Хід уроку

WARM-UP

1. Revise jobs by doing a picture dictation. Stick 6-8 pictures on the board and number them. Call out a number, and tell pupils to write down the jobs that person is doing. For example, you say number 3 and pupils write “zoo-keeper”.

PRESENTATION

2. Listen, point and say (p. 52, ex. 1)

Before reading: tell pupils to look at the pictures. Ask them in the mother tongue if they know what these people’s jobs are. Tell pupils to look at the pictures. Call out the number and ask pupils to say what the person’s job is, e.g. you say “number 2” and pupils reply “doctor”. Do the procedure with all pictures.

Then ask pupils to read an example about the first job.

Ask pupils to describe the second picture, “Number 2 is a doctor. She helps people.” Use the pattern from exercise 4, page 51.

Then describe other jobs, “Number 3 is a teacher. She teaches children. Number 4 is a cook. He cooks. Number 5 is a driver. He drives a car.”

If you have enough time, ask pupils to write down the sentences on the board and in pupils’ exercise books.

Then read the sentences again while pupils listen and read silently. Do choral and individual repetitions of the jobs. Talk about the different jobs in the mother tongue. Would any pupils like to do the jobs shown here when they grow up? Or are there other jobs they would like to do?

PRACTICE

3. a) Read and act out the dialogue, (p. 52, ex. 2)

Read the dialogue. Pupils listen and read. Stop reading after each section of the dialogue and ask questions “What is Dad’s job? Does he drive a bus? Does he like his job?”

Pai work

Pupils read the dialogue. Then they take turns to ask and answer in the same way, using the pattern and the pictures from exercise 1.

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

1. b) Ask and answer

Pair work

Pupils read the questions and give their own answers.

Then they take turns to ask and answer in the same way using the pattern. Pupils act out the dialogues in pairs using the job words. One or two pairs act out the dialogue*and so on.

Repeat with several different pupils. Read the dialogues. Pupils practice the dialogue in pairs.

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

4. Look and say (p. 53, ex. 3)

Look at the pictures. Read the sentences. Pay pupils’ attention to adverbs of frequency and time expressions with the present simple.

Drill the pronunciation of adverbs of frequency and time expressions with the present simple.

Ask pupils to make some other examples too using the pictures. Then read the sentences.

If you have got some time they can write the sentences into their exercise books. –

Extra

Stick the family cards to the board. Revise family words using the flashcards: mother, father, daughter, and son.

Point to the flashcards so that the whole class can see it. If necessary, walk round the room and show them to the pupils. Pronounce every word clearly.

Do choral and individual repetition. Follow the same procedure three or four times.

Write the words and stick the flashcards under the words. Ask the pupils to say the letters of the words. Draw the pupils’ attention to the word “daughter”.

When you have practiced these four words thoroughly, teach the other four words: aunt, uncle, nephew, niece and cousin. Use the flashcards and follow the same procedure.

READING AND WRITING

5. Play a game. Mime a profession. Let your friend guess what it is. (p. 53, ex. 4)

Ask pupils to look at the picture and read the dialogue. Explain pupils they are going to play a game “Guess my profession.” Mime cooking food e.g. a cake or doing an action e.g. dance. Children guess what you’re doing and call out the name. Repeat the procedure and, if appropriate, invite children to take turns to come and stand by you and mime to the rest of the class.

Then write the professions on the board.

6. Write about your parents. Start like this (p. 53, ex. 5)

Read the text. Pupils listen and repeat after you.

Then ask pupils to write their own variants about their parents. Go round helping.

ENDING THE LESSON

Picture Activity Game

Use pictures to play a matching game. Draw job pictures on the board, or stick pictures cut from magazines or newspapers to the board. Write the words at the other end of the board. Pupils match pictures and words by drawing a line, e.g., from the picture of a doctor to the word “doctor”.

Home work

Read(p. 52,ex.2)

Activity bank: Write about your parents and their professions.

Урок № 25 Дата:

Тема: Підсумко-вий урок з теми «Я, моя сім’я та друзі»

Мета:

• навчальна: активізувати та закріпити вивчений лексико-граматичний матеріал, вдо­сконалювати вміння та навички аудіювання, читання, письма, усного мовлення, ре­агувати невербально на запитання, які потребують простих відповідей, формувати в учнів комунікативну компетенцію, закріпити прислівники способу дії та вживан­ня їх у мові з опорою на текст, розвивати й удосконалювати мовленнєві компетенції;

• розвивальна: вчити уважно стежити за презентованою інформацією, ефектив­но співпрацювати під час парної та групової роботи, мотивувати готовність брати участь в іншомовному спілкуванні, мотивувати бажання до подальшого самовдос­коналення у галузі володіння іноземною мовою, розвивати мовну здогадку;

• виховна: зацікавити учнів темою уроку, привернути їхню увагу до вивченого мате­ріалу, допомогти їм бути розкутими у спілкуванні, виховувати толерантне 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: таблиці «Дієслово to be», картки та плакати до теми «Моя сім’я».

Хід уроку

WARM-UP

1. Play “Wind the Bobbin Up” using the movements or commands, e.g., “sit down”, “touch your head”.

2. Rhyming Words Game

Put two or three phonics cards up 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 these words.

Call out other words from the phonics lessons which rhyme with these words.

Children point to the words on the wall. With a strong class, you may 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 may call out both the words on the cards and words which rhyme with them.

PRESENTATION

3. Fill in as in the example (p. 54, ex. 1)

Tell pupils they are going to change the subject pronouns into possessive pronouns.

Stick the table and read the pronouns in pairs.

I	— my	It — its
You	— your	We — our
He	— his	You — your
She	— her	They — their

 

 

Read the example. Pupils repeat and point to the necessary pronouns. Read the sentences and change the pronouns in the brackets using the table. Ask pupils to open the exercise books and write down the sentences.

PRACTICE

4. Change the sentences as in the example (p. 54, ex. 2)

Tell pupils they are going to change the sentences in singular into plural. Revise demonstrative pronouns “this” and “that” into “these” and “those”.

Revise the verb “to be”. Remember or explain again when pupils can use them. If pupils have difficulties, explain this rule in the mother tongue. , Read the sentences in singular and change the necessary words into plural.

READING AND WRITING

5. Read and guess the jobs. Write (p. 54, ex. 3)

Pupils read the texts in silence. If it is necessary translate them into the mother tongue.

Then read the texts again. Pupils either read the texts silently to themselves or they work on them together in pairs.

Check up the endings of every text. Go round helping. Do choral and individual repetition.

After reading: ask pupils the questions “What is Tom’s father’s job? What is Ann’s mother’s job? What is Dan’s father’s job?”

Pupils may also be asked to write answers to the questions in their exercise books.

Do choral and individual reading again. Ask students to read parts of the text again aloud. Help with pronunciation and sentence rhythm especially. Monitor the activity and help where necessary.

6. Choose and answer (p. 55, ex. 4)

Pair work

Ask pupils to read the questions and choose the answers in pairs.

Monitor the activity and help where necessary. Do choral and individual repetition.

Ask pupils to read and practice their questions and answers for a few minutes. Go round helping.

One or two pairs read or act out these questions and answers.

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

Repeat with several different pupils.

Transfer: encourage pupils to make their own questions and answers too.

Write some sentences in pupils’ exercise books if you have enough time.

7. а) Speak about some professions. Why are they important? Write down a table about different professions.

Ask pupils to read and make sentences about professions. A teacher     teaches children.

A doctor                  feeds the animals and grows vegetables.

A farmer            helps sick people.

A baker              drives a bus or a taxi,

A driver             cooks bread.

1. b) Project work. Make a poster about professions you like.

Group work

Give pupils a lot of pictures of different professions. Pupils choose professions they like and stick them on a sheet of paper.

Then ask to describe the pictures using different information from the lessons.

Monitor the activity and help where necessary.

ENDING THE LESSON

Home work

Read (p. 54, ex. 3)

Урок № 26 Дата:

Тема: Зовнішність людини.

Мета:

• навчальна: ознайомити з новими лексичними одиницями, активізувати уже вивче­ний лексико-граматичний матеріал, розвивати вміння та навички читання, письма, усного мовлення;

розвивальна: розвивати логічне мислення, увагу та зорову пам’ять, спостережли­вість, удосконалювати фонетику та артикуляцію звуків, розвивати усні комунікатив­ні уміння з опорою на наочність;

виховна: виховувати зацікавленість у розширенні своїх знань, загальну культуру учнів.

Обладнання: таблиця за темою «Зовнішність», лялька.

Хід уроку

WARM-UP

1. Play one or two rounds of the Spelling Shark with any new words from the previous unit, especially the jobs.

PRESENTATION

2. a) Listen and repeat (p. 56, ex. 1)

Read and then drill the new words shown in the picture of a girl: “Touch your own hair, eye, nose”, etc. as the pupils listen and repeat.

Ask “What’s this?” as you point at the parts of the face. Pupils answer. Pupils take turns to read out the words for the parts of the face. Help with pronunciation.

Use the doll pointing to the parts of the face, b) Point and say (p. 56, ex. 2)

Pupils take turns to point at the parts of the face.

Revise demonstrative pronouns “this” and “that”, “these” and “those”. Revise the verb “to be”. Remember or explain again when pupils can use these words. If pupils have difficulties, explain this rule in the mother tongue. Help with pronunciation, singular and plural.

Point out that the word “eye” refers to one eye and that the word “eyes” refers to both eyes together.

Do the same procedure with the other parts of the face.

Extra

Odd One Out Game

Stick the poster “My Appearance” on the board. Say groups of three or four words, including one which is not on the poster.

Children listen and identify the word that isn’t on the poster. In pairs children then prepare a group of words based on the poster in the same way. They take turns to say their words to the class and identify the odd one out.

PRACTICE

3. Read and act out (p. 56, ex. 2)

Ask the pupils to look at the picture. Then ask the questions: “Who can you see? What do the girls have?”

Read the dialogue. Pupils listen and point at the doll. Ask the question “Who has got a doll?” pupils answer.

In pairs pupils read and practice the dialogue.

Act out the dialogue. Repeat with different pupils, but this time let the pupils choose a partner to act it out with.

Repeat with several different pupils. Ask the pupils to imitate the sounds and mime the actions.

Help or correct the pupils if they have difficulties.

READING AND WRITING

4. Read (p. 57, ex. 3)

Pupils listen and read the text in silence and point at a teddy bear’s parts of the face.

Read the text again. Pupils either read the text silently to themselves or they work on it together in pairs.

Then pupils read the text in a chain. Ask to translate difficult sentences into the mother tongue.

Go round helping. Do choral and individual repetition.

After reading: ask pupils the questions “What colour are the eyes? Is the teddy’s nose white? What colour is the teddy? How many ears has the teddy got?”

Pupils may also be asked to write answers to the questions in their exercise books.

Do choral and individual reading again. Ask individuals to read parts of the text again aloud. Help with pronunciation and sentence rhythm especially. Monitor the activity and help where necessary.

5. Agree or disagree (p. 57, ex. 4)

Pair work

Ask pupils to read the sentences in the exercise and answer “True” or “False” about Tom’s teddy bear in the exercise 3.

Tell them that they are going to agree or disagree with the sentences. Pupils read and choose the correct sentences. Monitor the activity and help where necessary.

If pupils don’t understand the meaning of some words translate them into the mother tongue.

Extra

Stop Game

Divide the class into teams. Describe the poster “My Appearance” orally deliberately including some incorrect information. Children listen and call out “Stop!” when they hear a mistake. If they are right, their team scores one point; if they can correct the mistake they score an extra point.

6. Choose and write. Describe your toy (p. 57, ex. 5)

Ask pupils to look at the pictures. Ask “What do you see?” Pupils answer. Ask pupils to choose one toy and describe it using the beginnings of the sentences.

Tell pupils they can use the necessary information from exercise 3.

ENDING THE LESSON

Home work

Read (p. 56, ex. 2)

Урок № 27 Дата:

Тема: Опис зовнішності. Розвиток навичок монологічного мовлення.

Мета:

• навчальна: презентувати новий лексико-граматичний матеріал, активізувати ви­вчений лексико-граматичний матеріал, формувати навички вживання лексичних одиниць на базі мовних зразків, вдосконалювати компетенції читання, аудіювання й усного монологічного мовлення;

• розвивальна: розвивати усні комунікативні уміння з опорою на наочність, уважно стежити за презентованою інформацією; ефективно співпрацювати під час парної та групової роботи;

• виховна: виховувати уміння концентруватися, слухати інших, формувати доброзич­ливу атмосферу в класі, виховувати зацікавленість у розширенні своїх знань, за­гальну культуру учнів.

Обладнання: таблиці «Зовнішність. Частини тіла», лялька.

Хід уроку

WARM-UP

1. Play a simple “Draw, fold and pass” game like this

Each pupil has a blank sheet of paper. Give an instruction: “Draw the head. Draw the nose, the eyes, and the mouth.” Pupils draw a head with eyes, nose and mouth. They then fold over the top of their paper to cover the head they have drawn, and pass on the paper to their neighbours.

Give other instructions (…the body …the arms …the hands, etc). Pupils draw, fold, and pass the paper to their neighbor each time.

After drawing the feet, pupils unfold the whole drawing and describe the one they have using the adjectives they know.

PRESENTATION

2. Listen and point (p. 58, ex. 1)

Teach and then drill the new words shown in the pictures. If the pupils have difficulties, translate the words into their native language.

Pupils take turns to read out the words. Help them with pronunciation.

3. Complete and say (p. 58, ex. 2)

Pupils have to complete the sentences using the information from exercise 1. Ask pupils to make sentences orally. Then ask strong pupils to go to the board and write down these sentences on it. Others have to write them down into their exercise books.

Key:

Ann has got long fair hair.

Dan has got short dark hair.

Tom has got short red hair.

Roman is tall and thin.

Kim is slim.

Jack is short and plump.

Extra

Ask pupils to describe their classmates using the new word combinations and examples from exercise 2.

PRACTICE

4. Read (p. 59, ex. 3)

Books open. Ask pupils to look at the photo. Ask “How many boys can you see? Are they friends? Are they happy? What are they doing?”

Before reading: pre-teach the new word “freckles” and “red hair”. Drill the pronunciation of the new words.

Read the text. Pupils listen and read the text in silence.

Read the text again.

Then pupils read the text in a chain. Ask to translate difficult sentences into their mother tongue.

Go round helping. Do choral and individual repetition.   .

After reading: ask pupils the questions “What are the boys’ names? What colour is Dan’s/Tom’s hair? What colour are Dan’s eyes? Is Tom’s hair short?” Pupils may also be asked to write answers to the questions in their exercise books.

Do choral and individual reading again. Ask individuals to read parts of the text again aloud. Help with pronunciation and sentence rhythm especially. Monitor the activity and help where necessary.

READING AND WRITING

5. Answer the questions (p. 59, ex. 4)

Read the text of exercise 3 again.

Pair work

Ask pupils to read the questions and answers in pairs.

Monitor the activity and help where necessary. Do choral and individual repetition.

Ask pupils to read and practice their questions and answers for a few minutes. Go round helping.

One or two pairs read or act out the dialogues using the questions and answers.

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

Repeat with several different pupils.

Transfer: encourage pupils to make their own questions and answers too. Write some sentences in pupils’ exercise books if you have enough time.

6. Choose and say (p. 59, ex. 5)

Tell pupils they are going to describe themselves.

Ask pupils to read the sentences and choose the words which are suitable for them. Ask pupils to write them down in their exercise books.

Pupils write them down. Then ask pupils to read their descriptions one by one. Extra

Mime the Flashcard Game

Hold up flashcards in turn and say the parts of the face. Children do a mime in response e.g. they can pretend to comb hair, to wash a face, touch a nose, etc. Then do mimes of different flashcards yourself or invite individual students or pairs of children to take turns to do this. Children watch and call out the parts of the face.

7. Write about yourself. Use the words from exercise 5 (p. 59, ex. 6)

Tell pupils they are going to do this exercise at home. Remember they can use the sentences from exercise 5.

ENDING THE LESSON

Learn a poem

My face is oval, my eyes are blue,

My hair is fair. Am I like you?

Home work

Read (p. 59, ex. 3)

Write (p. 59, ex. 6)

Урок № 28 Дата:

Тема: Опис зовнішності казкового героя.Контроль мовлення.

Мета:

• навчальна: повторити вивчені раніше лексичні одиниці, питальні структури з дієсло­вом “Иауе/ЬаБдоГ, активізувати граматичний матеріал, розвивати вміння та навички читання, письма, усного мовлення, вміння вести бесіду, слухати співрозмовника;

• розвивальна: розвивати різні типи пам’яті — слухову, зорову, оперативну, учити працювати у парі, групі, логічно висловлювати думку, вміння спілкуватися, підтри­мувати високий рівень мотивації до вивчення англійської мови, розвинути і допов­нити лексичний запас за темою «Зовнішність. Частини тіла»;

• виховна: виховувати культуру співбесіди, взаємоповагу та любов до англійської мо­ви, виховувати зацікавленість у розширенні своїх знань, загальну культуру учнів.

Обладнання: таблиці «Зовнішність. Частини тіла», лялька.

Хід уроку

WARM-UP

1. Play the game “Simon Says”. Call out instructions for the whole class. If you start the instruction with the phrase “Simon says”, the class should follow the instruction, but if you don’t say “Simon says”, they shouldn’t, and any pupil who does the action is out. Play the game until only one pupil is left.

2. Describe your friend.

PRESENTATION

3. a) Listen and read (p. 60, ex. 1)

Teach and then drill the new words shown in the picture. If the pupils have difficulties, translate the words into their native language.

Pupils take turns to read out the words. Help them with pronunciation.

Extra

Learn a rhyme.

I have two legs with which I walk,

I have a tongue with which I talk.

Two ears for hearing, one mouth for talking,

One head for thinking, two legs for walking.

1. b) Say

Teach and then drill the new words shown in the picture of a girl: “Touch your arm, knee, leg”, etc. as the pupils listen, repeat and touch.

Ask “What’s this?” as you point at parts of the face and body again. Pupils answer.

Pupils take turns to read out the words for the parts of the face and body. Help with pronunciation.

Pay pupils’ attention to the grammar box. Point out that the word “foot” refers to one foot and the word “feet” refers to both feet together. Do the same with “a tooth — teeth”. Show flashcards with these words.

Ask pupils to read the examples. Then ask to complete the sentences using the new words.

Repeat with several different pupils. Pupils describe their body and point at parts of the face and body.

PRACTICE

4. Look at the pictures and say (p. 60, ex. 2)

Look at the pictures. Ask pupils to name the toys (a doll, a robot, a toy dragon). Describe the doll. Pupils listen.

Then ask one pupil to read an example. Ask the question “What toy is it?” Ask pupils to make some other examples too using the pictures. To short the time, write them down on the board. If you have got some time you can write the sentences into pupils’ exercise books..

5. Ask and answer (p. 61, ex. 3)

Pair work.

Pupils read the questions and give their own answers.

Then they take turns to ask and answer in the same way using the pattern. Write a table with questions on the board to help the pupils make questions.

How many heads	has a doll qot?
How many hands	has a robot qot?
How many leas	has a toy draqonqot?
How many eves
How many feet
How many arms
How many ears
How many shoulders
How many finqers

 

Pupils practice the dialogue in pairs. Ask pupils to act out the dialogues in pairs using the body words.

One or two pairs act out the dialogue, and so on. Repeat with several different pupils.

READING AND WRITING

6. Listen, sing and point (p. 61, ex. 4)

Revise the body flashcards. Stick them to the board.

Ask the pupils to answer your question and point at the pictures: “How many fingers/toes/legs/arms do you have?”

Then ask “What’s this?” as you point at parts of the face and body again. Pupils answer.

Read the lines of the song. Pupils listen.

Read again, pausing after each sentence. Do choral and individual repetition.

Tell the pupils to stand up. Let the pupils repeat the actions after you.

Ask the pupils to sing the song. If pupils have difficulties, translate the difficult words.

Sing the song together and do the actions again. Ask the pupils to repeat after you.

7. Complete and write (p. 61, ex. 5)

Pupils have to complete the sentences about a toy dragon using the information from exercise 2.

Ask pupils to make sentences orally.

Then ask strong pupils to go to the board and write down these sentences on it. Others have to write them down into their exercise books. Read the text with several different pupils.

Ask the pupils to describe the toy individually. Help or correct the pupils if they have difficulties.

ENDING THE LESSON

8. Ask pupils to show their favourite toys. Explain to the pupils that they have to describe their toys.

Describe a doll: “Look, this is a doll. It’s got a round face, a small nose and rosy cheeks. Its hair is long and fair. Its eyes are big and blue. It’s pretty.”

Ask the pupils to describe the doll individually. Help or correct the pupils if they have difficulties.

Home work

Read (p. 61, ex. 4, 5)

Activity bank: Draw it and describe a favourite toy.

Урок № 29 Дата:

Тема: Вивчення тематичного тексту. Контроль читання.

Мета:

• навчальна: закріпити граматичний і лексичний матеріал за темами «Я, моя сім’я та друзі», «Зовнішність», практикувати мовні засоби за темами «Я, моя сім’я та друзі» та «Зовнішність», формувати навички вживання лексичних одиниць, вдосконалювати компетенції читання, аудіювання й усного монологічного мовлення;

• розвивальна: вчити 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 у парі, логічно висловлювати думку;

• виховна: виховувати уміння концентруватися, слухати інших, формувати доброзич­ливу атмосферу в класі.

Обладнання: таблиці «Зовнішність. Частини тіла», лялька.