Хід уроку

WARM-UP

1. Game "Team Spelling"

Divide the class into two teams. One member from each team comes to the front of the class. Each says a word for the other to write on the board. Use the words from the last two or three lessons of this unit.

Correctly spelt words win a point for the team.

PRESENTATION

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

Books are closed. Read the dialogue. Pupils listen.

Ask pupils to open the books.

Ask pupils to look at the pictures and say what animals they can see.

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.

Post-reading: Ask, “Where was Steve? When was he in the safari park? Was it dangerous?”

PRACTICE

3. Work in pairs. Answer the questions (p. 61, ex. 2).

Pair work: Ask pupils to read the questions and try to answer them.

Pupils may also be asked to write answers in their exercise books and on the board.

Monitor the activity and help where necessary.

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

Repeat with several different pupils.

Keys: 1. He went to the UK. 2. He saw a lot of animals in the safari park.

2. The trip wasn’t dangerous.

3. Listen and read (p. 61, ex. 3).

Pre-reading: Ask “What animals are there at the photos?”

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.

Do choral and individual repetition of difficult words. Follow the same procedure three or four times.

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? Are animals everywhere or in cages?”

Post-reading: “What must we do in the safari park?”

READING AND WRITING

2. Agree or disagree (p. 61, ex. 4).

Read the adjectives in the box. Ask pupils to read them in a chain.

Pair work: Ask pupils to read the sentences in the exercise.

Tell them that they are going to agree or disagree with the sentences.

Pupils read and choose the correct sentences.

Monitor the activity and help where necessary.

Key: 1. False. 2. False. 3. True. 4. True. 5. True.

2. Complete the sentences (p. 62, ex. 5).

Ask pupils to make sentences using the comparatives and superlatives of adjectives.

Pair work: Pupils read the sentences silently to themselves or they work on them together in pairs. Pupils match suitable forms and fill in the gaps. 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.

Monitor the activity and help where necessary.

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

Key: 1. most famous; 2. most dangerous; 3. most important; 4. more dangerous; 5. more exciting.

ENDING THE LESSON

2. 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. 61, ex. 3, 4).

Further practice

Use Workbook tasks at the lesson or at home.

• 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;

Клас

• 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».