Хід уроку

WARM-UP

1. Game "Miming Game"

Mime an action you did yesterday e.g. “I helped my mother yesterday” or “I watched TV yesterday.”

Pupils guess what you did and call out the action in past.

Repeat the procedure and, if appropriate, invite individual pupils to take turns to come and stand by you and do a mime to the rest of the class.

PRESENTATION

2. Look at the picture. Say what you see (p. 63, ex. 1).

Ask pupils to look at the picture and name all animals they can see.

Ask pupils to go to the board and write these words in plural.

Help with pronunciation and sentence rhythm especially.

Monitor the activity and help where necessary.

If you have some time, you can ask pupils to write the sentences down in their exercise books.

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

EXTRA

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

3. Listen and read (p. 63, ex. 2).

Pre-reading: Ask “What domestic animals you know? Where do domestic 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, “Where did Ann and Dan go last summer?”

Post-reading: “Where do your grandparents live?”

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.

4. Choose and say (p. 64, ex. 3).

Pair work: Pupils read the sentences in silent to themselves or they work on them together in pairs. Pupils choose suitable endings to every sentence. 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.

Keys: 1. A. 2. В. 3. C.

5. Work in pairs. Answer the questions (p. 64, ex. 4).

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: Pupils give their own answers.

READING AND WRITING

6. Write six sentences about your visit to your relatives in the village. Use the questions of Ex. 4 as a plan (p. 64, ex. 5).

Ask pupils to write six about their visit to their relatives in the village / town.

Pupils answer the questions of Exercise 4 and write down their answers into their exercise books.

Monitor the activity and help where necessary.

If you have some time, you can ask pupils to write the sentences down in their exercise books.

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

ENDING THE LESSON

7. Game "Hangman"

Draw a blank line on the board to represent each letter of a word (e.g., for

the word “Farm”, you write “ ”).

Pupils call out letters. If the word contains the letter mentioned, write the letter on the appropriate blank line. If it doesn’t, draw one line in the Hang­man picture. Pupils need to guess all the letters in the word or guess the word before you have drawn the ten lines to complete the Hangman. Also, let indi­vidual pupils choose a word and draw the blank lines on the board.

Home work

Read (p. 63, ex. 2).

Further practice

Use Workbook tasks at the lesson or at home.

• навчальна: активізувати та закріпити вивчений лексико-граматичний матеріал, удосконалювати 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; розвивати та удосконалювати написання речень з прикметниками у порівняльному та найвищому ступенях;

• Клас

  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: плакат «Свійські тварини».