Хід уроку

WARM-UP

1. Game "Disappearing Cards"

Stick from five to seven flashcards “British interesting places” on the board. Do choral repetition of the words. Then remove one of the flashcards in the sequence. Pupils chant the whole sequence of the 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 seven words on the board, then rubbing them out one at a time.

PRESENTATION

2. Listen and repeat (p. 22, ex. 1).

Pre-reading: Ask pupils to look at the pictures.

Say the words.

Drill each new word two or three times. Ask pupils to write these words down into their vocabularies. Do choral and individual repetition of every word.

Stick the pictures of these words on the board.

Ask pupils to write the words near the pictures.

Stick a table “Adjectives. Comparatives. Superlatives.” Look at the table and revise the rules. Write the words ‘warm-warmer’ on the board. Pay pupils’ attention to the form of the adjective. Continue in the same way with the other words. If you have suitable pictures, stick them on the board neat the words. You can use the words from the table too.

Draw pupils’ attention to the spelling of ‘hotter’ and ‘bigger’.

Ask pupils to write the comparative and superlative forms of the following words: ‘young’, ‘tali’, ‘dark’ and ‘long’ on the board.

PRACTICE

3. Read the letter (p. 23, ex. 2).

Tell pupils to listen to the letter. Read the text.

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

Post-reading: Ask pupils: “Who writes this letter? Where does Stepan live? What is the highest mountain in Ukraine? What is there in the photo?”

Pupils answer.

READING AND WRITING

4. Read and choose the correct words (p. 23, ex. 3).

Ask pupils to read the sentences and choose a suitable word. Pupils read and choose a suitable word. They can translate the sentences if it is necessary.

Individual or pair work: Pupils read the words silently to themselves or they work on them together in pairs. Pupils match suitable ones and fill in the gaps.

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

Then ask pupils to read the sentences in a chain. Ask weak pupils to translate some sentences into the native language.

Key: 1. are; 2. Hoverla; 3. Town; 4. is; 2. a photo.

5. Work in pairs. Complete and act out the dialogue (p. 24, ex. 4).

Pre-reading: Ask pupils to open the books and look at the dialogue. Ask them to read it in pairs and complete the missing sentences.

Pronounce the words clearly.

Do choral and individual repetition of difficult words. Follow the same procedure three or four times. Point at the photos of sights while you are reading the text.

While-reading: Then pupils read the text of the dialogue themselves in pairs. Do choral and individual repetition if it is necessary again.

Post-reading: Ask the questions: “What is the dialogue about? What are the children talking about?” and “How old is “Palanok”?”

Key: 1. How old is “Palanok”?. 2. Is it a big castle?

6. a) Write a letter to your penfriend about a famous place in your town / city /

village. Follow this order: (p. 24, ex. 5).

Read the instruction of the exercise. Explain to pupils that they are going to read a plan how to write a letter.

Read the plan. Ask pupils to look at Stepan’s letter as an example.

Make some notes about a famous place in your town / city / village on the board. Ask pupils to help you.

Ask some bright pupils to go to the board one by one and write a letter

to Den using the necessary notes about a famous place in your town / city /

village.

Ask pupils to use Stepan’s letter as a model.

b) Tell your classmates about a famous place in your town / city / village.

When the letter is written ask pupils to tell about a famous place in your town / city / village.

ENDING THE LESSON

7. Game “Back Pictures or Words"

Stick a poster “The City” on the board.

Divide the class into pairs. Get one child in each pair to sit with their back to their partner.

The other child chooses something on the poster and draws it with their index finger on their partner’s back. Their partner tries to guess what it is. The children then change roles and repeat the activity.

Home work

Read (p. 23, ex. 2).

Further practice

Use Workbook tasks at the lesson or at home.

Мета:

Клас

■ навчальна: активізувати та закріпити вивчений лексико-граматичний матеріал; удосконалювати вміння та навички аудіювання, читання, письма, усного мовлення; реагувати вербально на запитання, які вимагають як простих, так і складних відпо­відей; формувати в учнів комунікативну компетенцію, розвивати та удосконалювати написання речень з прикметниками у порівняльному та найвищому ступенях, діє­слова у минулому неозначеному часі;

• розвиваюча: 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, толерантно ставитись 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: картки за темами «Я, моя сім'я, друзі (місце проживання)», «Подорож», плакат "Му city".