Хід уроку

WARM-UP

1. Write words on the board. Pupils close their eyes while you remove one word. Pupils then open their eyes and try and remember what is missing. They can either say the word, or write it down. Do this with lexical sets of words, e.g. activities, hobbies, weather, sports, foods, etc.

PRESENTATION

2. Listen and read (p. 53, ex. 1).

Pre-reading: Pay pupils’ attention to the verbs in the box. Read them together loudly.

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.

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 day was yesterday? What did the family do in the local water park?”

Post-reading: “Did you go to a cafe? What did you eat and drink there?”

PRACTICE

3. Answer the questions (p. 53, ex. 2).

Pair work: Ask pupils to read the questions.

Tell them that they are going to answer them. If they don’t know what to answer, tell pupils to say the phrase “I don’t know” or find the necessary information in the text.

Pupils read and answer the questions.

Key: 1. They went to the local water park. 2. Yes, they did. 3. The water was warm. 4. They swam a lot rode the water slides. 5. They ate and drank juice.

READING AND WRITING

4. Write the correct information (p. 53, ex. 3).

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

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.

Then read the correct sentences chorally.

Key: 1. water park; 2. water; 3. swam; 4. icecream.

5. a) Listen, read and act out (p. 54, ex. 4).

Books are closed. Read Dialogue 1.

Pupils listen.

Ask pupils to open the books.

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.

Do the same procedure with Dialogue 2.

2. Complete Dialogue 3 and act it out with your partner.

Ask pupils to complete Dialogue 3 and act it out with their partners.

Ask pupils to write the dialogue in their exercise books using the patterns of Dialogue 2 and Dialogue 3.

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.

2. Choose and complete.

Ask pupils to look at the sentences and finish them 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 some bright pupils to write the sentences on the board too.

Key: 1. B. 2. A. 3. C. 4. A. 5. B.

6. Draw a picture about your best weekend. Write about it (p. 55, ex. 5).

Ask pupils to read the instruction loudly.

Give them big pieces of paper to draw a poster and write about hobbies in their families.

Then pupils look at the example, read the sentences and complete them individually or in pairs.

Then pupils draw a picture and write about their best weekend.

ENDING THE LESSON

7. Stick flashcards of different activities on the board.

Tell pupils to look at the pictures and ask: “What games are the boys / girls playing in the pictures?

Pupils answer.

Home work

Read (p. 53, ex. 1).

Further practice

Use Workbook tasks at the lesson or at home.

Lesson 28. Тепер ти можеш.. Узагальнення знань учнів

Мета:

• Клас

  навчальна, активізувати та закріпити вивчений лексико-граматичний матеріал, вдоско­налювати 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, закріпити поняття прийменників часу та вживання їх у мові з опорою на наочність; розвивати та удосконалювати написання речень в теперіш­ньому неозначеному та минулому неозначеному часах (розповідні, питальні та заперечні);

• 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 підтемою «Моє хобі».