Хід уроку

WARM-UP

1. Start a day-of-the-week chain round the class.

Write any two or three of the following days-of-the-week anagrams on the board for the pupils to work out in pairs: YARDIF (Friday), DANYUS (Sunday), YODMAN (Monday).

PRESENTATION

2. Listen and read (p. 109, 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 time does Steve get up?”

Post-reading: “When do you get up?”

3. a) Look and say. Find the word combinations from the dialogue of Ex. 1 which match the pictures (p. 110, ex. 2).

Pupils look at the pictures and say what Steve does.

Then they find the word combinations and write them in their exercise books and on the board.

Key: 1. get up; 2. have breakfast; 3. leave home; 4. go by bus;

5. watch television; 6. do homework.

b) Say that Steve has done these actions today. Use the verbs in the Present Perfect

You can change the task and tell pupils to write the sentences in the Past Simple.

PRACTICE

4. Play a miming game. Pupil A shows what he / she has done today. Pupil В tells the class about his / her actions (p. 110, ex. 3).

Ask pupils to read the instruction.

If pupils understand the rules of the game, they begin to play and describe their actions.

If it is necessary to translate the rules, help pupils to do it.

You can change the task and tell pupils to write the sentences in the Past Simple.

READING AND WRITING

5. a) Complete the dialogue. Use the verbs in the Past Simple tense (p. Ill, ex. 4).

Ask pupils to make sentences using the verbs from the brackets.

Pair work: Pupils read the sentences silently to themselves or they work on them together in pairs. Pupils use necessary forms and fill in the gaps. 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.

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.

Key: 1. have; 2. did, read, went; 3. was; 4. liked, were.

6. had, cleaned, did, visited нужно свериться c учебником

b) Change the actions and take turns to talk about your evening. Act out the dialogue.

Ask pupils to read the example and complete the sentences with the true information.

7. Write what you did yesterday (p. Ill, ex. 5).

Pupils read the example and complete the sentences with the true information.

ENDING THE LESSON

8. Game "Team Spelling"

Divide the class into two teams. One member from each team comes to the front of the class. Each says a word for the other to write on the board. Use the words from the last two or three lessons of this unit.

Correctly spelt words win a point for the team.

Home work

Read (p. 109, ex. 1).

Further practice

Use Workbook tasks at the lesson or at home.

Мета:

Клас

• навчальна: активізувати та закріпити вивчений лексико-граматичний матеріал; вдосконалювати вміння та навички аудіювання, читання, письма, усного мовлення, реагувати невербально на запитання, які вимагають простих відповідей;

• 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, толерантно ставлитись 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: тематичні картки та плакати за темою «Розпорядок дня», «Шкільне життя».