Хід уроку

Warm-up 1. Drawоr stick weather pictures on the board: the pictures of the shining sun, falling raindrops, blowing wind, falling snow and clouds. Ask pupils to call out the weather words.

2.Flashcard Charade Game

Divide the class into groups of three or four. Give each group a flashcard (about weather), making sure that other groups don’t see. Explain that children must think of a way to mime their flashcard. Give them a minute or two to prepare. Each group then takes turns to do their mimes to the rest of the class and guesses each other’s flashcards.

PRESENTATION

3. Listen, point and say (p. 14, ex. 1)

Books closed. Read the poem. Pupils listen. Ask the pupils to open the books and look at the picture.

Pre-teach: learn the word “cool” explain its meaning in the mother tongue.

Ask pupils what they think the rhyme is going to be about. Pupils answer. Ask pupils to name the seasons they can see in the pictures. Ask questions “Where are the children in pictures 1, 3 and 6? What are they doing? Is the weather good in pictures 5 and 2?”

Read the lines of the rhyme. Pupils listen. If necessary, help them translate the words into their own language. Pupils listen and repeat after the teacher, first together and then individually.

Ask pupils to read the rhyme chorally. Keep the rhythm. Walk around helping pupils read correctly.

Then ask pupils to read the rhyme one by one if they like.

PRACTICE

4. Work in pairs. Ask and answer (p. 14, ex. 2)

Pair work

Ask pupils to read the questions and answers in pairs.

Monitor the activity and help where necessary.

Transfer: pupils fill the gaps in the dialogues three and four, using the words from the poem of exercise 1 to make true statements about themselves.

You can write the patterns on the board to help pupils make sentences. If you have some time you can ask pupils to write the sentences down in their exercise books. Ask some strong pupils to write sentences on the board too. Encourage pupils to make their own questions and answers too

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

READING AND WRITING

5. Choose and say (p. 15, ex. 3)

Ask pupils to read the questions. Pupils read and translate if it is necessary.

You can transform the answers into the table to help pupils to choose necessary answers. I can Play games in spring ride a bike in summer jump in autumn run I can play snowballs in winter ski skate

 

 

Pair work

Pupils answer the questions using the necessary information from the brackets.

6. Listen and read. Act out the dialogue (p. 15, ex. 4)

7. Ask pupils to listen and read the dialogue.

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

Pupils read and practise the sentences for a few minutes. Go round helping. Do choral and individual repetition. Monitor the activity and help where necessary.

Read it again and pause after each sentence. Read every sentence dramatically and tell pupils to repeat after you.

After reading: ask pupils “What season does Dan like? What about Ann? Why? What do the children usually do in summer/winter?”

Group work

Ask pupils to make the dialogue. Then ask pupils to act out the dialogue.

1. Transfer: pupils fill the gaps in the dialogue, using the words from the first dialogue to make true statements about themselves.

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

Ask some strong pupils to write sentences on the board too.

Pupils read and practice their dialogues in pairs. One or two pairs act out the dialogue.

Write another dialogue on the board changing the main words from the dialogue and underlining them. Ask the pupils to read the similar dialogue.

7. Write (p. 15, ex. 5)

Write the sentences on the board and finish them with different pictures. Pupils read the beginnings and name the pictures which they like. If you have enough time, you can ask pupils to write different sentences down in their exercise books. Ask some strong pupils to write sentences on the board too.

ENDING THE LESSON

Home work

Read(p. 14,ex.1)

Further practice

Use Workbook tasks at the lesson or at home

Урок № 5 Дата:

Тема: Погода.

Мета:

• навчальна: закріпити нові лексичні одиниці, активізувати вивчений лексико-грама­тичний матеріал, розвивати вміння та навички читання, письма, усного монологічного мовлення;

• розвивальна: розвивати логічне мислення, увагу та зорову пам’ять, спостережливість, удосконалювати фонетику та артикуляцію звуків, розвивати усні комунікативні уміння з опорою на наочність, вчити уважно стежити за презентованою інформацією, ефективно співпрацювати під час парної та групової роботи, мотивувати готовність брати участь в іншомовному спілкуванні, учити працювати у парі, логічно висловлювати думку;

• виховна: виховувати зацікавленість у розширенні своїх знань, використанні навчального матеріалу в житті, загальну культуру учнів, виховувати уміння концентруватися, слухатиінших, формувати доброзичливу атмосферу в класі, вчити культури спілкування сучасного цивілізованого світу.

Обладнання: таблиця «Пори року», «Погода», картки, пов’язані з порами року та погодою.