Хід уроку

WARM-UP

1. Game 'Teacher Can't Remember"

Tell pupils you can’t remember some of the words from a particular vocabulary set so you want them to help you.

Tell pupils you are going to show them some flashcards or mime and say some words.

PRESENTATION

2. Look at the pictures. Choose and say (p. 37, ex. 1).

Ask pupils to look at the pictures and finish 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. You can ask pupils to write the sentences down.

Do choral and individual reading again.

Help with pronunciation and sentence rhythm especially.

Monitor the activity and help where necessary.

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

Key: 1. A. 2. В. 3. C. 4. C.

PRACTICE

3. Read and compare the sentences (p. 37, ex. 2).

Tell pupils they are going to read some pairs of sentences and compare them.

Pupils read the pairs of sentences and compare. Pay their attention to the forming The Present Simple and the Present Continuous Tenses.

Post-reading: Check that pupils have understood the meanings of the sentences. Then write the model sentences on the board in two columns:

singulars with is+-ing and plurals with are+-ing. Use the two sets of sentences to show the construction of the Present Continuous.

Check that pupils have understood the meanings of the sentences in The Present Simple the third form singular as well.

READING AND WRITING

4. Make as many sentences as you can (p. 38, ex. 3).

Ask pupils to read the words in every column.

Pupils read chorally. Tell pupils they are going to make sentences about different people.

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

Go round helping.

5. Ask and answer the questions (p. 38, ex. 4).

Ask pupils to read the speech pattern as an example.

Pair work: Pupils read the questions and give suitable answers to them.

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 their household chores.

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

Repeat with several different pupils.

6. Write down the questions to the sentences (p. 38, ex. 5).

Write some sentences in the Present Continuous tense on the board.

Ask pupils to look at these sentences. Then make Wh- questions to these sentences and write them down too.

Read the Wh- questions and the answers to them.

Then ask various Wh-questions about the class: “Who is Vicky speaking to? What is Ivan doing? What is Kate doing?” etc. Then ask more complex questions if you have got enough time.

Pair work: Pupils in pairs take turns to ask and answer the questions to the sentences in the exercise.

Pupils read the sentences again and copy down the questions to the sentences in their exercise books.

ENDING THE LESSON

7. Game "Cross the River"

Draw a river on the board, with two sets of four stepping stones across the river. If you like drawing, you may want to add “dangers” like crocodiles, shark fins, or snakes in the river. Write Team A and Team В underneath the two sets of stepping stones. Divide the class into two teams. Tell children you are going to show each team different flashcards. Each team has to guess their words correctly to move across the river. Show one team a flashcard and choose a child in that team to give the answer. Allow him / her to consult friends first to avoid embarrassment if the answer is incorrect. If the child answers correctly, write the word on that team’s first stepping stone. If the answer is not correct, ask the other team to tell you the word, and write the word on that team’s first stepping stone. The first team to complete the four stepping stones with words crosses the river and wins.

Home work

Read (p. 37, ex. 2).

Further practice

Use Workbook tasks at the lesson or at home.

Lesson 19. Тепер ти можеш…Узагальнення знань учнів.

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 у учнів комунікативну компетенцію, закріпити поняття прийменників ча­су та вживання їх у мові з опорою на наочність; розвивати та удосконалювати напи­сання речень в теперішньому продовженому часі (розповідні, питальні та заперечні);

Клас

■ 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; 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: картки за підтемами «Розпорядок дня», «Дозвілля», «Моє хобі», плакат «Present Continuous» та «Present Simple».