If necessary, translate some sentences into their native language.

READING AND WRITING

4. Look at the timetable and say (p. 49, ex. 3).

Look at Bill's timetable again. Ask about Bill's timetable, "What lessons does Bill have on Monday/Tuesday?", etc.

Ask pupils to complete the sentences using Bill's timetable.

If you have some time, you can ask pupils to write the sentences down in their exercise books.

Ask some strong pupil to write the sentences on the board.

ENDING THE LESSON

5. Speak about your timetable (p. 49, ex. 4).

Pair work: In pairs pupils take turns to say some sentences about their own timetables using the text in ex. 2.

HOMEWORK

Portfolio Work: Draw your timetable. Read p. 49, ex. 2.

FURTHER PRACTICE

Lesson 2. ШКІЛЬНІ ПРЕДМЕТИ. МІЙ УЛЮБЛЕНИЙ ПРЕДМЕТ

Дата

• навчальна: закріпити новий лексичний матеріал за підтемою «Шкільні предмети», практикувати мовні засоби за цією підтемою, формувати навички вживання нових лексичних одиниць, удосконалювати компетенції читання, аудіювання й усного мо­нологічного мовлення на задану тематику;

• розвивальна: уважно стежити за презентованою інформацією однокласників, 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 «Шкільні предмети».

Хід уроку

WARM-UP

1. Revise the classroom vocabulary and prepositions. Tell pupils, "Stand at the board, Max. Put your pen under the book. Go to the board," etc.

PRESENTATION

2. Listen and say (p. 50, ex. 1).

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

Ask questions about the characters on the page, "Who are these boys? Where are the boys going? What day is it today? What lesson does Nick like?" Then ask about their clothes, "What colour is Nick's suit/shirt? What colour are the shoes/trousers? What colour are the boys' bags?"

Introduce the words "counting" and "doing sums". Mime the word "counting" and do a sum on the board. Show the flashcards of the words if you have any and drill the new words. If pupils don't understand the meaning of the words, translate them into their native language.

Read the dialogues again.

Ask pupils to read and practise the dialogue 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. 50, ex. 2).

Ask pupils to look at the words in the exercise.

Tell them that they are going to revise the words containing the letters "ea", "a" and "u".

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 three 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 or in the books. Ask some pupils to point to the phonetic symbols on the board.

Monitor the activity and help where necessary.

Repeat chorally and individually.

Follow the same procedure three or four times with the word combination "do sums".

READING AND WRITING

4. Ask and answer (p. 50, ex. 3).

Ask pupils to look at the pattern of the dialogue.

Ask pupils to finish their answers using the table on the board.

Hike

Maths.

English.

Music.

Maths It

English Music

is my favourite subject.

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

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

Then read the second dialogue. Follow the same procedure with the dialogue.

When is

Reading? English? Art?

It is on

Monday.

Friday.

Wednesday.

6.

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

Listen and sing the song (p. 51, ex. 5).

Tell pupils to look at the picture on p. 51, ex. 5. Ask what they see. Pupils give different answers about the picture and about the people in it.

Tell pupils that they are going to learn the song about Miss Willkins and her pupils.

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

Translate the difficult words.

Say a line and tell pupils to repeat after you.

Sing the song chorally.

Mime the actions while reading the lines of the song again.

ENDING THE LESSON

"Bingo!" Game

Pupils make a grid of six squares. They write a number in each square. Call out numbers at random: if pupils have the number you call out on their grid, they tick it, or cross it off, or cover it with a small piece of paper. The first pupil to tick/cross/cover all six numbers on their grid calls out "Bingo!" and is the winner. This can also be played with words, e.g., school subjects, days of the week, animals, foods, toys, etc.

HOMEWORK

Portfolio Work: Write your timetable using the name of the month, dates, school subjects and the days of the week. Read p. 51, ex. 5.

FURTHER PRACTICE

Use Workbook tasks at the lesson or at home.

Lesson 3. НАШІ УЛЮБЛЕНІ ПРЕДМЕТИ

Мета:

• навчальна: закріпити новий лексичний матеріал за темою «Шкільні предмети», практикувати мовні засоби за темою «Шкільні предмети», формувати навички вжи­вання нових лексичних одиниць, удосконалювати компетенції читання, аудіювання й усного монологічного мовлення;

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

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

Обладнання: картки за темою «Шкільні предмети», плакат «Дієслово to be».

Хід уроку

WARM-UP