Хід уроку

WARM-UP

1. Revise the action verbs with prepositions of place. Tell pupils, “Stand at the board, Max. Put your pen under the book. Go to the board,” etc. Mime other actions: “Pass me some bread, Olga”, “Drink some milk, children!” etc.

2. Game'Yes or No"

Play with the whole class and / or pupils play in pairs. You can use furniture words and names of the rooms in the house or job words. Pupils place the vocabulary cards face down in a pile in front of them. Pupil A turns over the first card and holds it up to Pupil В and says, e.g., “Is it a sofa?” Pupil В says, “Yes, it is.” or “No, it isn’t. It’s abed.” depending in the picture. If Pupil В responds correctly, he / she keeps the card and has the next turn. The pupil with the most cards at the end of the game wins.

PRESENTATION

3. Listen and repeat (p. 32, ex. 1).

Look at the pictures.

Read the words under the pictures.

Drill the pronunciation of the words.

Read out the caption for each of the pictures in turn, while pupils listen and look at the pictures. Use board sketches, miming and gestures to check if pupils have understood the meaning of the new words.

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

Use the flashcards. Ask pupils to go to the board, point to the necessary flashcard and repeat the new words.

If you have got some time, you can make sentences with these words.

Walk round the class and praise their efforts, “Good! Well done!”

PRACTICE

4. Read the text (p. 33, ex. 2).

Ask pupils to look at the photo and describe it using the construction ‘There is...’

Read the text. Ask pupils to read the sentences in silence after you.

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? What room is it on the photo? What things are there in the kitchen?”

Post-reading: “What things have you got in your kitchen?”

READING AND WRITING

5. Choose and say (p. 33, ex. 3).

Ask pupils to make sentences using the correct endings.

Pair work: Pupils read the sentences in silent to themselves or they work on them together in pairs. Pupils choose suitable ones. If it is necessary, translate the words into the native language.

Then they read the sentences aloud.

Ask pupils to read the sentences in a chain. Ask to translate difficult sentences into the native language.

Go round helping.

Do choral and individual reading again.

Help with pronunciation and sentence rhythm especially.

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

Key: 1. B. 2. C. 3. B.

6. Play a guessing game. Work in groups. Pupil A thinks of a piece of furniture in his / her living room (kitchen, bedroom...) The others try to guess what it is (p. 34, ex. 4).

Divide the class into some groups.

Ask them to read the rules of the guessing game.

Then read the example.

Pupils play.

Go round helping.

7. Write about the kitchen in your house or flat. These questions can help you (p. 34, ex. 5).

Pair work: Ask pupils to read the questions and give the answers in pairs.

Monitor the activity and help where necessary.

Do choral and individual repetition.

Practise 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.

Ask pupils to open their exercise books.

Then ask every pupil to write about the kitchen in their house or flat. ENDING THE LESSON

8. Game "Miming Game"

Mime you are doing an action e.g. dance or read a book.

Pupils guess what you’re doing and call out the action.

Repeat the procedure and, if appropriate, invite individual pupils to take turns to come and stand by you and mime to the rest of the class.

Home work

Read (p. 33, ex. 2).

Further practice

Use Workbook tasks at the lesson or at home.

Lesson 17. Домашні справи. Доповнення діалогів.

■ 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 навичок вживання нових лексичних оди­ниць, вдосконалювати 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».