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WARM-UP

1. Ask individual pupils “Where do you live, (Max)?” help them to say where they live in the same way: “I live at ...” (their own address) and drill the question “Where do you live?” two or three times.

Ask pupils to write their address in their exercise books and ask two or three pupils to write their addresses on the board.

PRESENTATION

2. a) Listen and complete the text (p. 29, ex. 1).

Write the sentences with the gaps on the board.

Ask pupils to complete the sentences using the words from the box.

Pair work: Pupils in pairs read the parts of the sentences and fill in the gaps. Then ask pupils go to the board and complete the sentences.

Monitor the activity and help where necessary.

Key: 1. three-; 2. large; 3. third; 4. bedroom; 5. kitchen, bathroom.

b) Write the correct information.

Tell pupils they are going to read the sentences and correct them using the information from the text about the Parkers.

Ask a pupil to read the example and find a mistake in it. Then ask pupil read this sentence without a mistake using the correct word.

Ask another pupil to read the next sentence and find a mistake. Then ask him / her to go to the board and write a correct sentence on it.

Other pupils write this sentence in their exercise books. Do the same procedure with different pupils.

Monitor the activity and help where necessary.

Then read the correct sentences chorally.

Key: 1. city centre; 2. large; 3. third; 4. bedroom.

PRACTICE

3. Read the text and guess what room it is (p. 29, ex. 2).

Ask pupils to look at the pictures and name them.

Read the text. Ask pupils to read the sentences in silence after you. You can translate difficult sentences into the native language.

Pronounce the words clearly.

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

Then pupils read the text themselves in a chain. Do choral and individual repetition if it is necessary again.

While-reading: Ask the questions: “What is the text about? How many chairs are there? Where are the pictures?”

Post-reading: “What room is it?”

Key: A living-room.

4. Answer the questions (p. 30, ex. 3).

Pair work: After reading the text ask pupils to read the questions and give the answers about the Parkers flat.

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

Monitor the activity and help where necessary. Pupils act out the dialogue in pairs using the information about the Parkers flat.

One or two pairs act out the dialogue, and so on.

Repeat with several different pupils.

Then pupils should use these questions to describe the flats / houses where they live.

READING AND WRITING

5. Look and say. Make as many sentences as you can. Describe Steve and Molly’s room (p. 30, ex. 4).

Ask pupils to read the words in every column.

Pupils read chorally. Tell pupils they are going to make sentences about Steve and Molly’s room. Ask them to read an example too.

Pair work: Ask pupils to look at the table and make as many sentences as they can in pairs.

Go round helping. You can ask pupils to write the sentences down.

Do choral and individual reading of sentences. Help with pronunciation and sentence rhythm especially.

Monitor the activity and help where necessary.

Then pupils in pairs describe Steve and Molly’s room using the sentences from the table.

6. Draw your room. Write what kind of room it is, where the furniture is and what you do in the room. Use the words below (p. 30, ex. 5).

Give every pupil a piece of paper to draw their own rooms and furniture in them. Ask pupils to read the prepositions of place in the box and an example of a similar description too. Explain they are going to use these prepositions as well in their descriptions.

Give pupils enough time to draw their pictures. If you haven’t got enough time, ask to finish their work at home.

ENDING THE LESSON

7. “Spelling Game"

Revise furniture words by pointing to the flashcards and asking pupils to say, “a mirror, a cupboard”, etc. Do choral and individual repetition.

Ask five pupils to come to the front of the class and give each of them a family card. Each pupil says the letters of a word. Correct the spelling.

Repeat with different pupils.

Home work

Read (p. 29, ex. 1, p. 30, ex. 5).

Further practice

Use Workbook tasks at the lesson or at home.

Lesson 15. На кухні. Введення ЛО.

■ навчальна: закріпити новий лексичний матеріал за темою «Я, моя сім'я, друзі (міс­це проживання)», підтемою «Помешкання» та підтемою «Дім. Квартира», практику­вати мовні засоби за темами; формувати навички вживання нових лексичних оди­ниць; удосконалювати компетенції читання, аудіювання й усного та монологічного мовлення;

• Клас

  розвиваюча: 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, розвивати усні комунікативні уміння з опорою на наочність, розвивати соціокультурну компетенцію;

• виховна: виховувати уміння сконцентруватися, слухати інших, формувати добро­зичливу атмосферу в класі; виховувати зацікавленість у розширенні свої знань, скріплення навчального матеріалу з життям; виховувати загальну культуру учнів, толерантність один до одного.

Обладнання: картки за темами «Я, моя сім'я та друзі», «Я, моя сім'я, друзі (місце прожи­вання)», підтемою «Помешкання».