Lesson 23. Телевізійні передачі. Введення ло

Дата

Клас

■ навчальна: закріпити граматичний і лексичний матеріал за підтемами «Дозвілля», «Моє хобі», практикувати мовні засоби за даними підтемами; формувати навички вживання нових лексичних одиниць, вдосконалювати компетенції читання, аудію- вання й усного монологічного мовлення;

• 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;

• виховна, виховувати уміння сконцентруватися, слухати інших, формувати добро­зичливу атмосферу в класі.

Обладнання: картки за підтемами «Дозвілля», «Моє хобі», «Годинник».

Хід уроку

WARM-UP

1. Game "True or False"

Hold a flashcard facing you and tell pupils you are going to say a true or a false sentence.

Say a true or false sentence about the card in your hand, e.g. Hold a picture of a basketball and say,

“I like playing tennis”.

If pupils think you are telling the truth, they call out “True!” If they don’t, they call out “False!” Alternatively, pupils can do one of two agreed actions.

Reveal the flashcard in your hand then ask a pupil to choose a flashcard without the other pupils seeing it.

Ask the pupil to say a true or false sentence about the flashcard that he / she has got.

Continue until all of the words have been practised.

PRESENTATION

2. a) Listen and repeat (p. 46, ex. 1).

Ask pupils to look at the pictures.

Say the words.

Drill each new word two or three times.

Write these words down into pupils’ 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.

Monitor the activity and help where necessary. If you like, ask pupils to make sentences with these words.

Name TV programmes in our country that pupils are familiar with.

Ask: “Do you like television? Do you like (name of a programme?)” Write the names of the programmes on the board then make a list of the programmes that pupils watch. Then tell them the categories these programmes belong to: ... is a cartoon, etc.

Write the channel next to the programme. Say: “... is on Channel One” etc.

b) Look and say which programmes you like / don’t like.

Ask pupils to read the instruction. Pupils read it in silence.

Then ask a pupil to read an example and ask him / her to make a similar sentence.

Then ask other pupils to tell the class what programmes they like / don’t like to watch on TV.

Write some positive and negative sentences on the board.

3. Listen, read and act out (p. 46, ex. 2).

Books are closed. Read the dialogue. Pupils listen.

Ask pupils to open the books.

Learn television words: “channel” and “TV guide”. Pronounce the words two or three times.

Ask questions “What Film is on Channel 1? When does it start?”

Pair work: Read the dialogue again. Pupils listen and read in pairs.

Ask pupils to read and practise their part in the story for a few minutes. Go round helping.

One or two pairs read or act out the dialogue.

Repeat with a different pupil, but this time let pupils choose partners to act them out with.

Repeat with several different pupils.

READING AND WRITING

4. Read the TV guide (p. 46, ex. 2).

Tell pupils they are going to read a special kind of text. It’s a TV guide.

At first practice saying the times in the TV guide. Draw some clocks faces on the board. Each clock should show a different time (in hours, half hours and quarters). Revise the times using a demonstrative clock too.

Ask bright pupils to read the TV guide one by one.

Ask the other pupils to repeat after the pupils who read the TV guide.

5. Work in pairs. Answer the questions (p. 47, ex. 4).

Pair work: After reading the TV guide, ask pupils to read the questions and give the answers about it.

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 questions and giving the answers about hobbies and activities.

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

Repeat with several different pupils.

Key: 1. Yes, there is. 2. Yes, there is. 3. Yes, there are some on Chanel Eurosport. 4. It is Chanel 1.

6. Look at the TV guide in Ex. 3 and change the highlighted words in the dialogue in Ex. 2, p. 46. Write your dialogue and act it out (p. 47, ex. 5).

Read aloud the instruction and check that pupils understand what to do. Tell pupils they can look at the TV guide in Ex. 3 and change the highlighted words in the dialogue in Ex.2.

If the task is rather difficult to understand, write this dialogue on the board with the gaps.

Pair work: Ask pupils to fill in the gaps using the TV programme of Ex. 3.

(It will be a good work to fill in the gaps with the whole class before pair work). Pupils make their own dialogues.

Monitor the activity and help where necessary. Pupils act out the dialogue in pairs using the information from the TV guide.

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

ENDING THE LESSON

Home work

Read (p. 46, ex. 2).

Further practice

Use Workbook tasks at the lesson or at home.

■ навчальна: закріпити граматичний і лексичний матеріал за підтемами «Дозвілля», «Моє хобі», практикувати мовні засоби за даними підтемами; формувати навички вживання нових лексичних одиниць, удосконалювати компетенції читання, аудію- вання й усного 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;

• виховна, виховувати уміння сконцентруватися, слухати інших, формувати добро­зичливу атмосферу в класі.

Обладнання: картки за підтемами «Дозвілля», «Моє хобі».