Хід уроку

WARM-UP

1. Game "Miming Game"

Pupils mime the new transport words from this unit in pairs, and the other pupils try to guess the right answer.

Ask pupils to use like and dislike sentences.

PRESENTATION

2. Listen, repeat and point (p. 78, ex. 1).

Ask pupils to look at the city plan.

Say the new words and tell pupils to find them on the plan. Drill each new word two or three times. Write these words down into their vocabularies.

Do choral and individual repetition.

Monitor the activity and help where necessary. Use board sketches, miming and gestures to make sure the pupils understand the meaning of the new words.

Help with pronunciation. If you like, ask pupils to make sentences with these words.

3. Choose and say (p. 79, ex. 2).

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

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. B. 3. A.

PRACTICE

4. Read and say what places the people are looking for (p. 79, ex. 3).

Pupils read the short monologues and guess what places the people are looking for.

Pair work: Pupils read the sentences in silent to themselves or they work on them together in pairs. Pupils choose suitable places. If it is necessary, translate the sentences into the native language. Monitor the activity.

Key: 1. a museum; 2. a stadium; 3. a kindergarten; 4. a cafe;

5. a bank.

5. Work in pairs. Act out the situation (p. 79, ex. 4).

Divide pupils into two groups. Ask two pupils from different groups to read the task of the exercise.

Ask pupils to read the example in pairs.

Ask a pupil to read the words in a box.

Pupils from group A must ask pupils from group В different questions about Kyiv.

Pair work: Pupils make different dialogues.

They practise their parts in the story for a few minutes. Go round helping. One or two pairs read or act out the dialogue.

Repeat with a different pupil, but this time let pupils choose partners to act them out with.

Repeat with several different pupils.

EXTRA

Game "Number Activity"

Write numbers on the board. Use numbers from 50 to 100. Divide the class into two teams and give a pupil from each team a piece of chalk. Say a number. The first pupil to run to the board and draw a circle round the correct number wins a point for their team.

READING AND WRITING

5. Write six sentences to answer the questions in Ex. 4 (p. 78, ex. 5).

Pupils read the questions again.

Ask pupils to make true answers to the questions using the words from the box.

Ask pupils to make sentences and write some of them down in their exercise books.

Help with pronunciation and sentence rhythm especially.

Monitor the activity.

ENDING THE LESSON

5. Game "Disappearing Cards"

Stick five or seven city flashcards 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 the words, 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 five words on the board, then rubbing them out one at a time. Home work

Read (p. 79, ex. 3, 4).

Further practice

Use Workbook tasks at the lesson or at home.

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

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.