Хід уроку

WARM-UP

1. Game "Hangman"

Draw a blank line on the board to represent each letter of a word (e.g. for the word family 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 Family Tree) and draw the blank lines on the board.

PRESENTATION

2. Listen and repeat (p. 15, ex. 1).

Teach and then drill the new words using the pictures.

Read out the caption for each of the pictures in turn, while pupils listen and look at the pictures. Use board sketches, miming and gestures to check if pupils have understood the meaning of the new words.

Pupils take turns to read out the words. Help with pronunciation.

Go round helping.

Ask the question: “Where do you live?” Pupils have to answer using the new words.

Repeat the question for several different pupils.

PRACTICE

3. Work in pairs. Take turns to ask and answer the questions (p. 15, ex. 2).

Pair work: Ask pupils to read the questions and answers in pairs.

Monitor the activity and help where necessary.

Do choral and individual repetition.

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

One or two pairs read or act out the dialogue.

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

Transfer: Encourage pupils to make their own answers too.

Ask pupils to write some sentences in their exercise books if you have enough time using the true information about their addresses.

READING AND WRITING

4. Listen, read and act out (p. 16, ex. 3).

Ask pupils to listen and read the dialogues.

If pupils don’t understand the meaning of new words, translate them into the native language or show a picture of this new word in exercise 1.

Pupils read and practise the dialogues for a few minutes. Go round helping. Read the dialogues again and pause after each sentence. Read every sentence dramatically and tell pupils to repeat after you.

After reading, ask pupils: “Where does Jane’s granny live? What’s her address?”

Pair work: Ask pupils to make their own dialogue.

Then ask pupils to act out the dialogue.

5. Agree or disagree (p. 16, ex. 4).

Pair work: Ask pupils to read the sentences in the exercise.

Tell them that they are going to agree or disagree with the sentences.

Pupils read and choose the correct sentences.

Monitor the activity and help where necessary.

Key: 1. False. 2. True. 3. False. 4. True. 5. False.

EXTRA

Game "Flashcard Charade"

Divide the class into groups of three or four. Give each group a flashcard (about city / town), making sure that other groups don’t see it. Explain that children must think of a way to mime their flashcard. Give them a minute or two to prepare this. Each group then takes turns to mime to the rest of the class and guess each other’s flashcards.

6. a) Read and complete the sentences (p. 16, ex. 5).

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

Pair work: Pupils read the words from the brackets silently to themselves or they work on them together in pairs. Pupils match suitable ones 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.

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.

b) Tell your classmates about the place where you live.

Tell pupils they can use the sentences from the exercises 3 and 5 as examples but filling in their own information.

ENDING THE LESSON

Home work

Read (p. 15-16 , ex. 1,3).

Further practice

Use Workbook tasks at the lesson or at home.

Lesson 7. Розповідь бабусі про містечко Колчестер.

Present Simple Tense.

навчальна: презентувати новий лексичний матеріал за темою «Я, моя сім'я, друзі (місце проживання)», підтемою «Помешкання»; 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; розвивати усні комунікативні уміння з опорою на наочність; розвивати соціокультурну компетенцію;

виховна: виховувати вміння сконцентруватися, слухати інших; формувати добро­зичливу атмосферу в класі; виховувати зацікавленість у розширенні свої знань, скріплення навчального матеріалу з життям; виховувати загальну культуру учнів, толерантність один до одного.

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