Хід уроку

WARM-UP

1. Game "Question Tennis"

Divide the class into two teams. Team A asks a question or Team B: “Is a fox dangerous? Are dolphins clever?” Team В gives a full answer. They then ask Team A a question. Teams take turns in this way and score points for correct questions and answers.

2. 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. “Fantasticl”

PRESENTATION

3. Look at the pictures. Choose and say (p. 62, ex. 5).

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

Ask pupils to describe these animals using the necessary information from the brackets.

Pair work: Pupils read the sentences in silent to themselves or they work on them together in pairs. Pupils choose suitable endings. If it is necessary, translate the words into the native language.

They complete the sentences and read them 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.

PRACTICE

4. Play a game. Think of an animal. Other pupils ask you the questions and try to guess what animal it is (p. 62, ex. 5).

Stick a set of flashcards on the blackboard. Secretly choose one and encourage pupils to guess which it is by asking you different questions e.g. Is it red? No, it isn’t. / Is it blue? Yes, it is. Invite individual children to the front of the class in turn and get them to secretly choose a flashcard while the others guess in the same way.

EXTRA

Pupils choose their favourite animals and describe them answering the questions about the animals. Monitor the activity and help where necessary.

READING AND WRITING

5. Listen and read (p. 62, ex. 3).

Pre-reading: Ask “What wild animals you know? Where do wild animals live?”

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 different?”

Post-reading: “What must we do with wild animals?”

EXTRA

Stick 8-10 flashcards from different lexical sets on the blackboard. Elicit or remind children of the names. Give the children one minute to look in silence and try and memorise the flashcards before removing them from the board. Pupils work in pairs and write a list of the flashcards they can remember.

Check the answers by eliciting answers from the whole class and writing a list on the blackboard.

6. Make as many true sentences as you can (p. 63, ex. 4).

Pupils read the words and word combinations in every column.

Ask pupils to make true sentences using the words from the columns.

Ask pupils to write them down in their exercise books.

Help with pronunciation and sentence rhythm especially.

Monitor the activity and help where necessary.

EXTRA

Say the Yes / No questions and the answers to them.

Then ask various Yes / No questions about wild and domestic animals, etc. Then ask more complex questions.

7. Write six sentences to the table of Ex. 4 (p. 63, ex. 5).

Ask pupils to write extra six sentences about different animals using the ideas from the table of Ex.4.

ENDING THE LESSON

8. Game'Team Spelling"

Divide the class into two teams. Show a picture to the class or draw a picture on the board and ask a pupil from the first team to spell it. If the pupil can spell it, that team wins a point. If the pupil cannot spell it, the other team can try to spell it for a bonus point.

Home work

Read (p. 62, ex. 3).

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 «Свійські тварини».