Хід уроку

WARM-UP

1. Game "Musical Cards"

Play with the whole class. Children stand or sit in a circle. Give out the picture cards from one set to different children in the circle. Play any music and children pass the cards clockwise round the circle. Pause the music. Children with the picture cards hold them up and name what’s on their card in turn. Everyone claps and says e.g. “Fantastic!”

PRESENTATION

2. a) Listen and repeat (p. 58, ex. 1).

Teach and then drill the new words using the pictures.

Read out the caption for each of the pictures in turn. 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.

Go round helping.

Repeat with several different pupils.

b) Say where these animals live.

Read an example. Then ask pupils about the animals and ask where they live. “Where does a dolphin / a python / a hippo live?”

Tell pupils to take information them the boxes under the pictures of the animals.

Key: 1. A dolphin lives in a sea. 2. A python lives in the jungle.

3. A hippo lives in a river or in a lake.

PRACTICE

2. Choose and say (p. 59, ex. 2).

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 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. B. 2. A. 3. C.

2. Listen and repeat (p. 59, ex. 3).

Ask three pupils to stand at the front of the class. Say: Olga is tall. Oleg is taller. Max is the tallest. Write tall - taller - the tallest on the board. Take two books of different weights: a small hardback book and a very heavy hardback book. Say: This book is heavy. This book is heavier. Find a very large, very heavy book and say: This book is the heaviest.

Read out the words in the box one by one. Pupils listen, read and repeat after you. Pay pupils’ attention to the spelling of the words ‘fat’ and ‘big’ and an article ‘the’ in front of the superlatives.

Ask individual pupils to read out the words.

Ask pupils to name the animals in the pictures.

Then compare the animals.

Key: 1. A whale is fast, a lion is faster but a cheetah is the fastest.

2. A dolphin is big, a shark is bigger but a whale is the biggest. 3. A wolf is fat, a tiger is fatter but a hippo is the fattest. 4. A lizard is long, a crocodile is longer but a python is the longest.

READING AND WRITING

2. Work in pairs. Ask and answer the questions (p. 59, ex. 4).

Pair work: Ask pupils to read the questions one by one.

Ask pupils to copy out the questions and write down the answers in their exercise books and on the board.

When pupils read Wh-questions they have to give true answers.

Key: 1. A cheetah is. 2. A whale is. 3. A python is. 4. A cheetah is.

5. A whale is. 6. A hippo is.

6. Write down three questions and answers to the pictures on page 58. Use the words big, fast, long (p. 59, ex. 5).

Ask pupils to look at the pictures and name the animals.

Pair work: Ask pupils write down three questions and answers about these animals.

Pupils may also be asked to write questions answers on the board.

Monitor the activity and help where necessary.

ENDING THE LESSON

5. 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 whale and say “A whale is thinner than a dolphin”.

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.

Home work

Read (p. 59, ex. 2).

Further practice

Use Workbook tasks at the lesson or at home.

Мета:

Клас

■ навчальна: ознайомити з новими лексичними одиницями, активізувати вивче­ний лексико-граматичний матеріал; розвивати вміння та навички читання, письма, усного монологічного та діалогічного мовлення; збільшувати обсяг знань про со- ціокультурну специфіку мови країни, що вивчається; удосконалювати уміння буду­вати своє мовне висловлювання, мовну поведінку адекватно цій специфіці;

• розвиваюча: розвивати логічне мислення, увагу та зорову пам'ять, спостережли­вість; удосконалювати фонетику та артикуляцію звуків; розвивати усні комунікатив­ні уміння з опорою на наочність;

• виховна, виховувати зацікавленість у розширенні свої знань, скріплення навчаль­ного матеріалу з життям; виховувати загальну культуру учнів, толерантність один до одного.

Обладнання: тематичні картки за підтемою «Дикі тварини».