Хід уроку

WARM-UP

1. Game "Disappearing Cards"

Stick from five to seven flashcards “Activities in winter / summer” on the board. Do choral repetition of the words. Then remove one of the flashcards in the sequence. Pupils chant the whole sequence of six words, including the missing one. Repeat removing another flashcard. Continue till there are no flashcards on the board and pupils are saying the whole sequence from memory. You can also play the game by writing seven words on the board, then rubbing them out one at a time.

PRESENTATION

2. a) Look at the pictures and name the seasons (p. 69, ex. 1).

Ask pupils to look at the four pictures and say what seasons they are.

Key: 1. A is winter. 2. В is spring. 3. C is summer. 4. D is autumn. EXTRA

Complete the sentences using the pictures.

Write the sentences on the board and finish them with the pictures. Pupils read the beginnings and name the pictures.

Today the weather is ...

In winter it is ...

In autumn you eat...

In spring birds ...

When it rains you can wear ...

When it is snowy you can play...

In summer you can go ...

b) Listen to the riddles, guess what season it is. Match your answers with the pictures in Ex. la.

Read the first riddle. Pupils listen and try to guess what season it is.

Ask pupils to find a necessary picture.

Ask a question “What season is it?” pupils answer.

Do the same procedure with the rest riddles. Pupils find the necessary pictures and answer.

Key: 1. It is autumn. Picture D. 2. It is summer. Picture C. 3. It is winter. Picture A. 4. It is spring. Picture B.

Pupils read and practise the poems for a few minutes.

Go round helping.

Read the poems with several different pupils.

Monitor the activity and help where necessary.

Post-reading: Ask, “What is your favourite season? Why?”

3. Work in pairs. Ask and answer the questions (p. 70, ex. 2).

Pair work: Ask pupils to read the questions to each other and answer them. Pupils may also be asked to write answers in their exercise books and on the board.

Pupils act out the dialogue in pairs using the information about seasons and calendar.

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

Repeat with several different pupils.

Key: 1. There are four seasons in a year. They are spring, summer, autumn and winter. 2. There are twelve months in a year. They are January, February, March, April, May, June, July, August, September, October, November, December. 3. Pupils’ answers. 4. Pupils’ answers.

READING AND WRITING

4. Play a game. Take turns to talk about the seasons of the year. The pupil who can say more sentences is the winner (p. 70, ex. 3).

Stick many pictures about seasons and weather on the board.

Pupils read the instruction. Then ask them to look at the pictures for some minutes.

Take the pictures away.

Ask pupils to begin to describe any season. Count the sentences.

The pupil who can say more sentences is the winner.

5. a) Look at the table. Make as many sentences as you can (p. 70, ex. 3).

Pupils read the words and word combinations in every column.

Ask pupils to make true sentences using the words from the columns and their own ideas about different weather.

Ask pupils to write them down in their exercise books.

Help with pronunciation and sentence rhythm especially.

Monitor the activity and help where necessary.

b) Answer the question.

Pupils read the question and give the full answer to it.

EXTRA

Say the Yes / No questions and the answers to them about the seasons and the weather.

Then ask various Yes / No questions with positive and negative answers. Then ask more complex questions.

6. Write six sentences to the table of Ex.4 (p. 70, ex. 5).

Pupils read the table about the weather once more.

Pupils make sentences about the weather and write six sentences about it. ENDING THE LESSON

7. Draw or stick weather pictures to the board: the pictures of the shining sun, falling raindrops, blowing wind, falling snow and clouds. Ask pupils to call out the weather words and describe the weather.

Home work

Read (p. 69, ex. 1).

Further practice

Use Workbook tasks at the lesson or at home.

• навчальна: активізувати та закріпити вивчений лексико-граматичний матеріал, вдосконалювати вміння та навички аудіювання, читання, письма, усного мовлення; реагувати вербально на запитання, які вимагають як простих, так і складних відпо­відей; формувати у 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: плакати «Погода», «Свійські тварини», «Дикі тварини».