Lesson 1.Моя родина

Мета:

• навчальна: презентувати новий граматичний і лексичний матеріал за темою «Я, моя сім'я та друзі», практикувати мовні засоби за темою «Я, моя сім'я та друзі», фор­мувати навички вживання нових лексичних одиниць, 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, розвивати різні типи пам'яті — слухову, зорову, увагу, уяву, учити працювати в парі, логічно висловлювати думку;

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

Обладнання: картки за темою «Сім'я», плакат «Дієслово to be».

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. 30, ex. 1).

Books open. Read out the picture frames. Pupils listen and read.

Ask questions about the characters on the page, "Who's this? Who is Kate's brother?" Then ask about their clothes, "What colour are Kate's trousers/j eans? "

Pre-teach the word "cousin". Ask, "Who are Tom's cousins?" and give the answer yourself, "They are Tim and Eddie." Point to the picture of the boys in the book and drill the new word. If pupils don't understand the meaning of the word, translate it into their native language.

Read the dialogue again.

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

Pupils read and practice Dialogue 3 in pairs. One or two pairs act out the dialogue.

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

PRACTICE

3. Follow and read (p. 30, 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 the words with the sounds.

Pupils repeat each word 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 point to the phonetic symbols on the board.

Monitor the activity and help where necessary.

Draw pupils' attention to the word "who". Drill each of the questions once or twice.

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

READING AND WRITING

4. Listen and read (p. 31, ex. 3).

Look at the pictures of the family. Read their names.

Before reading: Ask some questions about this family, "What is the girl's name? Has she got brothers? Has she got cousins?"

Pre-teach the new words "uncle", "aunt" and "aunt's husband". Drill the pronunciation of the new words.

Read the text. Pupils listen and read.

After listening: Point out the form and meaning of the possessive singular "_'s", giving several examples of pupils' own possessions in the classroom, "This is Max's desk. This is Ann's desk." Write several examples on the board and show how the "_'s" is added to the end of proper names or nouns to indicate ownership, i.e., "the desk of Mary/George". Find some examples from the text: "Kate's mother", "Bill's and Tom's aunt". Ask pupils to find some other examples.

5. Answer (p. 31, ex. 4).

Pair work: Pupils read the questions and answer them using the text.

For example, "Who is Tom? — Tom is Kate's brother. He is Eddie's cousin. He is Bill's brother. Who is aunt Polly? — She is Kate's aunt. She is Eddie and Tim's mother."

ENDING THE LESSON

HOMEWORK

Portfolio Work: Draw your Family Tree. Read p. 31, ex. 3.

FURTHER PRACTICE

Use Workbook tasks at the lesson or at home.

Lesson 2. Я ТА МОЯ РОДИНА

• навчальна: закріпити новий граматичний і лексичний матеріал за темою «Я, моя сім'я та друзі»; практикувати мовні засоби за темою «Я, моя сім'я та друзі», форму­вати навички вживання нових лексичних одиниць, 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, розвивати різні типи пам'яті — слухову, зорову, увагу, уяву, учити працювати в парі, логічно висловлювати думку;

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

Обладнання: картки за темою «Сім'я», плакат «Дієслово to be».

Хід уроку

WARM-UP

1. "Numbers game"

Write numbers on the board. Divide the class into two teams and give a pupil from each team a piece of chalk. Say a number. The first pupil to run to the board and draw a circle round the correct number wins a point for their team. This game can also be played with words or with letters of the alphabet.

PRESENTATION

2. Listen and say (p. 32, ex. 1).

Books open. Read the dialogues. Pupils listen and read. Ask questions about the characters on the page, "Who are they? Who is Kate's brother/cousin?"

Read the dialogues again.

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

Pupils read and practice Dialogue 2 in pairs. Ask somebody to be the dog and bark like a dog.

One or two pairs act out the dialogues.

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

After reading: Ask pupils, "Where is Bill? What is the dog's name? What colour is Tobby? Is Tobby clever?" Optional activity "Flash!"Game

Use family flashcards. Show each flashcard to the children in turn very quickly by holding it at the sides between your thumb, index and second finger and "flashing" it or turning it round very quickly. Children look and guess what it is.

PRACTICE

3. Follow and read (p. 33, ex. 2).

Ask pupils to look at the words in the exercise. Read the word "village". Ask pupils to repeat the word two or three times. Then read the word combinations with the word "village".

Tell pupils that they are going to listen to the sound /ез/ and read the words with the sound.

Write the symbol /es/. Explain how to pronounce it. Say the sound /ea/ again. Then draw pupils' attention to the letter combinations "air" and "ere" and their pronunciation /ea/.

Pupils repeat the words two or three times after you.

Write the phonetic symbols of the words 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 point to the phonetic symbols on the board.

Monitor the activity and help where necessary.

READING AND WRITING

Look and answer (p. 33, ex. 3).

Ask pupils to name the people in the pictures pointing to them. Then ask some questions, "Where is Kate? Where is Bill? Who is the old woman? Who are the little boys?"

Read the questions. Pupils listen and then answer them.

Draw pupils' attention to the verb "to be". Correct the answers if necessary.

Pair work: Portfolio Work "My Family Tree". Ask pupils to put their family trees on the desks.

Ask some of them, "Is this your mother/father?" Pupils answer using short answers, "Yes, he/she is. / No, he/she is not."

is	your mother/father?	He	is
are	your parents?	She	is
are	your grandparents?	I	am
are	you?

Ask pupils to make questions using the table that you have written on the board.

-1 1 1 1 1

Where

at work.

at home.

at school.

in the village.

Pupils read and practice the dialogue in pairs using their family trees. One or two pairs act out the dialogue in front of the board. You can help them to stick the photos to the board.

ENDING THE LESSON

Ask pupils to point to their relatives.

Pupils introduce their families in pairs.

Ask pupils to introduce their families to the class.

Repeat with several different pupils.

HOMEWORK

Read p. 32, ex. 1; p. 33, ex. 2.

Portfolio Work: Draw your family tree (p. 33, ex. 4).

FURTHER PRACTICE

Use Workbook tasks at the lesson or at home.

Клас

Мета:

• навчальна: презентувати новий лексичний матеріал за темою «Я, моя сім'я та дру-

зі», «Дім. Квартира», практикувати мовні засоби за темами, формувати навички вжи- вання нових лексичних одиниць, удосконалювати компетенції читання, аудіювання

й усного та монологічного мовлення;

• розвивальна: уважно стежити за презентованою інформацією; ефективно співпра­цювати під час парної та групової роботи, мотивувати готовність брати участь в ін­шомовному спілкуванні; розвивати різні типи пам'яті — слухову, зорову, увагу, уяву, учити працювати в парі, логічно висловлювати думку;

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

Обладнання: картки за темою «Я, моя сім'я та друзі», плакат «Дієслово to be».

Хід уроку

WARM-UP

1. "Hangman" Game

Draw a blank line on the board to represent each letter of a word (e.g.,

for the word family you draw ). Pupils call out letters. If the word

contains the letter, write it on the appropriate blank line. If the letter is not

in the word, draw one line of the Hangman picture. Pupils try to find all the

letters in the word or guess the word before you have drawn the ten lines to

complete the Hangman. Also let some pupils choose a word (try to use the

words of the Family Tree) and draw blank lines on the board.

PRESENTATION

2. Listen and repeat (p. 34, ex. 1).

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

Say the words.

Drill each new word two or three times.

Write the words down into pupils' vocabularies.

Repeat every word chorally and individually.

Stick the pictures of the words to the board.

Ask pupils to write the words near the pictures.

Monitor the activity and help where necessary. If you like, make sentences

with the words. Optional activity

Ask pupils to come out and mime any of the rooms in the house they learnt

at the lesson. They ask, "Which room is this?" and mime, e.g., washing face

and hands = bathroom; yawning and then sleeping = bedroom; watching TV

or reading = living-room; breaking eggs or eating = kitchen. The other pupils watch and guess which room it is.

Optional activity

"Flash!"Game

Use family flashcards. Show each flashcard to the children in turn very quickly by holding it at the sides between your thumb, index and second finger and "flashing" it or turning it round very quickly. Children look and guess what it is.

PRACTICE

3. Follow and read (p. 34, 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 the words with the sounds.

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

Point to and pronounce the new symbols clearly. Point to them again and say each sound for the class to repeat.

Repeat chorally and individually. Correct the pronunciation if necessary.

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

Monitor the activity and help where necessary. Optional activity "I can see ..I'Game

Play with the whole class and/or in pairs. Child A holds up a book with one of the picture cards behind it. Child A says "Look!" and gradually moves the card up. As soon as Child B recognises the picture, they say, e.g., "I can see the ... kitchen" After three turns, the children swap roles.

READING AND WRITING

4. Listen and say (p. 35, ex. 3).

Ask further questions about the story and the pictures. "Who is in the bedroom? Where are Kate and Grandma in Picture 3? What is big in Picture 3? What is on the table in Picture 2?"

Pair work: Pupils work in pairs on the whole dialogue in the story episode. They read and practice their part in the story for a few minutes. Go round helping.

One or two pairs act out the dialogue.

Repeat with several different pupils, but this time let pupils choose partners to act it out with. Optional activity "Disappearing items" Game

Write four or five words on the board, e.g., rooms, games, family words. Repeat the words in the sequence chorally, e.g., bedroom, kitchen, living-room and bathroom. 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 four or five pictures on the board, and rubbing them out one at a time.

ENDING THE LESSON

5. Pupils write down six words in their exercise books. They copy out the words twice at home, then play a spelling quiz with the words next time.

HOMEWORK

Read p. 34, ex. 2; p. 35, ex. 3.

FURTHER PRACTICE

Lesson 4. МОЯ РОДИНА

• навчальна: презентувати новий граматичний і лексичний матеріал за темою «Я, моя сім'я та друзі», практикувати мовні засоби за темою «Я, моя сім'я та друзі», фор­мувати навички вживання нових лексичних одиниць, 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, розвивати різні типи пам'яті — слухову, зорову, увагу, уяву, учити працювати в парі, логічно висловлювати думку;

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

Обладнання: картки за темою «Я, моя сім'я та друзі», плакат «Дієслово to be».

Хід уроку

WARM-UP

1. "Guess" Game

Hide a school object behind your back, so pupils cannot see it, and ask pupils to guess what it is, e.g., "Is it a (pen)? Yes, it is. / No, it isn't."

PRESENTATION

2. Listen and say (p. 36, ex. 1).

Before listening: Books open. Revise the names of the three rooms in the house by pointing at the pictures on the page. Pupils already know the words and name the rooms. Drill each word three or four times.

Read the dialogues.

Pupils listen and read. Stop reading after each section of the dialogue and ask, "Where is Kate? Is Eddie in the living-room? Who is under the bed? Where is Tobby?" Pupils answer by naming the rooms.

After listening: Ask pupils to read the dialogues and act them out.

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

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

PRACTICE

3. Play a guessing game (p. 36, ex. 2).

Stick "The Verb to Be" table to the board.

Read the table. Draw pupils' attention to questions.

Pre-teach the prepositions "in", "on" and "under" with diagrams on the board and with examples:

• putting the book on the desk;

• putting the book under the desk. Then put the book into the bag.

Pair work: Ask pupils to read the pattern.

Ask pupils to make questions using the pictures of ex. 1.

Write a table to help pupils to make questions.

Where

Is

the car

Tobby

Kate

the ball?

Tobby?

Kate?

under

on

in

the bed? the table? the chair?

Don't write the short answers. Pupils answer using the table "The Verb to Be". Optional activity

Learn the rhymes. Ask pupils to draw pictures to the rhymes.

The grey cat is on a mat.

The green frog is on a log.

A red cock is on a clock.

A big fish is on a dish.

A little mouse is in the house.

A little fox is in a box.

A little cat is in the hat.

A little duck is in a truck.

READING AND WRITING

4. Follow and read (p. 37, ex. 3).

Before reading: Pre-teach the words "on the left" and "on the right". Pupils read the text above the plan and use the information in it to make up the questions.

"Where is/are the kitchen / the bedrooms?"

You ask questions and pupils answer them using the words "on the left" and "on the right".

5. Ask and answer (p. 37, ex. 4).

Ask pupils to look at the plan of the house again. Explain they are going to make dialogues using the pattern. Ask pupils to read the pattern and make their own examples about the location of the different rooms in the house. You can draw the plan on the board.

Ask pupils to read the words in the box. Label the rooms on the plan. Ask pupils to make dialogues using the example. Pupils practice dialogues in pairs using the words in the box. One or two pairs act out the dialogues.

ENDING THE LESSON

6. "Spelling game".

Revise family words by pointing to the family cards and asking pupils to say, "a mother / a father", etc. Repeat chorally and individually. Ask five pupils to come to the front of the class and give them each a family card. Each pupil says the letters of the word. Correct the spelling. Repeat with different pupils.

HOMEWORK

Read p. 36, ex. 1; p. 37, ex. 3.

Portfolio Work: Draw your bedroom and furniture in it.

FURTHER PRACTICE

Use Workbook tasks at the lesson or at home.

■ навчальна: презентувати новий граматичний і лексичний матеріал за темою «Я, моя сім'я та друзі», практикувати мовні засоби за темою «Я, моя сім'я та друзі», фор­мувати навички вживання нових лексичних одиниць, 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, розвивати мовну здогадку, пам'ять, різні типи пам'яті — слухову, зорову, увагу, уяву, учити працювати в парі, логічно висловлювати думку;

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

Обладнання: картки за темою «Я, моя сім'я та друзі», «Моя кімната».

Хід уроку

WARM-UP

1. "Rhyming words" Game

Place up 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. 38, ex. 1).

Books open. Ask pupils to look at the pictures. Pupils look at the pictures and read the words.

Ask pupils to spell each word.

Pair work: Ask a pupil to go to the board and write the first word on the board while another pupil is spelling it, e.g., "s-o-f-a".

Stick the pictures of the words "sofa", "armchair", "carpet", "floor" to the board.

Ask another pupil to go to the board and match a picture with one of the words.

Make sentences with the words.

After learning the words: Ask pupils to look at the pictures and the words. Explain the word-building of the words using their native language. Pupils listen and write the words down in their exercise books. Stick the pictures to the board:

"an apple" + "a tree" = "an apple-tree"

"a school" + "a bag" = "a school bag", etc. You can use different pictures pupils know well.

PRACTICE

3. Follow and read (p. 38, ex. 2).

Ask pupils to look at the picture in the exercise.

Tell them that they are going to read sentences and point to the furniture in the picture.

Pupils read each sentence after you. Draw their attention to the prepositions.

Write the prepositions on the board.

Point to and pronounce them clearly. Point to the prepositions again and say for the class to repeat.

Repeat chorally and individually.

Monitor the activity and help where necessary.

Pair work: Pupils read the questions in pairs and give the answers pointing to the furniture in the picture.

READING AND WRITING

4. Read and draw (p. 39, ex. 3).

This exercise requires a lot of time.

Ask pupils to read the text and draw what they are reading about.

Pair work: Pupils take a piece of paper and some coloured pencils. They read the text and draw the picture of the room. To save time, you can draw your picture on the board. Then ask different pupils from every pair to read the text one by one out loud.

If you don't have enough time, ask pupils to draw their pictures at home.

5. Ask and answer about Kate's room (p. 39, ex. 4).

Ask pupils to look at the picture. Ask to read the words from the box.

Pair work: Pupils read the dialogue using the words from the box. Then they take turns to ask and answer questions in the same way, using the pattern and the picture again.

6. Talk with your friend (p. 39, ex. 5).

Pair work: Ask pupils to look at the dialogue in the book. Ask them to read the dialogue.

Pupils read it pretending to be the characters of the story.

Pupils act out the dialogue in pairs using the furniture words, verbs and prepositions of place.

You can write down some words on the board to help pupils to make dialogues.

One or two pairs act out the dialogue.

Repeat with several different pupils.

ENDING THE LESSON

Optional activity

"Counting chain" game. Start a counting chain: the first pupil in the chain says "zero", the next pupil says "one", the next pupil says "two", etc. After "twenty" go back to "zero" again. Any pupil who hesitates or says the wrong number is "out". The last two or three pupils to remain "in" are the winners.

HOMEWORK

Portfolio Work: Draw the plan of your bedroom. Label the furniture. Read p. 39, ex. 3.

FURTHER PRACTICE

Use Workbook tasks at the lesson or at home.

Lesson б. ПРОФЕСІЇ

Дата

• навчальна: презентувати новий граматичний і лексичний матеріал за темою «Я, моя сім'я та друзі», практикувати мовні засоби за темою «Я, моя сім'я та друзі», фор­мувати навички вживання нових лексичних одиниць, 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, розвивати різні типи пам'яті — слухову, зорову, увагу, уяву, учити працювати в парі, логічно висловлювати думку;

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

Обладнання: картки за темою «Я, моя сім'я та друзі».

Хід уроку

WARM-UP

1. "Spelling shark" Game

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

2. Listen and say (p. 40, ex. 1).

Read the dialogues. Pupils listen and read.

After listening: 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.

PRACTICE

3. Listen and repeat (p. 40, ex. 2).

Tell pupils to look at the pictures. Ask them in their native language if they know what the people's jobs are.

Then read the words while pupils listen and read silently. Pupils read the words again, silently.

Write the words on the board and ask pupils if they can work out their meaning. Explain the meaning of the words using the pictures and translating if necessary.

Repeat the jobs chorally and individually.

Talk about the different jobs in their native language. Would any pupils like to do the jobs shown there when they grow up? Or are there other jobs they would like to do?

4. Ask and answer (p. 41, ex. 3).

Tell pupils to look at the pictures. Call out a letter and ask pupils to say what the person's job is, e.g., you say "letter a" and pupils reply "doctor". Repeat with all pictures.

Pair work: Pupils read the dialogue using the words from ex. 2. Then they take turns to ask and answer in the same way, using the pattern and the picture again.

Pupils act out the dialogue in pairs using the job words. One or two pairs act out the dialogue. Repeat with several different pupils.

READING AND WRITING

5. Follow and read (p. 41, ex. 4).

Ask pupils to look at the words in the exercise.

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

Pupils repeat each word 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 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 point to the phonetic symbols on the board.

Monitor the activity and help where necessary.

Draw pupils' attention to the words "man — men", "businessman — businessmen".

Explain that we use "man" in singular, and "men" in plural.

6. Listen and sing the song (p. 42, ex. 5).

Revise the personal and possessive pronouns, and the verb "to be". Use the table. Make sentences with them, using the patterns "I'm you're ..." and "My/your name is ..."

Tell pupils to look at the pictures on p. 42, ex. 1. Ask what they see. Pupils answer.

7. Ask and answer (p. 43, ex. 6).

Tell pupils to look at the pictures.

Read the words in the box. Call out a letter and ask pupils, "Where is the girl (she) / the woman (she) / the children (they)?" For example, you say "letter a" and pupils reply "The girl / She is at home." Repeat with all pictures.

Pair work: Pupils read the dialogue using the words in the box. Then they take turns to ask and answer in the same way, using the pattern and the pictures again.

Pupils act out the dialogue in pairs using the job words and the words in the box.

HOMEWORK

Portfolio Work: Draw your parents' (or other relatives' — grandparents' or aunts' and uncles') jobs.

Read p. 40, ex. 1; p. 41, ex. 4.

FURTHER PRACTICE

Lesson 7. МОЯ РОДИНА

■ навчальна: узагальнити граматичний і лексичний матеріал за темою «Я, моя сім'я та друзі», «Професії», практикувати мовні засоби за цими темами, формувати нави­чки вживання лексичних одиниць, удосконалювати компетенції читання, аудіюван-ня й усного монологічного мовлення, формувати навички узагальнення інформації, виділення інформації, самоконтролю;

• розвивальна: 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.

Обладнання: картки за темою «Я, моя сім'я та друзі», «Прийменники місця».

Хід уроку

WARM-UP

1. Silent dictation.

Hold up a picture of a job (or a photo). Pupils write down the word in their exercise books. Ask two or three pupils to write the words on the board. Check the words.

PRESENTATION

2. Listen and read (p. 44, ex. 1).

Before reading: Books open. Ask pupils to read the title. Ask, "What is this text about?" Pupils try to guess.

Ask pupils to look at the pictures.

Ask some questions, "Who is in the car? Why? What colour is the car? Who is the driver? Are grandparents in the car?" Read the text. Pupils listen and read silently. Repeat the sentences chorally and individually. Monitor the activity and help where necessary.

After listening: Ask some questions, "Who lives in the village? Do Kate and Tom live in the village? What do the children like?"

PRACTICE

3. Ask and answer (p. 44, ex. 2).

Tell pupils to look at the picture of ex. 1 again.

Pair work: Pupils read the dialogue and try to answer the questions using the information in the text.

Then they take turns to ask and answer in the same way, using the pattern and the pictures.

Pupils act out the dialogue in pairs.

One or two pairs act out the dialogue.

Repeat with several different pupils.

4. Talk about your doll's house (p. 45, ex. 3).

Ask pupils to look at the picture. Revise the furniture words and names of rooms. Use the flashcards.

Ask pupils to read the words from Box 1 in the exercise.

Ask pupils to read the words from Box 2 in the exercise.

Tell them that they are going to complete the dialogue using the words in the boxes.