Хід уроку

WARM-UP

1. Game "Anagrams Race"

Divide the class into two teams. Each team makes up an anagram for any famous place of London, e.g., “werTo” (Tower) or any other words.

PRESENTATION

2. Look and match the pictures (A-D) with the words in the list (1-4) (p. 83, ex. 5).

Read the new words written under the pictures.

Say the new words. Drill each new word two or three times. Write these words down into pupils’ 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.

Ask pupils to match the new words with the pictures.

PRACTICE

3. a) Listen and read (p. 84, ex. 2).

Pre-reading: Ask “What kind of the text is it? Who writes this letter?”

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

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, “Where is Steve? What city is he in?”

Post-reading: “What famous buildings and places do you know in Kyiv? What is Steve going to visit?”

2. Say what places in Kyiv Steve is writing about.

Pupils read the text of the letter once more and find the necessary information.

Stick some photos of famous places of Kyiv on the board.

Ask pupils to go to the board and write the famous places of Kyiv at the photos.

4. Work in pairs. Ask and answer the questions about Kyiv (p. 85, ex. 3).

Explain to pupils that they are going to make questions about Kyiv using the construction ‘to be going’. Pupils make questions.

Ask a bright pupil the first question. The pupil answers. If it is difficult for the pupil to answer, help him / her.

Do the same procedure with other questions. Do choral and individual repetition.

Pair work: Pupils read and answer the questions about Kyiv. Monitor the activity and help where necessary.

Key: 1. Are you going to visit any museums? Yes, I am. 2. Are you going to see the most famous sights of Kyiv? Yes, I am. 3. Are you going to walk around Independence Square? Yes, I am.

READING AND WRITING

5. Listen and read the poem (p. 85, ex. 4).

Books are closed. Read the poem. Pupils listen.

Ask pupils to open the books.

Ask questions “What is this poem about? How can we travel? Is travelling always good?”

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, “Do you like travelling?”

6. Write 6-7 sentences about Kyiv (p. 85, ex. 5).

Tell pupils they are going to write a story about Kyiv using the beginning of the sentences.

Pupils read it and complete the sentences with necessary words and word combinations.

Keys: 1. Capital; 2. old, big; 3. Dnipro; 4. squares, streets, parks... sights; 5. famous.

ENDING THE LESSON

7. Game "Abracadabra"

Children play in pairs. Each child lays their cards face down in a row on their desks.

Pupil A points to Pupil B’s first card pretends to wave a wand and says e.g. “Abracadabra! It’s a river!” Pupil В turns over the card. If it’s a river, they say “Yes!” and leave the card face up. If it isn’t a river, they should say “No!” and leave the card face down.

Pupil В then has the next turn.

Home work

Read (p. 84, ex. 2).

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 в учнів комунікативну компетенцію, розвивати та удосконалювати вживання та написання речень в минулому неозначеному часі, вживання правиль­них та неправильних дієслів;

• 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 за темою «Подорож», карта Лондона, Києва, тематичні картки.