If it is difficult to complete the dialogue, write the table on the board.

sit and read a book? Where can your doll watch TV?

on the sofa, on the carpet, at the table.

eat?

read a book

She can play games

eat

It is in the living-room. Where is it? It is in front of the tv set.

It is next to the kitchen.

Pupils use the patterns and complete the dialogue.

Repeat chorally and individually.

Monitor the activity and help where necessary.

READING AND WRITING

5. Listen and say the rhyme (p. 45, ex. 4).

Revise the family words and names of the toys using the topical flashcards. Ask pupils to look at the picture. Read the rhyme. Pupils listen.

Ask pupils to read the rhyme after you. While they are reading, ask them to point to the members of the family and toys. Pupils read and point to the pictures. Tell pupils that they are going to learn the rhyme.

Read the words of the rhyme again, pausing after each line. Pupils repeat the lines chorally and individually.

Say a line and tell pupils to repeat after you again.

Say the rhyme chorally. Optional activity

"Odd one out" Game. Write four words on the board, three of which belong to a lexical set (e.g., animals, colours, food, toys) and one does not. Pupils have to say which one does not fit into the set (e.g., "egg", "apple", "bear", "banana" — the odd one out is "bear", as it is not a kind of food). This can also be played with drawings or pictures on the board.

ENDING THE LESSON

"Yes or no" Game. Play with the whole class and/or pupils play in pairs. You can use furniture words and names of the rooms in the house or job words. Pupils place the vocabulary cards face down in a pile in front of them. Pupil A turns over the first card, holds it up to Pupil B and says, e.g., "Is it a sofa?" Pupil B says, "Yes, it is." or "No, it isn't. It's a bed." depending in the picture. If Pupil B responds correctly, he/she keeps the card and has the next turn. The pupil with the most cards at the end of the game wins.

HOMEWORK

Read p. 44, ex. 1; p. 45, ex. 4.

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;

• розвивальна: розвивати мовленнєві компетенції, комунікативні здібності учнів, розвивати навички аудіювання та діалогічного мовлення; узагальнити й система­тизувати лексичні одиниці за темами «Я, моя сім'я та друзі», «Професії», «Особові та присвійні займенники», «Прийменники місця»;

• виховна: зацікавити учнів темою уроку, привернути їхню увагу до вивченого мате­ріалу, допомогти їм бути розкутими в спілкуванні, учити толерантного ставлення 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, плакати за темою «Я, моя сім'я та друзі», «Професії», «Прийменники місця».

Хід уроку

WARM-UP

1. Write the new words from the unit on the board. Pupils hold up or stick/draw the appropriate pictures on the board.

PRESENTATION

2. Draw a plan of your house (p. 46, ex. 1).

Ask pupils to look at the picture and the plan of the house. Pupils listen, look and answer your questions, "Is it a living-room / a bedroom?"

Ask about the furniture, "Can you see a bed / a computer / a sofa / a chair?"

Ask pupils to complete the text using the prepositions.

Pair work: Pupils practice reading the text.

One or two pairs read the text one by one.

Repeat with several different pairs.

Then ask pupils to use the plans of their bedrooms.

Optional activity

3. "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.

4. Draw your family tree and have a talk about it (p. 46, ex. 2).

Ask pupils to look at the picture and say what relatives there are in the family tree.

Revise the family words.

Pair work: Ask pupils to describe their family trees. While a pupil is describing his/her family tree, the other pupils ask questions about his/her family using the questions from the dialogue.

Then pupils act out the dialogues in pairs. One or two pairs act out the dialogue. Repeat with several different pupils.

PRACTICE

5. Ask and answer questions about your / your friend's parents (p. 47, ex. 3).

Stick pictures of different jobs to the board. Ask pupils to look at the pictures.

Ask some questions: "What profession is it? Is this man a teacher / doctor / driver?", etc.

Ask pupils to read the dialogue. Repeat chorally and individually. Pair work: Pupils read the dialogue and complete it using the job words. Then pupils act out the dialogues in pairs. One or two pairs act out the dialogue. Repeat with several different pupils.

6. Read the letter (p. 47, ex. 4).

A letter from Sally. Books open.

Before reading: Pre-teach and drill the words "pen friend" and "builder". Pupils have seen them before.

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 point out the typical opening of a letter, "Hello!" and the typical ending of a letter to a friend, "Bye, Sally."

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

After reading: 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.

ENDING THE LESSON

"Miming game"

Mime eating some food, e.g., a banana / an apple or performing an action, e.g., dancing. Pupils guess what you're eating or doing and call out the name. 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 and answer the questions (p. 47, ex. 4).

FURTHER PRACTICE

Use Workbook tasks at the lesson or at home.

Unit 3. WELCOME BACK TO SCHOOL

Дата Клас