Lesson 1. Дні тижня та навчальні предмети

Мета:

• навчальна: презентувати новий лексичний матеріал за темою «Шкільне життя», практикувати мовні засоби за темою «Шкільне життя», формувати навички вжи­вання нових лексичних одиниць, удосконалювати компетенції читання, аудіювання й усного монологічного мовлення, збільшити обсяг знань про соціокультурну спе­цифіку мови країни, що вивчають, удосконалювати вміння будувати своє мовне ви­словлювання, мовну поведінку адекватно до цієї специфіки;

• 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, учити працювати в парі, ло­гічно висловлювати думку;

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

Обладнання: картки за темою «Шкільне життя».

Хід уроку

WARM-UP

1. "Associations" Game

Say the name of any of the four rooms in the house. Pupils work in pairs, trying to think of and write down within a two-minute period as many words they associate with that room as possible, e.g., kitchen — food (and any food words), table, eat, etc.; bathroom — water, hands, teeth, clothes, etc.

PRESENTATION

2. Listen and say (p. 48, ex. 1).

Books open. Read the dialogues. Pupils listen and read.

Ask questions about the characters on the page, "Who's this? Where are the boys? Who is at the board?" Then ask about their clothes, "What colour is Miss Willkins's dress? What colour are the boys' bags?"

Introduce the word "timetable". Point to pupils' timetable in their diaries. Say, "This is your timetable. Point to the picture of the timetable in the book on page 49 and drill the new word. If pupils don't understand the meaning of the word, translate it into their native language.

Read the dialogues again.

Pupils read and practise their part in the story for a few minutes. Go round helping.

One or two pairs read or 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. 48, ex. 2).

Books open. Pupils listen and follow the chant in their books. Repeat one or two times. Pupils listen and begin to chant and clap along with the teacher's voice.

After listening: Ask pupils what they think the seven names must be. Confirm or correct their guesses. Point out how the names for the days of the week all begin with a capital letter in English. Drill the new words.

Repeat chorally and individually.

Monitor the activity and help where necessary.

Start a days-of-the-week chain round the class. Pupils say the names of the days in turn or at random depending on who you point to as fast as possible. They are "out" if they hesitate or say the wrong word. Do this once with their books open, and then repeat with the books closed.

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

Write the phonetic symbols on the board.

Pupils repeat two or three times after you. Draw their attention to the difference between the letter combinations.

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. Reading: "Bill's timetable".

Books open. Pre-teach the words Maths, English (say, "This is an English lesson. You are not at your Maths lesson now.") Also teach the names of the different school subjects by pointing to each of the subjects. Drill the new words. Point out that you use "on" with days of the week and "at" with times of the day.

Read the text. Pupils listen and read.

Tell pupils that they are going to read the text.

Read the text again, pausing after each sentence. Pupils repeat the sentences chorally and individually pointing to days of the week and subjects in the timetable.