Хід уроку

WARM-UP

1. Game "Disappearing Items"

Write nature words on the board. Do choral repetition of the words. Then rub out one of the words in the sequence. Pupils chant the whole sequence of five words, including the missing one. Repeat rubbing out another item. Continue till there are no words on the board and pupils are saying the whole sequence from memory. You can also play this by drawing seven pictures on the board, and rubbing them out one at a time.

PRESENTATION

2. Work in pairs. Look at the pictures to Ex. 2. Talk about: (p. 67, ex. 1).

Ask pupils they are going to read a text about Ann.

Before reading it, ask pupils to look at the pictures in the text and answer the following questions.

Pupils look at the pictures and read the questions.

Key: 1. Ann is in the school yard. 2. She looks for something. 3. She is looking for litter in the school yard.

3. Listen and read (p. 67, ex. 2).

Pre-reading: Ask “How do you think what this text is about?”

Read the first two or three sentences of the story with the class asking pupils to tell you the words which are represented by pictures.

Ask pupils to read the whole text silently. Then read the story out loud, pausing to ask pupils to suggest words for the pictures.

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? What a special treasure is Ann looking for?”

Post-reading: “How can we protect our nature?”

4. Agree or disagree (p. 68, ex. 3).

Ask pupils to read the sentences in a chain.

Pair work: Tell pupils they are going to agree or disagree with the sentences. Pupils read and choose the correct sentences.

Monitor the activity and help where necessary.

If pupils don’t understand the meaning of some words, translate them into the native language.

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

READING AND WRITING

5. a) Put the words in the correct order to make questions (p. 68, ex. 4).

Pupils read the words in every question and put them in the correct order. If pupils find this exercise difficult, go through it orally before writing.

Key: 1. Where is Ann? 2. What is she looking for? 3. What does Ann see on a leaf? 4. What is the butterfly like?

b) Work in pairs. Take turns to ask and answer the questions.

Tell pupils they must answer these questions about Ann and her treasure. Key: 1. She is in the yard. 2. She is looking for litter. 3. She sees a butterfly. 4. The butterfly is pretty.

6. Fill in the missing words and write down the sentences (p. 68, ex. 5).

Ask pupils to read the words in the box. Tell pupils they are going to complete the sentences with these words in the box.

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.

Do choral and individual reading again.

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.

Key: 1. butterfly; 2. ladybird; 3. cans; 4. leaves; 5. treasures;

2. trees.

ENDING THE LESSON

2. "Memory Game"

Pupils look at the seasons on the poster “Seasons”. Take the poster away and ask pupils to try to remember as many colours as they can. Write the words on the board.

Home work

Read (p. 67, ex. 2).

Further practice

Use Workbook tasks at the lesson or at home.

Мета:

Клас

• навчальна: практикувати всі види мовленнєвої діяльності; ознайомити з новими лексичними одиницями; повторити раніше вивчені лексичні одиниці;

• розвиваюча: удосконалювати фонетику та артикуляцію звуків, розвивати усні ко­мунікативні уміння з опорою на наочність; підвищувати рівень особистої мотива­ції у вивченні англійської мови; узагальнити та систематизувати лексичні одиниці за темами «Пори року»;

• виховна: зацікавити учнів темою уроку, привернути їхню увагу до нових лексичних одиниць, передбачених у цьому уроці; допомогти їм бути розкутими у спілкуванні, повторити лексичний запас попередніх уроків.

Обладнання: таблиця «Пори року», картки, пов'язані з порами року.