1. Start a day-of-the-week chain round the class.

2. "Anagrams race" Game

Divide the class into two teams. Each team makes up an anagram for any school object or school subject, e.g., "gba" (bag) or any other words, verbs or prepositions. Play two or three rounds of the game.

3. "Robot game"

Pupils pretend to be robots and do as you tell them. Say classroom commands. Pupils listen and perform the actions. Monitor the activity and help where necessary.

PRESENTATION

4. Listen and read (p. 52, ex. 1).

Books open. Read the text. Pupils listen and read silently.

Ask questions about Vicky, "Who's this? Is Vicky a schoolgirl? Does she go to school? What colour is Vicky's dress? What has she got in her hand? What colour is her school bag? What is her favourite subject?"

Pupils answer the questions using the text and the picture.

Ask pupils to read the text one by one.

Then ask all pupils to read the text. Optional activity "Disappearing cards" Game

Stick five "days of the week" flashcards to the board. Repeat the words chorally. Then remove one of the flashcards in the sequence. Pupils chant the whole sequence of six words, including the missing one. Repeat, removing another flashcard. Continue till there are no flashcards on the board and pupils are saying the whole sequence from memory. You can also play the game by writing five words on the board, then rubbing them out one at a time.

PRACTICE

5. Look at the table. Then ask and answer (p. 52, ex. 2).

Ask pupils to look at the children's timetable. Ask, "What are the children's names?"

Ask about the children's favourite days.

Pair work: Pupils find the information about the children's favourite days using the table. In pairs pupils take turns to ask and answer questions about the children's favourite days. 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.

6. Interview your classmate (p. 52, ex. 3).

Tell pupils they are going to answer questions about their favourite school subjects and their favourite days of the week. Ask pupils to look at the dialogue.

Ask a strong pupil the first question from the dialogue. The pupil answers. Help him/her if necessary.

Ask another question. Follow the same procedure. Ask some other pupils. Repeat chorally and individually.

Pair work: Pupils read and answer the questions using the pattern from ex. 2. Monitor the activity and help where necessary.

READING AND WRITING

7. Listen and sing the song (p. 53, ex. 4).

Tell pupils to look at the picture on p. 51, ex. 5. Ask what they see. Pupils give different answers about the pictures, school subjects and activities.

Tell pupils that they are going to learn the song about pupils' timetable.

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. Optional activity

"Memory game". Write words from the song 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 either say the word, or write it down if they can.

Optional activity

Write the words from any sentence of the song on the board, in jumbled order. Pupils write the words in the correct order in their exercise books.

ENDING THE LESSON

Read and sing the song again.

HOMEWORK

Portfolio Work: Write about your favourite lesson and what you usually do at the lesson.

Read p. 52, ex. 1.

FURTHER PRACTICE

Use Workbook tasks at the lesson or at home.

Клас

Мета:

• навчальна: презентувати новий граматичний матеріал і закріпити лексичний ма-

теріал за темою «Шкільні предмети», практикувати мовні засоби за темою «Шкільні

предмети», формувати навички вживання нових лексичних одиниць, удосконалю-

вати 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 «Шкільні предмети», плакат «Дієслово to be», плакат

«Present Simple. Negative*.

Хід уроку

WARM-UP

1. "Robot game"

Tell the class that you are a robot and you will do whatever they tell you. Pupils give you commands, e.g., "sit down", "touch your head".

2. "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

3. Listen and say (p. 54, ex. 1). Books open.

Before listening: Pre-teach the words "painting", "running", "jumping" and "singing". Mime the actions.

Read the sentences. Pupils listen and read.

Study the table "Present Simple. Negative". Read the negative sentence structure. Explain the rule in their native language if it is difficult to understand in English.

Write the sentences on the board.

Pupils read the sentences and decide which of the two verb forms is appropriate, "like" or "likes". If necessary, remind them that "likes / doesn't like" goes with "he" and "she".

Key: Nick doesn't like Art. He doesn't like painting.

Vicky doesn't like Sport. She doesn't like running and jumping.

Peter doesn't like Maths. He doesn't like counting and doing sums.

Jane doesn't like Music. She doesn't like singing.

Pupils may also be asked to write sentences in their exercise books and on the board.

PRACTICE

4. Talk with your friends (p. 54, ex. 2).

Pupils fill in the gaps in the sentences using "Do you like ...?" or "I don't ..." to make true statements about themselves.

Then pupils fill in the gaps using the sentence "He/She doesn't..." to make true statements about their friends.

5. Speak about your friends (p. 54, ex. 3).

Ask pupils to look at the sentences and make true statements about the likes and dislikes of their friends. Optional activity "Miming game"

Tell pupils to mime the actions they do at an English lesson for the other pupils to guess. If the task is rather difficult and you want to save the time of the lesson, stick some flashcard to the board for help.

6. Read and match (p. 55, ex. 4).

Ask pupils to look at the pictures. Ask questions about every picture, "What does he/she like doing?"

Then ask pupils to read word combinations and match them with the pictures.

Pupils may also be asked to write sentences in their exercise books and on the board. Pupils write the sentences and decide which of the two verb forms is appropriate, "like" or "likes". If necessary, remind them that "likes / doesn't like" goes with "he" and "she".

7. Look at the pictures. Then ask and answer (p. 55, ex. 5).

Pair work: Pupils read the questions and answer them using the actions of the children in the pictures and name the school subjects.

For example, Picture 1. "What lesson is it? — It is Art. — What do you do at this lesson? — We paint / draw pictures."

ENDING THE LESSON

8. "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.

HOMEWORK

Read p. 54, ex. 1.

FURTHER PRACTICE

Use Workbook tasks at the lesson or at home.

Lesson 5. МІЙ ДРУГ ЗА ЛИСТУВАННЯМ

Мета:

■ навчальна: закріпити 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 діалогічного 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 «Дозвілля», плакат «На уроці англійської мови».

Хід уроку

WARM-UP

1. "Bill's game".

Stick 8-10 flashcards from different lexical sets to the board. Revise the words. Give the children one minute to look silently and try to memorise the flashcards before removing them from the board. Pupils work in pairs and write a list of the flashcards they can remember. Check by eliciting answers from the whole class and writing a list on the board.

PRESENTATION

2. Listen and say (p. 56, ex. 1).

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

Ask questions about the characters on the page, "Who are they? Who is Kate's brother?" Then ask about the characters' bedroom, "What is near the desk? What is on the desk?"

Read the dialogue again.

Pupils read and practise 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. Listen and read (p. 56, ex. 2).

A letter to Bill. Books open.

Before reading: Pre-teach and drill the words "pen friend" and "fine" which the pupils have seen before.

Ask pupils to look at the e-mail in the exercise.

Ask them, "What is it? Is it a text? Is it a poem?" Get them to identify the type of text, "It is an e-mail." Ask pupils to point out the typical opening of a letter, "Hello Bill," and the typical ending of a letter to a friend, "Bye, Taras."

Ask pupils to read the e-mail. Pupils either read the e-mail from Taras individually or in pairs.

After reading: Ask pupils the questions from the letter and other questions orally, "What are Taras's favourite days? What is his favourite day? What do pupils do at English lessons?" Pupils may also be asked to write answers to the questions in their exercise books.

Read chorally and individually.

Ask pupils to read parts of the text again out loud. Help with pronunciation and sentence rhythm.

Monitor the activity and help where necessary.

Optional activity

'True or false?" Game

Hold a flashcard facing you and tell pupils you are going to say a true or a false sentence. Say a sentence about the card in your hand, e.g., hold a picture of a basketball and say, "I like playing tennis." If pupils think you are telling the truth, they call out "True!" If they don't, they call out "False!" Alternatively, pupils can perform a specified action. Reveal the flashcard in your hand, then ask a pupil to choose a flashcard without showing it to the other pupils. Ask the pupil to say a true or false sentence about the flashcard that he/she is holding. Continue until all of the words have been practised.

READING AND WRITING

4. Read and write out the true sentences (p. 57, ex. 3).

Pair work: Ask pupils to read the sentences and find the correct statements.

Pupils read and say if the sentences are true or false. Go round helping weaker pupils to read and work out the meaning.

After reading: Ask pupils to read the true statements. Ask pupils to match the true statements with the pictures.

Pupils may be asked to describe the pictures using the sentences from ex. 2 and3.

Key: 1. false; 2. true; 3. true; 4. false; 5. true; 6. true; 7. false; 8. true. Optional activity

Ask pupils to close their books. Say true or false sentences about the story episode (ex. 1) or text they have just read. Children listen to the statements and write "T" or "F" in their exercise books. Go through the answers with the class, reading out the sentences again, and asking pupils to call out "True!" or "False!"

5. Help Bill to write his answer (p. 57, ex. 4).

Ask pupils to help Bill to write the answer to Taras. You can write the e-mail together with pupils or go round helping weaker pupils to write the answer.

ENDING THE LESSON HOMEWORK

Portfolio Work: Write your e-mail to Bill or Taras. Read p. 56, ex. 1, 2.

FURTHER PRACTICE

Use Workbook tasks at the lesson or at home.

Lesson б. РОЗПОРЯДОК ДНЯ. ГОДИННИК Дата

Клас

Мета:

• навчальна: презентувати новий граматичний і лексичний матеріал за підтемою

«Розпорядок дня», практикувати мовні засоби за темою «Розпорядок дня», форму- вати навички вживання нових лексичних одиниць, удосконалювати компетенції чи-

тання, 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 «Розпорядок дня», плакат «Present Simplex.

Хід уроку

WARM-UP

1. Start a day-of-the-week chain round the class.

2. Write two or three of the following days-of-the-week anagrams on the board

for the pupils to work out in pairs: YARDIF (Friday), DANYUS (Sunday),

YODMAN (Monday).

3. Read e-mails to Bill or Taras.

PRESENTATION

4. Listen and repeat (p. 58, ex. 1).

Books open. Pre-teach the words "o'clock" and "to be over" by miming them. If pupils don't understand the meaning of the words, translate it into their native language.

Read out the sentences. You can use a demonstrative clock.

Pupils listen, look at the time on the clock and read the sentences.

Point out that you use "at" with times of the day.

Pupils read and practise the pronunciation.

Read chorally and individually.

Ask pupils to read parts of the text again out loud. Help with pronunciation and sentence rhythm.

Monitor the activity and help where necessary.

PRACTICE

5. Listen and read (p. 58, ex. 2).

Ask pupils to look at the pictures in the exercise. Point out what Nick does in the morning before nine o'clock.

Read the sentences pointing to the pictures and the clock. Mime the

actions if necessary. Also point to the table "Present Simple" and draw pupils'

attention to the verbs "goes", "dresses", etc. Explain the rule in their native

language.

Repeat chorally and individually.

Pair work: In pairs pupils take turns to ask and answer questions about Nick's morning using the model questions and answer them. Write down the questions on the board:

When does Nick

What time does Nick

wake up? go to school? have breakfast? wake up? go to school? have breakfast? start lessons?

Ask questions about pupils' own morning using the same question and answer patterns from the exercise. Optional activity

Ask pupils to close their books. Say true or false sentences about the story episode or reading text that they have just read. Children listen to the statements and write "T" or "F" in their exercise books. Go through the answers with the class, reading out the sentences again, and asking pupils to call out "True!" or "False!"

READING AND WRITING

6. Listen and read (p. 59, ex. 3).

Ask pupils to look at the words in the exercise.

Tell them that they are going to listen to the sound /i:/ and read the two model words containing the letters "ea" and "ee". The letters are different but they are read in the same way.

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 letter combinations clearly.

Point to them again and say each sound for the class to repeat.

Repeat chorally and individually.

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

Read the sentences with the new words. Pupils listen and repeat after you.

Monitor the activity and help where necessary. You can translate the difficult sentences into their native language or mime the actions clearly.

7. Tell the class what you do in the morning (p. 59, ex. 4).

Ask pupils to make sentences about morning routine using the sentences from ex. 3. Then tell the class what they do in the morning.

Ask to begin with the words "I wake up at... o'clock. Then I..."

ENDING THE LESSON

8. "Bill's game".

Stick 8-10 flashcards from different lexical sets to the board. Revise the words. Give the children one minute to look silently and try to memorise the flashcards before removing them from the board. Pupils work in pairs and write a list of the flashcards they can remember. Check by eliciting answers from the whole class and writing a list on the board.

HOMEWORK

Read p. 58, ex. 2, 3.

Make a demonstrative clock.

FURTHER PRACTICE

• навчальна: презентувати новий граматичний і лексичний матеріал за темою «Роз­порядок дня», практикувати мовні засоби за темою «Розпорядок дня», формувати навички вживання введених лексичних одиниць, удосконалювати компетенції чи­тання, аудіювання й усного монологічного мовлення, формувати в учнів комуніка­тивні компетенції;

• розвивальна: уважно стежити за презентованою інформацією, ефективно співпра­цювати під час парної та групової роботи, розвивати мовні, інтелектуальні, пізна­вальні здібності учнів, мотивувати готовність брати участь в іншомовному спілку­ванні, бажання до подальшого самовдосконалення, розвивати мовну здогадку;

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

Обладнання: картки та плакат за темою «Розпорядок дня».

Хід уроку

WARM-UP