Хід уроку

WARM-UP

1. Use pictures to play a matching game. Draw pictures on the board, or stick pictures cut from magazines or newspapers on the board. Write the words at the other end of the board. Pupils match pictures and words by drawing a line e.g. from the picture of “to swim” to the words “to swim”.

PRESENTATION

2. a) Listen and read (p. 113, 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.

2. Act the dialogue out.

Pair work: Pupils read the sentences silently to themselves or they work on them together in pairs.

Then they read the sentences aloud.

Pupils act out the dialogue.

Help with pronunciation and sentence rhythm especially.

Monitor the activity and help where necessary.

3. Write the correct information (p. 114, ex. 2).

Pupils read the sentences and find mistakes.

Then they correct the information in them.

Read the sentences again.

Key: 1. final; 2. full; 3. excited; 4. Steve; 5. the best.

4. Listen to the school radio programme from the stadium about the football match. Take your notes (p. 114, ex. 3).

Tell pupils they have to complete the information about the school radio programme. The programme is from the stadium about the football match. Pupils read the idea and complete them.

Ask pupils to use the information from the dialogue.

Then they read the sentences aloud.

Monitor the activity and help where necessary.

5. a) Complete the dialogue. Fill in does, is or has (p. 114, ex. 4).

Ask pupils to complete the sentences using does, is or has.

Pair work: Pupils read the sentences silently to themselves or they work on them together in pairs. Pupils 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. does, is; 2. has; 3. has, is; 4. Does; 5. does, are.

2. Act the dialogue out.

Pair work: Read the dialogue again. Pupils listen and read in pairs.

Ask pupils to read and practise their part in the story for a few minutes. Go round helping.

One or two pairs read or act out the dialogue.

Repeat with a different pupil, but this time let pupils choose partners to act them out with.

Repeat with several different pupils.

2. Listen and check.

Pupils listen to the dialogue and check their answers.

READING AND WRITING

6. Write the words in the correct order (p. 114, ex. 5).

Pair work: Pupils read the sentences and put them in the correct order.

Key: 1. Did you watch last football match on the TV? 2. The people were really excited. 3. They played tennis last Sunday. 4. What sport do you go in for? 5. Which team won the game? 6. Which team was the best last season?

ENDING THE LESSON

7. Game "Hangman"

Draw a blank line on the board to represent each letter of a word (e.g. for

the word uniform you write ).

Pupils call out letters.

If a letter is included in the word, write the letter on the appropriate blank line. If the letter is not in the word, draw one line of the Hangman picture. Pupils must try and find all the letters in the word or guess the word before you have drawn the ten lines to complete the Hangman. Also let individual pupils choose a word (try to use the words of the Week Days or School Subjects) and draw the blank lines on the board.

Home work

Read (p. 113, ex. 1).

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 невербально на запитання, які вимагають простих відповідей, формувати у учнів комунікативну компетенцію,

• 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, 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».