Хід уроку

WARM-UP

1. Game "Disappearing Cards"

Stick from five to seven flashcards “City Buildings” 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. Work in pairs. Look at the map. Take turns to ask and answer about the places on it (p. 80, ex. 1).

Ask pupils to look at the map and read the names of the streets.

Then read the names of the houses. Ask pupils to point at the hotel / bank / zoo / town park, etc.

Go round helping.

Read the dialogue. Do choral and individual reading.

Help with pronunciation and sentence rhythm especially.

Monitor the activity and help where necessary.

Pupils act out the dialogue in pairs.

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

Repeat with several different pupils.

Then ask pupils to ask about other buildings of the city and their location.

Monitor the activity and help where necessary.

Pupils act out the dialogue in pairs again.

3. Listen, read and say (p. 81, ex. 2).

Teach and then drill the new 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. Make sentences with these word combinations.

4. Play a game “Touring the city”. Look at the map on p. 80. Pupil A gives instruc­tions. Pupil В follows the directions and says where he / she is (p. 81, ex. 3).

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.

Pupils from group A must give some directions to pupils from group В how to get a place in the city

Pupils from group В must follow these directions and get to a necessary place.

Pair work: They practise their parts in the story for a few minutes. Go round helping.

One or two pairs read or act out the conversation.

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

Repeat with several different pupils.

READING AND WRITING

5. a) Listen, read and act out (p. 81, ex. 4).

Books are closed. Read the dialogue. Pupils listen.

Ask pupils to open the books.

Pair work: Read the dialogue again. Pupils listen and read in pairs.

Ask pupils to read and practise their part 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.

Post-reading: Ask, “Where does a person want to get?”

b) Make your own dialogues with the following phrases.

Write the patterns on the board.

Ask pupils to complete these patterns with suitable words using the dialogue from the exercise.

Pair work: Pupils make their dialogues and read in pairs.

Ask pupils to read and practise their part in the story for a few minutes. Go round helping.

One or two pairs read or act out the dialogue.

6. Draw a plan of your way to school. Write 6-7 sentences about your way to school (p. 81, ex. 5).

Give pupils big pieces of paper and ask them to draw plans how to get from their houses to the school.

Ask them to draw houses and buildings, roads and other things which are on their way to the school.

To help pupils ask to read the example.

Pupils read it and complete the sentences with instructions how to get from their houses to school.

If you have not enough time, ask pupils to finish their posters at home.

ENDING THE LESSON

Home work

Read (p. 81 ex. 4).

Further practice

Use Workbook tasks at the lesson or at home.

• навчальна: ознайомити з новими лексичними одиницями за темою «Подорож», ак­тивізувати 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», карта Лондону, тематичні картки.