Хід уроку

WARM-UP

1. Game "Miming game"

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

PRESENTATION

2. a) Listen, repeat and point (p. 82, ex. 1).

Ask pupils to look at the pictures.

Say the words.

Drill each new word two or three times.

Write these words down into pupils’ vocabularies.

Do choral and individual repetition of every word.

Stick the pictures of these words on the board.

Ask pupils to write the names of the buildings near the pictures.

Monitor the activity and help where necessary.

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

Ask pupils to point at these buildings at the map of London.

b) Say

Read the pattern.

Ask pupils to make sentences with the new words using the construction ‘to be going to’.

Ask pupils to write some sentences 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.

PRACTICE

3. Listen and read (p. 83, ex. 2).

Pre-reading: Pupils look at the photo. Ask “What building is it? Do you know where this building is? Is it old / high / new / fantastic?”

Say a new word ‘sights’. Drill it two or three times. Write this word down into their vocabularies.

Do choral and individual repetition.

Read the text. Ask pupils to read the sentences in silence after you. You can translate difficult sentences into the native language.

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.

While-reading: Ask the questions, “What is the text about? Who is going to visit London?”

Post-reading: “What famous buildings and places do you know in London / Kyiv / your home town / city?”

4. Work in pairs. Ask and answer the questions (p. 83, ex. 3).

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.

Key: 1. She is going to visit her aunt and uncle. 2. They live in London, the capital of Great Britain. 3. Yes, London is a beautiful city because it is very old with many modern and old buildings, parks and squares. 4. Big Ben, Tower Bridge and Trafalgar Square are the most famous sights of London.

READING AND WRITING

5. Speak in class. You are a tour guide. Use the word combinations to tell the class about London (p. 83, ex. 4).

Stick a map and photos (pictures) of famous buildings and places of London on the board.

Ask pupils to imagine they are tour guides.

Read the pattern. Ask pupils to go to the board and try to say some information about famous buildings and places of London.

Ask pupils to point at photos or pictures and describe them.

Repeat with several different pupils.

6. Complete the sentences (p. 83, ex. 5).

Ask pupils to complete sentences using the patterns. If the class is not strong, write suitable words and words combinations on the board to help pupils to choose necessary ones.

Pupils choose the words from the list and complete the sentences.

Pupils read the sentences aloud.

Ask pupils to read the sentences in a chain.

Go round helping. You can ask pupils to write the sentences down.

Key: 1. The capital of Great Britain. 2. buildings, shops, cinemas ... museums. 3. Thames. 4. Big Ben, Tower Bridge and Trafalgar Square.

5. Parks ... squares. 6. Monuments ... fountains.

ENDING THE LESSON

Find some songs about London and sing them with your pupils, e.g. “London’s burning”.

Home work

Read (p. 83, ex. 2).

Further practice

Use Workbook tasks at the lesson or at home.

Мета:

• Клас

  навчальна: ознайомити з новими лексичними одиницями за темою «Подорож», ак­тивізувати вивчений лексико-граматичний матеріал, описувати когось / щось, ви­ражати своє ставлення до когось / чогось, вдосконалювати 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 любов до своєї Батьківщини, рідного краю, виховувати куль­туру співбесіди, виховувати зацікавленість у розширенні свої знань, скріплення на­вчального матеріалу з життям, загальну культуру учнів.

Обладнання: таблиця «Подорож», тематичні картки.