Lesson б. Відпочинок дітей у таборі

Дата Клас

• навчальна: вивчити нові лексичні одиниці, закріпити вживання лексичних струк тур у діалогічному мовленні, формувати лексичні навички й навички вимови, удо сконалювати компетенції читання, аудіювання, усного мовлення, формувати нави чки вживання нових лексичних одиниць;

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

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

Обладнання: таблиця "Present Simple".

Хід уроку

WARM-UP

1. "Guess!" Game

Draw any of the objects from Unit 1, adding one new line at a time. After adding each new line, ask "What's this?" and say "Guess!" until pupils guess correctly. Complete the drawing and say, "Yes. Well done. It's a ..."

PRESENTATION

2. Listen and repeat (p. 24, ex. 1).

Before listening: Books open. Ask pupils to look at the pictures.

Say the words and word combinations.

Drill each new word two or three times.

Write the words down into their vocabularies.

Repeat chorally and individually.

Ask pupils to read the words after you.

Monitor the activity and help where necessary. Use board sketches, miming and gestures to make sure the pupils understand the meaning of the new words.

Pupils take turns to read out the words. Help with pronunciation. If you like, make sentences with the words.

After reading: Ask further questions: "Can you play chess? Can you paint? Can you play a musical instrument?", etc.

PRACTICE

3. Listen and say (p. 24, ex. 2).

Ask pupils to look at the pictures.

The girls are in the room watching cartoons. Ask if pupils like watching cartoons. Can they play games?

Read the dialogue while pupils listen and read silently. Explain any words that pupils don't understand. Read the dialogue again. Pupils listen and repeat.

When pupils are familiar with the text, ask groups of three pupils to act out the dialogue. Encourage them to say "I like ..." with feeling.

READING AND WRITING

4. Follow and read (p. 25, ex. 3).

Read the model words containing the letters "ng", "oo" and "u". Pupils repeat each word two or three times after you.

Ask pupils to pronounce the sounds /п/, /u:/ and /ju:/ and copy out the words in their exercise books. Then ask pupils to underline the letters "ng", "oo" and "u" in the words.

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 the words in different colours each time. They read the completed words individually or out loud, in turn.

Make sentences with the words.

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

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

Monitor the activity and help where necessary.

PRONUNCIATION

5. Learn the poem.

Summer's here. Days are long,

And the sun is bright and strong.

This is the season when nights are short;

And children have plenty of fun and sport.

I can bathe, and play, and run.

Summer holidays are fun.

6. Listen and read (p. 25, ex. 4).

Books open.

Before reading: Revise the words "games", "cartoons", "chess", "painting", "reading" and "flying kites". Point to a picture. Drill the words.

Pupils read the information about the children and match each fact with the appropriate picture.

After reading: Ask pupils to say what the words "riding bikes" mean based on the context and the pictures.

Point out the forms of the words "like" and "don't like". Use the "Present Simple" table.

Repeat chorally and individually.

Monitor the activity and help where necessary.

7. Talk with your friend (p. 25, ex. 4).

Ask pupils to complete the dialogues in pairs. Tell them they can use the patterns from the dialogue in ex. 4.

You can write down the example on the board and underline the words which pupils can change.

I don't like playing team games. I like watching cartoons.

OK. Let's watch a cartoon. Then we can fly kites.

Ask pupils to complete their own dialogues with other words using the example.

Pupils practice the dialogues in pairs. Every pair acts out the dialogues.

ENDING THE LESSON

"Memory game". Pupils close their books and try to remember as many of the words from pages 24 and 25 as possible. Write the words on the board.

HOMEWORK

Read p. 24, ex. 2; p. 25, ex. 3, 4.

Portfolio Work: Draw what you like doing and describe it in writing. Write two or three sentences.

FURTHER PRACTICE

■ 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 через шаблони;

• 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.

Хід уроку

WARM-UP

1. Silent dictation.

Hold up a picture on p. 24, ex. 1 or a real photo of the activity.

Pupils write down the word in their exercise books.

Ask two or three pupils to write the words on the board.

Check the words. If you have enough time, make sentences with the words.

PRESENTATION

2. Listen and say (p. 26, ex. 1).

Ask pupils to look at the pictures. Ask, "Where are the children? Is it day or night? Are they happy? What is the man's name? Is he a teacher / a doctor?"

Read the dialogue while pupils listen and read silently.

Explain any words that pupils don't know.

Read the dialogue again. Pupils listen and repeat.

When pupils are familiar with the text, ask groups of four pupils to act out the dialogue. Encourage them to read "I like ..." with feeling and mime the actions.

PRACTICE

3. Ask and answer (p. 26, ex. 2).

Ask pupils to look at the pictures.

Explain they are going to make dialogues using the pattern. Ask pupils to read the table and make their own examples of what they like doing.

1

playing team games.

watching cartoons.

reading books.

flying kites.

playing football.

Ask pupils to make dialogues using the example in the exercise. Pupils practice the dialogues in pairs using the words from the table. One or two pairs act out the dialogues.

READING AND WRITING

4. Follow and read (p. 27, ex. 3).

Read the model words containing the short vowels and letters "ai" and "ea"

Pupils repeat each line two or three times after you. Ask pupils to pronounce the sounds.

Ask pupils to read the words after you. Repeat chorally and individually. Write some words on the board leaving out the letter combinations and short vowels.

Then write the words leaving out the letters from different lines. Write them in jumbled order.

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

Make the sentences with the words.

If you have enough time, ask pupils to write some sentences down in their exercise books and underline the words.

Monitor the activity and help where necessary.

5. Listen and read the letter (p. 27, ex. 4).

A letter from Toto. Books open.

Before reading: Pre-teach and drill the word "pen friend". Pupils have not seen the word before. (Say, "I have got a friend. I write letters to my friend. I am his/her pen friend.") Do not pre-teach the word "soon" yet.

Ask pupils, "What is it? Is it a text? Is it a poem?" Get them to identify the type of text, "It is a letter." Point out the typical opening of the letter "Hello!" and the way a letter from one friend to another finishes with the words "Your pen friend, Toto."

Ask pupils to read the letter. Pupils either read the letter from Toto individually or in pairs.

After reading: Use calendar dates to teach the word "soon". Point out Toto's phrase in the letter "Write to me soon." Give further examples to illustrate the meaning of the word. Say, "The autumn/winter holidays are coming soon."

6. Answer Toto's questions (p. 27, ex. 4).

Ask pupils the questions from the letter and other questions orally, "What is your name? How old are you? What is your hobby?" Pupils may also be asked to write answers to the questions in their exercise books.

7. Agree or disagree (p. 27, ex. 6).

Pair work: Pupils read and agree or disagree with the statements. Write the answers on the board: "Yes, it is. / No, it isn't. Yes, he is. / No, he isn't."

ENDING THE LESSON

Optional activity

Team spelling game. Divide the class into two teams. Show a picture to the class or draw a picture on the board 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.

HOMEWORK

Read p. 26, ex. 1; p. 27, ex. 3.

FURTHER PRACTICE

Use Workbook tasks at the lesson or at home.

Lesson 8. ТЕПЕР ТИ МОЖЕШ...

Дата

Клас

• навчальна: активізувати вивчений лексико-граматичний матеріал, розвивати вмін­ня та навички читання, письма, усного мовлення;

• розвивальна: розвивати мовленнєві компетенції, комунікативні здібності учнів, на­вички аудіювання й діалогічного мовлення; толерантного ставлення до одноклас-

ників;

• виховна: викликати в дітей бажання вчитися; вивчати іноземну мову; виховувати

дисципліну, повагу до однокласників, звичку до систематичної розумової праці.

Обладнання: картки чи фото прапорів різних країн.

Хід уроку

WARM-UP

1. Introduction circle.

Ask pupils to stand up and form a circle. Have them count off by twos.

Ask all "ones" to turn to their left and all "twos" to turn to their right.

Pupils introduce themselves to the pupil they are facing, shaking hands if

they wish, then move on round the circle to the next pupil. They continue until

they have made their way around the circle to their original starting point.

PRESENTATION

2. Read and speak about the kids (p. 28, ex. 1).

Books open. Ask pupils, "What is it? Is it a text? Is it a poem?" Get them to identify the type of text, "It is a letter."

Ask pupils to read the letter. Pupils either read the letter from the girl individually or in pairs.

Ask pupils to look at the pictures and point to Bill Brown.

Describe him again. Say, "Look, this is Bill Brown. He is eight. He is from England. His hobby is riding bikes. His phone number is 75 878."

Ask pupils to describe the other children one by one. While pupils are describing, you can write down the description on the board. Then pupils can stick the national flags of the countries where the children live to the board.

Ask pupils questions about their classmates. Ask about their names, age, country, hobbies and phone numbers. If pupils do not know each other's phone numbers or hobbies, they ask in English, "What is your phone number7 What is your hobby?" and then repeat the information to you, "His/her phone number is ... His/her hobby is ..." Let pupils take over as soon as possible. Optional activity "Mirror!" Game

If you have a large mirror on one of the classroom walls, sit the children on the floor facing the mirror. Sit at the back of the group with one or two flashcards or puppets. Make the flashcards or puppets appear in different places in the mirror in turn. Children call out "Hello ...!" as soon as they see each flashcard and "Bye-bye ...!" when it disappears. If you don't have a mirror, follow the same procedure, making the flashcards appear from behind your back or under the teacher's table.

PRACTICE

3. Answer Bobo's questions (p. 29, ex. 2).

Tell pupils they are going to answer Bobo's questions. Let them understand that you are Bobo.

Ask pupils to stand up and form a circle.

Take a pen or a pencil and pretend you are holding a microphone. Go round the circle and ask questions.

Pupils answer them. Ask the same question to three or four pupils.

Pair work: Ask pupils to read and answer the questions again. Monitor the activity and help where necessary.

Some pairs act out the dialogues. Ask one pupil to be Bobo and give him/ her the "microphone".

Repeat with all pairs. Optional activity Memory gamey>

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., parts of the body, colours, foods, etc.

4. Play the game (p. 29, ex. 3).

Divide pupils into groups of seven. Give every pupil a national flag of the country they know. Ask pupils to read the instruction of the exercise. Tell pupils that you are Bobo and they have to introduce each other to you.

Group work: Pupils introduce each other in their groups. Monitor the activity and help where necessary.

5. Show your camp to a guest (p. 29, ex. 3).

Stick the pictures of the rooms and places of the Greenwoods Summer Camp round the class. Drill each of the words.

Then ask a strong pupil to be the guide and show the rooms and places in the Greenwoods Summer Camp to the other pupils.

Help the pupil to describe the rooms and places asking questions if necessary. Ask, "What room is it? What can you do here? Where can you play team games?"

If the class is not strong, you can be a guide too. Pupils listen to you and repeat the description after you. Repeat with another pupil.

6. Tell your class about your pen friend (p. 29, ex. 5).

Ask pupils to open their books on p. 27 and read Toto's letter. Ask pupils to imagine they have got a pen friend. His name is Toto. Ask them to read the text about their pen friend and fill in the gaps.

ENDING THE LESSON

Optional activity

"Miming game". Give pupils instructions to mime actions (for example, what they do at an English lesson) for the other pupils to guess. These instructions can be written on slips of paper so pupils can use the words from the chant again.

HOMEWORK

Read p. 28, ex. 1; p. 29, ex. 2.

FURTHER PRACTICE

Use Workbook tasks at the lesson or at home.

Unit 2. MY DEAR FAMILY

Дата Клас