Хід уроку

WARM-UP

1. Game "Jump"

Ask children to stand at their desks.

Hold up a flashcard from the vocabulary set and say a word.

The word is the same as the flashcard, they jump. If it isn’t, they keep still.

Alternatively, ask pupils to put their hands up if the word you say and the flashcard are the same.

PRESENTATION

2. Listen, read and say the chant (p. 108, ex. 1).

Tell pupils to look at the picture. Ask what they see. Pupils give the answer.

Explain the wards ‘rules’ and ‘troubles’.

Ask, “Are there any rules at your school?”

Tell pupils that they are going to read a chant.

Read the words of the chant, pausing after each line.

Pupils repeat the lines chorally and individually.

Read the chant chorally faster and faster.

Post-reading: Ask pupils “Do you like rules? Have you got your own rules?” PRACTICE

3. a) Listen and read the words in the list A and B. Ask your teacher for help if you don’t know what they mean (p. 108, ex. 2).

Pre-reading: Tell pupils, “Say ‘Good morning’. Now say ‘Good morning’ loudly. Say ‘Good morning’ quietly. Count to ten loudly. Count to ten quietly”. Demonstrate quickly and slowly by walking to the door. Write adverbs of manner quickly, slowly, quietly and loudly on the board. Ask pupils to draw lines between the pairs of opposites.

Then ask pupils to read the words in list A and В and ask you to translate them if they don’t know the meaning of these words using the patterns. You can translate. You must use these adverbs in classroom instructions in the future.

2. Match the words from the list A with the words from the list B. Write down the word combinations.

Write the lists on the board. Read the words.

Ask pupils to go to the board and match the words from the list A with the words from the list B.

Ask pupils to write down the word combinations a verb + an adverb in the Past Participle, e.g. ‘written slowly’.

Monitor the activity and help where necessary.

4. Tell the class what you must or mustn’t do at school. Use ideas from Ex.2b) (p. 108, ex. 3).

Ask pupils to write the rules they must or mustn’t do at school. They read the examples and write their own sentences.

Go round helping. Help with spelling.

Monitor the activity and help where necessary.

READING AND WRITING

5. a) Read and say which school rule you don’t like (p. 109, ex. 4).

Pupils read the rules. 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.

Then pupils choose school rules they don’t like.

2. Write down five rules for your school. Include one that is false.

Pupils choose and write five rules with a false one.

2. Take turns to read out your rules. The others must say which rule is the false one.

Pupils read their rules while the others are listening and choosing the false one.

6. Draw a poster for a gallery walk. Write the rules you would like to have in your school (p. 109, ex. 5).

Ask pupils to read the instruction loudly.

Give them big pieces of paper to draw a poster and write the rules they would like to have in their school.

Then pupils draw a poster and write the rules.

If you have not enough time, ask pupils to finish their posters at home. Stick all the posters on the board and pupils read the school rules.

ENDING THE LESSON

7. Game "Picture Flashcards"

Hold up action flashcards and ask several questions about each one, e.g., “Can you swim / dance / fly?” Pupils reply, “Yes, I can. / No, I can’t.” “What are you doing now?” Revise the action words using the flashcards or photos if you have any. Repeat chorally and individually.

Home work

Read (p. 109, ex. 4).

Further practice

Use Workbook tasks at the lesson or at home.

• навчальна: повторити та закріпити лексичний матеріал за темою «Шкільне життя», підтемою «Розпорядок дня»; практикувати мовні засоби за підтемою «Розпорядок дня»; практикувати мовні засоби за темою «Шкільне життя»; формувати навички вживання нових лексичних одиниць; вдосконалювати компетенції читання, аудію­вання й усного монологічного мовлення; збільшувати обсяг знань про соціокуль- турну 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», підтемою «Розпорядок дня».