "What's your name?" and "Where are you from?" Then learn the question "Can you spell it, please?" Drill each of the questions once or twice.

Repeat chorally and individually. Follow the same procedure three or four times.

Pupils read the dialogue again.

Then let pupils do the activity in pairs. Go around the class helping where necessary.

Act out the dialogue.

PRACTICE

3. Ask and answer (p. 16, ex. 2).

Pupils look at the questions and choose the answers.

Pupils in pairs read and practice the questions and answers using the table. Then you can add the questions "What's your name?" and "Can you spell it, please?"

You can write the questions on the board. Ask pupils to give their own answers.

Pair work: Pupils practice in pairs. They ask questions about their names and answer.

Optional activity

Team spelling game. Divide the class into two teams. Show a picture of a country flag to the class and ask a pupil from the first team to spell it. If the pupil can spell it, the team wins a point. If the pupil cannot spell it, the other team can try to spell it for a bonus point.

4. Spell the names (p. 16, ex. 3).

Revise the ABC. You can sing "The ABC Song" or you can use flashcards with the letters of the English alphabet.

Write the names on the board. Ask pupils one by one to spell the names.

Then you can write the pupils' names. Ask pupils to spell the names. Then ask pupils to write the names in their exercise books.

5. Ask and answer (p. 17, ex. 4).

Pair work: In pairs pupils take turns to ask and answer the same question "Can you spell your name, please?"

Pupils in pairs read and practice the dialogue.

One or two pairs act out the dialogue in front of the board.

Optional activity

"Flashcard circle" Game

This game is best played if you can form a circle in your classroom. Give a pupil one of the flashcards with the flags you are studying and ask him/her to say the word, and then pass the card on. Each pupil says the word as he/ she receives the card. After a few pupils have said the first word, introduce another flashcard. Gradually introduce all of the flashcards so that they are going around in a circle or along the line. Shout "Stop!" at any point and ask the pupils holding each of the cards to hold them up and say the words.

READING AND WRITING

6. Listen and read (p. 17, ex. 5).

Before reading: Pre-teach the new words "Mother Goose", "magic" and "rhymes". If you know any simple magic tricks, you can do a magic trick and say, "Look. This is magic." Revise the word "rhyme". Drill the pronunciation of all the new words.

Tell pupils they are going to read a dialogue about a famous woman called Mother Goose.

Read the dialogue.

Pupils listen and read silently.

Pair work: Pupils read the dialogue in pairs. Go round helping.

After reading: Ask questions about the picture, "How many children are there? What colour is the goose? Can you see a dog/cat in the picture? Is Mother Goose sitting in the classroom?"

ENDING THE LESSON

7. Read and say (p. 17, ex. 6).

Ask pupils to read and say the tongue-twister. Help or correct them if necessary.

HOMEWORK

Read p. 16, ex. 1.

FURTHER PRACTICE

Lesson 3. ЛІТНІЙ ТАБІР ВІДПОЧИНКУ

Мета:

• навчальна: активізувати та практикувати вивчений лексико-граматичний матеріал за темою; формувати навички вживання нових лексичних одиниць, удосконалюва­ти компетенції читання, аудіювання й усного монологічного мовлення; формувати навички вживання нових лексичних одиниць і граматичних структур у діалогічно­му мовленні, формувати навички монологічного мовлення, спираючись на модель;

• розвивальна: розвивати навички аудіювання, спонтанні відповіді на запитання та швидку реакцію; уважно стежити за презентованою інформацією; ефективно спів­працювати під час парної та групової роботи;

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

Обладнання: тематичні картки на тему «Дозвілля», «Літній відпочинок», картки звуків і букв англійського алфавіту.

Хід уроку

WARM-UP

1. Picture activity.

Use "pictures of school objects" to play a matching game. Draw pictures on the board, or stick pictures cut from magazines or newspapers or real photos 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 a classroom to the word "classroom").

PRESENTATION

2. Listen and say (p. 18, ex.1).

Before listening: Books open. Ask pupils to look at the pictures. Pre-teach the names of different rooms in the house by pointing at the pictures on the page. Pupils already know the word "room". Drill each of the new words: "cafe", "swimming pool", "sports ground", "party hall".

Read the text. Pupils listen and read.

Add the words to their vocabularies.

Pause after Sections 2 and 3 of the text and ask, "Whose room is it?" Pupils answer using the text.

Pause after Sections 4,5,6 and 7 of the text and ask, "Can the children eat and drink here? Can the children swim here? Can they play football here? Can they dance, sing and play here?"

Ask pupils to read the text after you. Repeat chorally and individually.

Ask pupils to read the text.

Monitor the activity and help where necessary.

After reading: Ask further questions about Picture 1: "Is this Greenwoods Summer Camp? Who lives in this camp?"

PRACTICE

3. Follow and read (p. 19, ex. 2).

Read the model words containing the letters "ea", "ear", "air" and "ere".

Pupils repeat each model word two or three times after you. Ask pupils to pronounce the sounds /і/, /із/ and /ез/ and copy out the words in their exercise books.

Write the words on the board leaving out the letter combinations.

Ask pupils to complete the words with the necessary letters. It is better to write in different colours each time. They read the completed words individually or out loud, in turn.

Read the sentences with the words.

If you have enough time, ask pupils to write the sentences down and underline the new words.

Ask pupils to read the sentences after you. Repeat chorally and individually.

Ask pupils to read the sentences in the box.

Monitor the activity and help where necessary. Draw their attention to the words "This — here" and "That — there". You can explain when pupils can use them. If pupils have difficulties, explain the rule in their native language drawing pictures for "here" and "there".

READING AND WRITING

4. Copy (p. 19, ex. 3).

Ask pupils to look at the sentences and try to complete them using the new words.

Pupils read and complete the sentences individually or out loud, in turn.

Ask pupils to write the sentences down in their exercise books. Optional activity "Cross the river" Game

Draw a river on the board, with two sets of four stepping stones across the river. If you like drawing, you may want to add "dangers" like crocodiles, shark fins, or snakes in the river. Write Team A and Team B underneath the two sets of stepping stones. Divide the class into two teams. Tell children you are going to show each team different flashcards. Each team has to guess their words correctly to move across the river. Show one team a flashcard and choose a child in that team to give the answer. Allow him/her to consult friends first to avoid embarrassment if the answer is incorrect. If the child answers correctly, write the word on that team's first stepping stone. If the answer is not correct, ask the other team to tell you the word, and write the word on that team's first stepping stone. The first team to complete the four stepping stones with words crosses the river and wins.

ENDING THE LESSON

Play "Bingo!" with the names of the countries pupils know in English. Get pupils to suggest and spell the names of countries; write them in a list on the board. Pupils choose and write down the names of any four countries and the game begins.

HOMEWORK

Read p. 18, ex. 1; p. 19, ex. 2.

FURTHER PRACTICE

Use Workbook tasks at the lesson or at home.

• навчальна: формувати навички аудіювання, читання, говоріння, удосконалюва­ти навички аудіювання, читання, говоріння; розвивати вміння вживати граматичні структури в усному мовленні, систематизувати раніше вивчений граматичний (мо­дальне дієслово сап) матеріал; проконтролювати граматичні вміння;

• розвивальна: розвивати комунікативну компетенцію;

• виховна: виховувати позитивне ставлення до іноземної мови як засобу спілкуван­ня, поваги до народу, носія цієї мови, толерантного ставлення до його культури, звичаїв і способу життя, учити культурі спілкування, прийнятої в сучасному цивілі­зованому світі, емоційно-ціннісного ставлення до всього, що нас оточує.

Обладнання: таблиця «Дієслово сап», «Особові займенники» і тематичні картки.

Хід уроку

WARM-UP

1. Revise the personal pronouns.

Point to a boy and a girl in the class and say, "he/she". Then to yourself and say, "I".

Ask a pupil to come to the front of the class and perform the same actions. If they have difficulties, ask pupils to look at the table "The Personal Pronouns".

PRESENTATION

2. Listen and say (p. 20, ex. 1).

Before listening: Books open. Ask pupils to look at the pictures. Read the text. Pupils listen and read.

After reading: Ask, "Who is the clown? Where is Bobo from? Can Bobo play games?" Pupils answer the questions using the text.

Drill the question "Can you play games?" two or three times. Then ask this question to different pupils.

Pair work: Pupils ask each other the same question "Can you play games?"

Ask pupils to read the text after you. Repeat chorally and individually.

Ask pupils to read the text.

Monitor the activity and help where necessary.

After reading: Ask further questions about the pictures: "What are the children's names? Where are the children sitting, in the party hall or in the cafe? What animals can you see? What toys has Bobo got?"

PRACTICE

3. Listen and say (p. 21, ex. 2).

Read the words from the box. Pronounce every word clearly.

Repeat chorally and individually. Follow the same procedure three or four times.

Stick action flashcards to the board using the action words from the box.

Ask pupils to write the words under the pictures if they can do it quickly without mistakes or write the words yourself to save time. Ask pupils to say the letters of the words.

Point to the action flashcards so that the whole class can see them. Ask "Can you ...?" Pupils answer using the answers from the exercise.

4. Talk with your friend (p. 21, ex. 3).

Pair work: Ask pupils to make dialogues using the new structures "I like ..." and "Let's ..." Translate the last one into their native language. Ask pupils to use the action words from ex. 2.

Pupils practice acting out the dialogues in their pairs. They use the structure "I like ..." and "Let's ..."

Monitor the activity, correcting the pronunciation if necessary.

Ask a couple of pairs to come to the board to act out the dialogues.

Praise their efforts, "Good! Well done!"

READING AND WRITING

5. Look and say (p. 21, ex. 4).

Pupils look at the pictures.

Read the words from the box.

Ask pupils to match the pictures with the words.

Ask pupils to act out the sentences miming the actions.

Repeat with several different pupils.

PRONUNCIATION

6. Listen and say the rhyme (p. 21, ex. 5).

Tell pupils to look at the picture on p. 21, ex. 5. Ask what they see. Revise the action words using the flashcards: "to run", "to smile", "to play" and "to catch".

Before reading: Learn the word "blind". Mime the word closing your eyes.

Read the rhyme. Translate it into their native language.

Repeat chorally and individually.

Tell pupils that they are going to learn the rhyme.

Read the words of the rhyme, pausing after each phrase. Pupils repeat the phrases chorally and individually performing the actions.

Say the line and tell pupils to repeat after you again and again. Read the rhyme chorally.

Optional activity "Silent dictation" Game

Hold up an action flashcard or perform an action, e.g., run, jump or swim. Pupils write down the word in their exercise books. Ask two or three pupils to write the words on the board.

ENDING THE LESSON

"Picture flashcards" Game

Hold up action flashcards one at a time and ask several questions about each one, e.g., "Can you swim/dance/fly?" Pupils reply, "Yes, I can. / No, I can't." Revise the action words using the flashcards or photos if you have any. Repeat chorally and individually.

HOMEWORK

Read p. 20, ex. 1; p. 21, ex. 5.

FURTHER PRACTICE

Use Workbook tasks at the lesson or at home.

• навчальна: закріпити вживання лексичних структур у діалогічному мовленні, фор­мувати лексичні навички й навички вимови, удосконалювати компетенції читання, аудіювання, усного мовлення, формувати навички вживання нових лексичних оди­ниць;

• розвивальна: розвивати усні комунікативні вміння з опорою на наочність, узагаль­нити й систематизувати лексичні одиниці за темою «Я, моя сім'я та друзі», розвива­ти інтелектуальні й пізнавальні здібності, різні типи пам'яті — слухову, зорову, опе­ративну;

• виховна: виховувати зацікавленість у розширенні своїх знань, толерантне ставлен­ня до співрозмовника, загальну культуру учнів.

Обладнання: таблиця "Present Simple" і "Personal Pronouns"

Хід уроку

WARM-UP

1. Team spelling game.

Stick flashcards to the board. 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. Correctly spelt words win a point for the team.

PRESENTATION

2. Listen and say (p. 22, ex. 1).

Before listening: Ask some questions about the people in the picture, "Is he Bill? What is he doing? Is he talking to his mum?"

Pupils may give different answers. Tell pupils they are going to listen to the text and correct their answers.

Pupils listen to the text and read silently.

Pupils listen and repeat, first together and then individually.

Repeat the questions again and encourage pupils to answer them.

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

PRACTICE

After reading: Ask some pupils "Where is Bill? Where are Kate and Tom? Are they OK?"

READING AND WRITING

3. Follow and read (p. 23, ex. 2).

Read the model words containing the letters sh and ch.

Pupils repeat each word two or three times after you.

Write the words on the board leaving out the letter combinations.

Ask pupils to complete the words with the necessary letters. It is better to write in different colours each time. They read the completed words individually or out loud, in turn.

Read the words again.

Repeat chorally and individually.

Monitor the activity and help where necessary.

4. Complete (p. 23, ex. 3).

Tell pupils they are going to complete the sentences with the personal pronouns.

Revise the personal pronouns using the table "Personal Pronouns".

Revise the personal pronouns with the verb "to be" using the table "The Verb to Be".

If the class is strong, make sentences with them one by one. Read the words in the box.

Then pupils complete the questions and answers with the right personal pronouns.

Key: 1. she; 2. They; 3. He is; 4. is / He is; 5. are / They are.

5. Ask and answer (p. 23, ex. 4).

Ask pupils to look at the pictures. Ask, "Who is talking?" Ask two strong pupils to read the example. Read the words in the box out loud, in turn. Make dialogues with the words using the example.

Pupils practice the dialogues in pairs using the words in the box. One or two pairs act out the dialogues.

Optional activities

"Jump" Game

Ask children to stand at their desks. Hold up a flashcard from the vocabulary set and say a word. If the word is the same as the flashcard, they jump. If it isn't, they keep still. Alternatively, ask pupils to put their hands up if the word matches the flashcard. "Let's write!" Game

Write several letters of the alphabet on the board. Pupils come and write a word beginning with each letter (e.g., they write the word "classroom", stick or draw a picture of a classroom under the letter "c" on the board). They can write a word combination.

6. Talk with your friend (p. 23, ex. 5).

Ask pupils to read the dialogues in pairs and complete them. Tell them they can use the patterns from the dialogue in ex. 1.

If necessary, write the examples on the board, e.g., "How is he? How are they? How is mum? Say hello to Mary," etc.

Ask pupils to complete the dialogues with the words using the examples.

Pupils practice the dialogues in pairs using the words in the examples. Every pair acts out the dialogues.

ENDING THE LESSON

"Please and thankyou" Game

Give instructions to some pupils about the classroom objects distributed round the class: "Show me your pen", etc. Pupils only react if you say "please": "Show me your pen, please." Play a few rounds and then let pupils take over. If necessary, write "Show me ..." on the board to help pupils.

HOMEWORK

Read p. 22, ex. 1; p. 23, ex. 2.

FURTHER PRACTICE

Use Workbook tasks at the lesson or at home.