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WARM-UP

1. Game "Do You Remember?"

This game is aimed to practice the use of “is / are” and “isn’t / aren’t”. Take ten or twelve different classroom objects (pens, rulers, rubbers, books, etc.) from pupils in the room. Put them on, under, next to or near each other on the table at the front.

Let pupils look at the arrangement of objects for exactly one minute, trying to memorize what the objects are, their colours and sizes, make a note or sketch for yourself the position of the objects.

After the minute of the viewing time, cover all the objects with a big cloth so that pupils really have to remember the objects and their arrangement.

Ask pupils to say what objects are on the desk, to describe their arrangement and their colours. Use your own notes or sketch to confirm or query their statements: “Yes, it is / they are. No, it isn’t / they aren’t”.

PRESENTATION

2. a) Look at the picture of Polly, Andy and their family (p. 13, ex. 1).

Ask pupils to look at the people on the picture and answer the questions: “Who is 35 / 14 years old? Is grandp. 67 or 62?” etc.

Pupils read and answer.

Pupils write some answers in their exercise books.

Ask pupils to read the sentences individually.

Ask some bright pupils to write the sentences on the board too. Pay attention to the spelling of numbers.

Help with pronunciation.

b) Say: “How many people are they in the family? What do they look like?”

Read aloud the question and check that pupils understand what to do. Pupils answer the question.

Key: There are six members in the family.

Then ask pupils to read the sentences and complete them with different suitable words.

Key: Their mother is pretty and short / nice / kind. She has got short hair and green / blue / grey eyes.

PRACTICE

3. Choose and say (p. 14, ex. 2).

Ask pupils to read the sentences and complete with the suitable word.

Pupils read and complete the sentences.

Individual or pair work: Pupils read the words silently to themselves or they work on them together in pairs. Pupils match suitable ones and fill in the gaps.

Then they read the sentences aloud. If you have some time, you can ask pupils to write the sentences down in their exercise books.

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

Then ask pupils to read the sentences in a chain. Ask weak pupils to translate some sentences into the native language.

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

Do choral and individual reading again.

4. Work in pairs. Ask and answer the questions about your families (p. 14, ex. 3).

Pair work: Ask pupils to put their family photos on the desks. Ask pupils to read the questions and answers in pairs.

One or two pairs read or act out the dialogue.

Transfer: Encourage pupils to make their own questions and answers too.

Ask pupils to write some sentences into their exercise books if you have enough time.

5. Speak in class. Tell your friends about the members of your family (p. 14, ex. 4).

Ask pupils to tell about the members of their families.

Tell them to use the patterns from the exercise.

Example: My mother is younger than my father.

READING AND WRITING

6. Write six sentences about your / your friend’s family. Draw a picture (p. 14, ex. 5).

Ask pupils to read the text about Sashko’s family. Pupils read the text in a chain.

After reading they can make some questions about this family.

Then ask pupils to write six similar sentences about their / their friend’s family.

ENDING THE LESSON

7. Game "Disappearing Cards"

Stick some family 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 the words, including the missing one. Repeat removing another flashcard. Continue until 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.

8. Start a family chain round the class.

Home work

Read (p. 14, ex. 5).

Further practice

Use Workbook tasks at the lesson or at home.

Lesson 6. У місті. Робота з новими лексичними одиницями.

навчальна: презентувати новий лексичний матеріал за темою «Я, моя сім'я, друзі (місце проживання)», підтемами «Помешкання», «Дім. Квартира»; практикувати мов­ні засоби за темами; формувати навички вживання нових лексичних одиниць; удо­сконалювати компетенції читання, аудіювання й усного та монологічного мовлення;

Клас

розвиваюча: уважно стежити за презентованою інформацією; ефективно співпра­цювати під час парної та групової роботи, мотивувати готовність брати участь в ін­шомовному спілкуванні; розвивати різні типи пам'яті — слухову, зорову, увагу, уяву, учити працювати у парі, логічно висловлювати думку;

• виховна: виховувати уміння сконцентруватися, слухати інших, формувати добро­зичливу атмосферу в класі.

Обладнання: картки за темою «Я, моя сім'я, друзі (місце проживання)», підтемою «По­мешкання».