Хід уроку

WARM-UP

1. Game "Cross the River"

Draw a river on the board, with two sets of four stepping stones across the river. If you like drawing, you may want to add “dangers” like crocodiles, shark fins, or snakes in the river. Write Team A and Team В underneath the two sets of stepping stones. Divide the class into two teams. Tell children you are going to show each team different flashcards. Each team has to guess their words correctly to move across the river. Show one team a flashcard and choose a child in that team to give the answer. Allow him / her to consult friends first to avoid embarrassment if the answer is incorrect. If the child answers correctly, write the word on that team’s first stepping stone. If the answer is not correct, ask the other team to tell you the word, and write the word on that team’s first stepping stone. The first team to complete the four stepping stones with words crosses the river and wins.

PRESENTATION

2. Answer the questions (p. 70, ex. 1).

Ask pupils to name the animals at the photos. Divide the animals into two groups: domestic and wild.

Ask pupils to compare the animals.

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.

Monitor the activity and help where necessary.

Pupils act out the dialogue in pairs using different information about the animals.

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

Repeat with several different pupils.

Key: 1. A bear is bigger. 2. A mouse is smaller. 3. A lion is faster but sometimes a zebra is faster. 4. A lion is stronger.

PRACTICE

3. Choose and say (p. 71, ex. 2).

Ask pupils to look at the sentences and finish them using the correct words.

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

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

Key: 1. C. 2. A. 3. B.

READING AND WRITING

4. Work in pairs. Take turns to ask and answer the questions about the weather (p. 71, ex. 3).

Stick many weather pictures on the board.

Ask pupils to describe the weather at every picture.

Pair work: Ask pupils to read the questions to each other and answer them about the weather.

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 seasons and calendar.

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

Repeat with several different pupils.

5. Describe the pictures. What season is it? (p. 71, ex. 4).

Pupils look at the pictures. Ask, “What seasons are there?” Pupils answer.

Tell pupils they are going to complete the sentences using the necessary words about summer and winter using the pattern sentences.

Ask some pupils to go to the board and write these sentences on it.

6. Choose a picture of nature and describe it. Write six sentences about it. take Ex. 4 as the example (p. 71, ex. 5).

Pupils choose any picture and describe it.

ENDING THE LESSON

7. "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.

8. Game "Disappearing Items"

Write days of the week or months of a year 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.

Home work

Read (p. 71, ex. 2).

Further practice

Use Workbook tasks at the lesson or at home.

Клас

Lesson 1. МИ ЛЮБИМО ПОДОРОЖУВАТИ

Мета:

• навчальна: ознайомити з новими лексичними одиницями за темою «Подорож», ак-

тивізувати вивчений лексико-граматичний матеріал, описувати когось / щось, слов- лювати своє ставлення до когось / чогось; удосконалювати компетенції читання, аудіювання й усного монологічного мовлення; збільшувати обсяг знань про соціо- культурну специфіку мови країни, що вивчається; удосконалювати уміння будувати

своє мовне висловлювання, мовну поведінку адекватно цій специфіці;

• розвиваюча: розвивати логічне мислення, увагу та зорову пам'ять, спостережли­вість, удосконалювати фонетику та артикуляцію звуків; розвивати усні комунікатив­ні уміння з опорою на наочність; уважно стежити за презентованою інформацією, ефективно співпрацювати під час парної та групової роботи; мотивувати готовність брати участь в іншомовному спілкуванні, учити працювати у парі;

• виховна: виховувати зацікавленість у розширенні свої знань, скріплення навчаль­ного матеріалу з життям, загальну культуру учнів.

Обладнання: таблиця «Подорож», тематичні картки.

Хід уроку

WARM-UP

1. Game "Disappearing Cards"

Stick from five to seven flashcards “Transport” 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. Listen, read and say the poem (p. 72, ex. 1).

Books are closed. Read the poem. Pupils listen.

Ask pupils to open the books.

Ask questions “What is this poem about? Do you like travelling? Why?”

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.

Post-reading: Ask, “How can we travel?”

3. Look at the pictures. Say as in the example, (p. 72, ex. 2).

Drill the transport words using the pictures.

Read out the caption for each of the pictures in turn. Pupils listen and look at the pictures. Use board sketches, miming and gestures to check if pupils have understood the meaning of the new words.

Pupils take turns to read out the words. Help with pronunciation.

Go round helping. Repeat with several different pupils. Pay pupils’ attention to the preposition by + transport.

Read the example and make similar sentences using the transport words.

PRACTICE

4. Listen and read (p. 73, ex. 3).

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

Ask pupils to read the whole text silently. Then read the story out loud.

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 is Ann’s family planning?”

Post-reading: “What kind of transport are they going to travel?”

Ask pupils to look at the Grammar Box.

Read the sentences and compare them.

The first one is describing the present action.

The second one is describing the future action because ‘is going to’ / ‘am going to’ / ‘are going to’ mean future arrangements. Translate these sentences into the native language and give the Ukrainian equivalent.

Read the sentences with ‘is going to’ / ‘am going to’ / ‘are going to’ from the text again and translate into the native language.

5. Work in pairs. Ask and answer the questions (p. 73, ex. 4).

Ask pupils to complete the sentences.

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.

Monitor the activity and help where necessary.

Underline ‘is going to’ / ‘am going to’ / ‘are going to’ in every sentence and translate into the native language.

Pupils act out the dialogue in pairs using different information about the animals.

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

Repeat with several different pupils.

Key: 1. ... visit her grandmother in June and in July she is going to travel around Ukraine. 2. ... train and by bus. 3. ... the most beautiful places of the country.

READING AND WRITING

6. Make as many sentences to the table (p. 73, ex. 5).

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 travelling. Ask to translate every word.

Ask pupils to make as many sentences to the table and write them down in their exercise books.

Help with pronunciation and sentence rhythm especially.

Monitor the activity and help where necessary.

ENDING THE LESSON

7. Revise comparatives: Write on the board some adjectives and ask pupils come to the board and write either ‘-er’ or ‘more’ to change the adjectives into comparatives. Do the same procedure with superlatives. Pupils go to the board and write ‘the +-est’ or ‘the + most’ to change the adjectives into superlatives.

Pair work: Pupils ask and answer questions about transport in their town / city / village using the adjectives.

Home work

Read (p. 73, ex. 3).

Further practice

Use Workbook tasks at the lesson or at home.

• навчальна: повторити лексичне одиниці за темою «Подорож», активізувати вивчений лексико-граматичний матеріал, описувати когось / щось; висловлювати своє ставлення до когось / чогось, вдосконалювати компетенції читання, аудіювання й усного моноло­гічного мовлення, збільшення обсягу знань про соціокультурну специфіку мови країни, що вивчається; удосконалювати уміння будувати своє мовне висловлювання, мовну по­ведінку адекватно цій специфіці, вчитися складати тематичні діалоги;

Клас

• розвиваюча: розвивати логічне мислення, увагу та зорову пам'ять, спостережли­вість; удосконалювати фонетику та артикуляцію звуків, розвивати усні комунікатив­ні уміння з опорою на наочність; уважно стежити за презентованою інформацією, ефективно співпрацювати під час парної та групової роботи; мотивувати готовність брати участь в іншомовному спілкуванні, учити працювати у парі;

• виховна: виховувати зацікавленість у розширенні свої знань, скріплення навчаль­ного матеріалу з життям, загальну культуру учнів.

Обладнання: таблиця «Подорож», тематичні картки.