Хід уроку

WARM-UP

1. Game "Teacher Can't Remember"

Tell pupils you can’t remember some of the words from a particular vocabulary set so you want them to help you.

Tell pupils you are going to show them some flashcards and say some words. This time use the verbs with prepositions.

PRESENTATION

2. Listen, read the poem (p. 66, ex. 1).

Books are closed. Read the poem. Pupils listen.

Ask pupils to open the books.

Ask questions “What is this poem about? How do you imagine our nature? Describe the trees and flowers from the poem.”

Read the poem again.

Pupils read and practise the poem for a few minutes.

Go round helping.

Read the poem with several different pupils.

Monitor the activity and help where necessary.

Ask, “How can we protect nature? What can we do for this?”

3. Look and say what people mustn’t do to nature (p. 66, ex. 2).

Ask pupils to look at the pictures and read the word combinations in boxes.

Explain that they are going to revise some special verbs. Explain the meaning “modal verbs” in the native language. Then remember pupils the meaning of the modal verb “can” - “could”, “may” and “must”.

Make the sentences negative. “Can” and “could” are to ask someone to do something for you. “Can” is polite but if you want to be very polite, use “could”.

“May” is to say that you think something is possible.

“Must” is to tell somebody what to do.

Explain the meaning of the modal verbs using the table. Explain that they’re the same for everybody in affirmative, negative and questions.

Ask pupils to make some sentences with modal verbs.

Ask pupils to use the verb ‘must’ in the following sentences.

Write the sentences leaving out the verb ‘must’: “We (must) protect our nature. We (must) take care of trees and animals. We (must) plant trees. We (must) make bird houses.”

Then ask pupils to say what people mustn’t do to nature using the words from the boxes at the photos.

Key: 1. People mustn’t pollute seas and oceans. 2. People mustn’t hunt animals. 3. People mustn’t cut down trees.

PRACTICE

4. Read and say what you can do to protect nature (p. 67, ex. 3).

Read the sentences and translate them into the native language.

Ask pupils to complete the thoughts what they can do to protect nature. Stick some pictures where children help homeless animals, work in the parks, help at the Zoo, explain to little children not to drop litter, etc. using these pictures ask pupils to write some sentences what they can do to protect nature

READING AND WRITING

5. Work in pairs. Ask and answer the questions (p. 67, ex. 4).

Stick a lot of pictures or photos where people destroy or protect nature.

Pair work: Ask pupils to read the questions and try to answer them using the known information about protecting nature.

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

Monitor the activity and help where necessary.

Pupils act out the dialogue in pairs using the information about the Parkers flat.

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

Key: 1. People pollute rivers, seas and oceans. They pollute air and land, etc. 2. We can take care of wild animals. We must not to pollute water, etc. Pupils can choose any picture and describe it in pairs.

Monitor the activity and help where necessary.

6. Make a poster “Take Care of Nature”. Use the words and phrases from Ex.2 and lesson 1 (p. 67, ex. 5).

Ask pupils to read an example. Pupils read the example individually.

Ask pupils to complete them with suitable words.

Write these words on the board to help pupils to complete the sentences. Then they copy out the sentences into their exercise books and complete them with suitable words and words combinations about nature and how people can protect it today.

Go round helping.

ENDING THE LESSON

Home work

Read (p. 66, ex. 1).

Further practice

Use Workbook tasks at the lesson or at home.

• навчальна: активізувати та закріпити вивчений лексико-граматичний матеріал, ознайомити з новими лексичними одиницями за темою «Природа і навколишнє середовище», описувати когось / щось, висловлювати своє ставлення до когось / чогось; удосконалювати компетенції 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 «Природа рідного краю», тематичні картки «Захист довкілля».