Хід уроку

WARM-UP

1. Game "I can see..."

Play with the whole class and / or children play in pairs. Pupil A holds up a book with one of the picture cards behind it. Pupil A says “Look!” and gradually moves the card up. As soon as Pupil В recognises the picture, they say e.g. I can see the ... bagl After three turns, the children change roles.

PRESENTATION

2. Listen and read (p. 106, ex. 1).

Ask pupils to read the whole text silently. Then read the story out loud.

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, “What is the text about? Who writes a letter? ”

Post-reading: “What lessons do you have on Monday?”

3. Read Ex.l and choose the correct item (p. 106, 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. A. 2. A. 3. B. 4. B. 5. B.

PRACTICE

4. a) Work in pairs. Take turns to ask and answer your friend about your school life (p. 107, ex. 3).

Divide pupils into two groups

Group work: Stick a poster or flashcards describing school life on the board. Ask pupils to look at the pictures and name these school activities.

Ask pupils to read the questions one by one.

Ask pupils to copy out the questions and write down the answers in their exercise books and on the board. Pupils give their own answers.

b) Speak in class. Tell your new English friend about your school life.

Tell pupils, “Imagine that you have a new English friend. You want to tell him / her about your school life.

Write a plan on the board:

• How many days you go to school

• What lessons you study

• What time you go to school and what time you come home

• What games you pay with your friends after school

• Pupils read a plan and describe their school day adding their own thoughts.

5. Work in pairs. Read and complete the dialogue. Use was or were (p. 107, ex. 4).

Remember pupils when they use ‘was’ and ‘were’ in sentences. Ask pupils to look at the sentences and fill in the gaps using ‘was’ and ‘were’.

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.

Key: 1. was; 2. Were; 3. was, was; 4. was; 5. was.

6. Write a letter to your penfriend. Here are the things he / she wants to know about your school (p. 107, ex. 5).

Read the instruction. Tell pupils they are going to write a letter about their school using the plan /

Pupils read the plan and try to write a letter. Go round helping.

Help with spelling.

Monitor the activity and help where necessary.

ENDING THE LESSON

7. Game “Read My Lips"

Move your lips or whisper familiar hobbies or activities. Children concentrate on your mouth movements and repeat what you say.

Home work

Read (p. 106, ex. 1, 2).

Further practice

Use Workbook tasks at the lesson or at home.

• навчальна: презентувати новий лексичний матеріал за темою «Шкільне життя»; практикувати мовні засоби за темою «Шкільне життя»; формувати навички вжи­вання нових лексичних одиниць; вдосконалювати компетенції читання, аудіюван­ня й усного монологічного мовлення; збільшення обсягу знань про соціокультурну специфіку мови країни, що вивчається, вдосконалювати уміння будувати своє мов­не висловлювання, мовну поведінку адекватно цій специфіці;

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; учити працювати у парі, ло­гічно висловлювати думку;

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

Обладнання: картки за темою «Шкільне життя».